Covid-19: Education Attendance
Baroness Andrews Excerpts(2 years, 10 months ago)
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Baroness Berridge (Con)
My Lords, the REACT teams from the Department for Education, working alongside local authorities, have an attendance strategy. They are working closely with schools, particularly for those young people with special educational needs and vulnerable children, to ensure that as many as possible are in schools. In relation to the bubbles, they are one way that schools can limit the number of contacts but, even if a child within a bubble tests positive, that does not necessarily mean that all children in the bubble have to go home; it is still only those who qualify as close contacts in line with the risk assessment by the school.
Baroness Andrews (Lab) [V]
My Lords, is the Minister aware that, during the first two weeks of June, the number of Covid cases in early years settings doubled? Can she tell me how many nurseries have closed because pre-school children are isolating? If the Government withdraw the requirement for schoolchildren to isolate, will this also apply to pre-school settings? This is, as she knows, an area under huge strain and challenge at the moment and it would be good to have as much clarity as possible on this point.
Baroness Berridge (Con)
My Lords, I can tell the noble Baroness that the latest figures we have are for 24 June this year, when 55,000 early years settings were open. That represents 82% of all settings, and we estimate that that means that 937,000 children were in an early years setting on that day. When we are able to confirm step 4, the advice will obviously relate to all education settings.
Covid-19: Children
Baroness Andrews Excerpts(2 years, 10 months ago)
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Baroness Andrews (Lab)
My Lords, it is a privilege to take part in this debate—I am minded to abandon most of my speech as well—and it is a privilege to hear what both my noble friends have said. The House will be relieved to hear that it is not my birthday, but I know that my noble friends could not have spent their birthdays in a better way than taking the opportunity to say what they have said today. To pick up on the point on which my noble friend Lord Coaker finished, what do we mean by “recovery”? What is a “recovery plan”? What do we mean by “levelling up”? Do we mean restoring the status quo and simply repairing damage, or do we take up the challenge that my noble friend set out in her Motion to create a proper vision and a delivery plan for the future?
If it is just about restoring the status quo, it is about acknowledging and accepting those horrendous cast-iron structural inequalities in our system. If it about repairing the damage, it is a temporary fix. If we do not take the opportunity at this unique point, when we do have a mandate for change, to present and deliver something that is critically different, then—my word—we will have wasted an opportunity. We cannot create an economic and social recovery on the backs of children for whom a recovery plan is inadequate, partial and half-baked, as Kevan Collins said.
Over the past 18 months—I have lived with a three year-old during lockdown; I know what that is like—we have seen young babies whose parents have never met a health visitor. We have seen four year-olds who have lost the gift of being sociable, making friends and developing their language. We have seen seven year-olds for whom school was the only safe place in their lives. We have seen 15 year-olds stuck with their computers, if they were in fact so advantaged, and desperate for every other thing that made their lives a pleasure. We have seen 18 year-olds for whom university has been a series of endless Zoom seminars. And, yes, we have had the statistics already this afternoon that children of five and six—the youngest—have lost about 30% of their learning. It is the youngest who take longer to recover, and children in disadvantage have suffered 10% more again.
Returning to the status quo is not an option when it is riddled with such failure, but the pandemic has also revealed new inequalities—people who could work at home and children who could learn at home. Building in intergenerational difficulties and challenges will reproduce and make even worse all those challenges that we had. So what is needed is not a repair job based on a skeleton programme of tutoring, in effect, with a few extras offered as well. As Sir Kevan Collins said in his profoundly serious resignation statement, that is simply not a credible way to build a successful long-term recovery programme to close the gaps in achievement—and he should know. He was asked to advise the Government precisely because he did know, and what he asked for was not just extra money—it was not about double physics after school—but investment in what is needed to reopen children to long-term recovery, because when you close schools, you close children’s lives. He asked for investment in play, language and creative activities to keep children engaged in learning—the extended learning programme that we have heard about.
My noble friend and I, some decades ago, were engaged in a very innovative and imaginative programme to transform what schools could offer outside the school day and the school year. It led to the concept of the extended school day, built on the fact that everything you do outside school by way of creative activities supports, inspires and pins down the learning. It is not an extra; it is something that delivers for every child in every school and every family. I would like to the Minister to meet with me—and perhaps my noble friend, too, if she will join me—so that I can tell her about the research that came out of that, on which I believe Kevan Collins built his thesis.
That is what leads to my sense of urgency—thinking back to some of those families I worked with. In some of them, the children would never have gone to school unless the teachers had collected them from their home. My noble friend gave us some other examples from today, including the teacher whose first job was to sweep up the needles in the playground. That is what poverty looks like, and indeed what it feels like today as well.
I will very quickly ask the Minister to do three things. First, address the problem raised by the Early Years Alliance this week that early years has been willingly, knowingly underfunded in the past few years and must be put right. Secondly, yes, build the programme around literacy, letting teachers design and drive it and bringing in those brilliant agencies such as the National Literacy Trust and the Reading Agency that really know what to do. Thirdly, go back with grace and confidence to Sir Kevan Collins and say, “You were right, we cannot deliver what you want on the basis of what we said”. The Government would have the blessing and support of the country in doing so.
Education Return and Awarding Qualifications in 2021
Baroness Andrews Excerpts(3 years, 2 months ago)
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Baroness Berridge (Con)
I thank the noble Lord for his persistence in raising this issue. I have the great privilege of meeting at least every fortnight with the Boarding Schools’ Association and the Independent Schools Council. We have certain partnerships with them, particularly in relation to vulnerable children in boarding schools, but I do want to say, in relation to catch-up being for the lifetime of the Parliament, that now is the moment for us as the department and that sector to really try to square this circle and find a larger-scale way in which the good will of the sector and the needs of our children can be aligned so that we can deliver something more substantive.
Baroness Andrews (Lab) [V]
My Lords, can I press the Minister on summer school provision again? The summer school catch-up schemes are going to be absolutely essential. Why therefore are they covering only a third of children on free school meals? When are we going to have detailed plans of what will be the content of the curriculum and the expectations? Will this all be left to schools? In which case, will any standards be set? The Minister mentioned the focus on children in transition years. I welcome that very much indeed, because these are very crucial rites of passage. Can she tell me more about what those plans are and when we will actually see them—and, more importantly, when teachers will actually see them?
Baroness Berridge (Con)
My Lords, yes, the summer school programme is focused on those in secondary schools for the reason that they have less time left in education. As I say, we are encouraging year 7 because of that transition year. There will be enrichment activities as well as education. There will be further information on this for schools and I reiterate that this is in addition to the holiday and activities fund that is running those activities in disadvantaged communities—so it is summer schools plus that.
Covid-19: Educational Settings
Baroness Andrews Excerpts(3 years, 3 months ago)
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Baroness Berridge (Con)
My Lords, in relation to GCSEs, the majority of children in England transition at 16. That may not be the case in other devolved nations and therefore examinations at 16 are an important part of our system. In relation to catch-up, there are of course plans in the department about how to get the information about how behind children are and how we support schools. The noble Lord’s idea is a novel one but, as he indicates, it has mammoth implications. Thinking about the higher education sector, would that be mandatory or voluntary, and would students really want to do it? Also, it would create a huge bulge into higher education at some point. The idea is novel, but it has mammoth implications for the sector. We need to focus on supporting schools in order to get the best education for those children at the moment, and that is what the department is focused on doing.
Baroness Andrews (Lab) [V]
My Lords, I want to come back to the questions asked by my noble friend Lord Watson of Invergowrie about early years. I was shocked that there seemed to be simply a passing reference to early years in the Statement, yet the Early Years Alliance does not share the confidence of the Government or the Minister. It says that nursery workers
“are being asked to remain on the frontline during the most worrying period of a global pandemic with no PPE, no testing and no access to vaccinations”
and the minimum of funding. The Minister has spoken about the science, but she has not told us whether the science covers the position and the vulnerability of nursery workers themselves in those settings. Secondly, why have the Government ceased to provide funding at this point? The Minister must know that the Coram foundation, in its report in December on the state of early years, predicted massive losses of nursery preschool provision in the coming year. It is a deeply worrying situation. Can she answer those two questions now?
Baroness Berridge (Con)
My Lords, the staff in the early years sector have done a sterling job as well, and over 80% of early years were in their settings before Christmas. These are not unsafe environments. We base our decisions on the public health evidence. These settings were given a very small amount of PPE just in case there was a pupil who was symptomatic on the premises, which was the same for schools. Those staff have access to community testing, of which we have ramped up the capacity. The data on which I rely, in relation to the rates of disease among the workforce, are the ONS data that we have. There was no higher prevalence among education staff than in relation to the general population. The sector is being funded on a per-attendee basis now, but I know that the Secretary of State was meeting the sector today or yesterday and we are in close contact with it regarding its sustainability.
Covid-19: Social Mobility
Baroness Andrews Excerpts(3 years, 4 months ago)
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Baroness Berridge (Con)
My Lords, the noble Lord is correct that we want to make sure to avoid this potential loss for young people, and education is of course a major protective factor in their lives. However, more disadvantaged students are in better schools than they were in 2010, with 86% of our schools being “good” or “outstanding”. During the pandemic, many school leaders have gone above and beyond the call of duty to ensure that disadvantaged students can catch up. Just one of the initiatives is that as of April, any adult who does not have a level 3 qualification can go to an FE college or other college or institution and get their first qualification at that level.
Baroness Andrews (Lab) [V]
My Lords, I am sure that the Minister will have seen today the IPPR report on the state of the north, which again shows shocking levels of child poverty. It is obvious that Covid has pushed these children even further down the ladder. Levelling up will work only if the toxic link between child poverty and school failure is broken. Why is that long-term strategy not being prioritised in the spending review? When can we expect a long-term plan for children’s learning and welfare which is equal to the urgency and gravity of the situation?
Baroness Berridge (Con)
My Lords, I can assure the noble Baroness that specific emergency help has been provided to ensure that children who needed a meal when their schools were closed were given support and that the early years sector in particular was given funding, as were schools, irrespective of the young people who were attending them. Vulnerable children with an EHC plan or those who were in need were offered a school place even during the lockdown. Enabling more disadvantaged students to do well is core to the Government’s strategy.
Schools: Free Holiday Meals and Activities
Baroness Andrews Excerpts(3 years, 7 months ago)
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Baroness Berridge (Con)
My Lords, with the return of schools over the last couple of weeks, in most environments the school kitchens will now be up and running and providing food. For those limited numbers of children who might not be in school, we have encouraged those services to make weekly food parcel deliveries and have encouraged local innovations in certain circumstances where vouchers have been used. I am sure that the noble Baroness will be aware that, through the NHS, there is also funding for the Healthy Start scheme for pregnant women and parents with a child under four to get certain vouchers for healthy food for those entitled to certain benefits. We are looking to ensure that children have access to healthy food, not just food.
Baroness Andrews (Lab) [V]
My Lords, does the Minister agree that the evidence of many years shows that summer learning programmes really work to lift learning, skills and confidence for poorer children in particular? That helps to maintain their motivation, particularly when they then transfer to secondary school. Given the further evidence of lockdown, what is stopping the Government now from putting a systematic learning programme in place over the summer as part of the whole strategy to reduce the growing attainment gap?
Baroness Berridge (Con)
My Lords, since 2018 the Government have funded summer learning to the tune of £9 million a year. It was open to schools to use some of the catch-up funding announced at the end of last term to provide summer schools and learning. As I have outlined, the holiday provision is subject to recommendation and consideration in the spending review.
Covid-19: Childcare Sector
Baroness Andrews Excerpts(3 years, 9 months ago)
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Baroness Berridge
My Lords, I do not recognise the outline of the response that the noble Lord gave. The Government’s response to the pandemic has been comprehensive and they are responding sector by sector to the various needs. The department works closely with the Children’s Commissioner. I am sure that the Secretary of State will respond to her report in due course.
Baroness Andrews (Lab) [V]
My Lords, given the absolutely critical role of early years education, particularly for the poorest children, why are early years providers being excluded from the Government’s catch-up funding programme?
Baroness Berridge
My Lords, children in reception will be part of that catch-up provision. Every year there is a £60 million supplementary grant to the 389 maintained nursery schools. As I outlined in response to other noble Lords’ questions, the education sector is made up of very different types of providers. Early years providers are one type of provider and are businesses. We have responded to the different sectors appropriately. Schools are funded purely by the taxpayer; higher education is another different type of structure. Unfortunately, the response to education institutions is not one size fits all, so things that are available to one set of institutions might not be appropriate for others.
Education Settings: Wider Opening
Baroness Andrews Excerpts(3 years, 10 months ago)
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Baroness Berridge
My Lords, I assure my noble friend that the Secretary of State is listening carefully to the suggestions from Mr Halfon, as chair of the Education Select Committee. As I said, a targeted programme of catch-up provision for the summer and beyond will be announced, and of course there is already access to BBC Bitesize provision, as I have outlined.
Baroness Andrews (Lab) [V]
My Lords, I can understand that the noble Baroness does not want to pre-empt what the Prime Minister has called his very big plan, but can she give us some indication of who might be targeted for special provision? To follow up on the question from my noble friend Lady Taylor of Bolton, I ask whether the noble Baroness can give us an assurance that creative and accelerated learning will be on offer and not simply holiday clubs.
Baroness Berridge
My Lords, the department’s ambition is obviously to offer universal catch-up provision for all students in our schools but with a particular focus on those who are disadvantaged. I gave an outline of the summer catch-up provision and what will happen beyond that. We are talking about catch-up of educational attainment so that these students are able to fulfil their potential and are not blighted by the lack of provision that they have had to endure due to the health crisis that we have all been living through.
Covid-19: Pre-school Sector
Baroness Andrews Excerpts(3 years, 11 months ago)
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Baroness Andrews
To ask Her Majesty’s Government what assessment they have made of the impact of the COVID-19 pandemic on the sustainability of the pre-school sector; and what steps they are planning to take to support that sector.
The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, the pre-school sector plays a vital role in educating our youngest children. As with all parts of society, the pandemic has greatly affected the sector, limiting the number of children able to attend. Since 1 June, we have asked the sector to welcome back all children. We are working with local authorities and the sector to monitor the impact of the pandemic. Government will continue to provide funding, guidance and support for the sector.
Baroness Andrews (Lab) [V]
My Lords, I am grateful to the Minister for that Answer, but she is surely aware that the sector feels that it has been appallingly let down financially by the Government in terms of the furlough arrangements and much else, so much so that a quarter of providers may not be operating in a year’s time and many more will operate at a loss in the next six months. Will she and her ministerial colleagues meet the Early Years Alliance specifically to discuss the need for transitional funding to ensure that the childcare sector survives the pandemic period at least?
Baroness Berridge
My Lords, the Minister for this area has been in close contact with the Early Years Alliance and other sector groups in relation to the support available. We plan to pay the early years entitlements regardless of the uptake of that, which is worth £3.6 billion this year, and have issued specific guidance on how the sector can access the job retention scheme and business interruption loans.