Coronavirus: Education Setting Attendance and Support for Pupils

Rachael Maskell Excerpts

Thursday 23rd September 2021 Commons Chamber

[Alex Burghart]

I thank my hon. Friend for his thoughtful question. We have been very clear throughout that we wanted to get schools open as soon as it was safe to do so. We have done that. We have managed to increase attendance from 75% at the end of last term to 91.1% at the start of this term.[Official Report, 19 October 2021, Vol. 701, c. 4MC.] There is a lot further to go. However, it is the roll-out of our vaccination programme across the country, with the high uptake and the hard work of our health service, that has enabled us to get to this point. Children are better off in education and they are able to be in education because of the steps this Government have taken.

[Rachael Maskell (York Central) (Lab/Co-op)]

The roll-out of the national tutoring programme has been shambolic, as has been evidenced right across the country, including in my constituency. Will the Minister consider allocating the money to local authorities, which already have the relationships with local providers, in order to ensure that additional support for young people can be provided expediently?

[Alex Burghart]

I am afraid that I do not recognise the hon. Lady’s description of the national tutoring programme as such. It is based on the very best evidence, it has a very large sum of public money behind it, and we are highly confident that it is going to help children to recover and get back.

School Building Conditions

Rachael Maskell Excerpts

Tuesday 21st September 2021 Westminster Hall

[Andrew Gwynne]

The advice that I have is that that will be very difficult and probably a futile task by the local authority. One of the real issues that rankles, not just with me but with the headteacher, the chair of governors, the whole governing body and the local authority, is that there is no comeback on these shysters. It is not just Carillion but its subcontractors that did a botched job and took a hefty sum of public money, destroying a perfectly good, structurally sound public building in the process.

I have talked about the funding problems that Tameside council is experiencing, but the issue is even more serious because its budget gap and other financial pressures basically mean that it is unable to borrow to fund the project. Bluntly, it will be served with a section 114 notice if it even tries, so precarious are its finances. I recognise that there are many pressures on capital budgets, but I believe that Russell Scott is an extraordinary case that requires national intervention and help. I am pleading with the Minister for that. The school was poorly refurbished by a contractor that we are now essentially unable to hold to account in the way that my hon. Friend the Member for Huddersfield (Mr Sheerman) suggested. The issue is now financially beyond the scope of the local education authority, Tameside council, to address on its own.

The situation at Russell Scott is causing significant distress to staff, who are having to teach in completely unsuitable conditions, and will no doubt be affecting the learning experiences of pupils at a pivotal age.

[Rachael Maskell (York Central) (Lab/Co-op)]

Just as my hon. Friend describes his school, I would like to draw the Minister’s attention to All Saints Roman Catholic School in York, which is over 400 years old. It has accessibility challenges as well as many of the construction problems that are being described. To refurbish a listed school costs an excessive amount of money. That school needs to be rebuilt and brought on to one site. Does he agree that we need to ensure that the estate is fit for purpose, particularly as this issue affects the learning opportunities of young people?

[Andrew Gwynne]

I absolutely do agree. I do not know my hon. Friend’s school, so I take her word that it is in the kind of condition that Russell Scott is in. I could list other schools in my constituency that need to be rebuilt. There is a fundamental issue here about how we upgrade our school stock so that it is fit for purpose for the 21st century and fit for the best possible teaching and learning experiences, which all our children deserve. I fully support her in trying to get improvements for her 400-year-old school in the magnificent city of York.

Given the reasons that I have outlined, I raised Russell Scott at Education questions, and the then Secretary of State for Education, the right hon. Member for South Staffordshire (Gavin Williamson), promised me a meeting with Baroness Berridge, the then Parliamentary Under-Secretary of State for the School System. I and representatives of Tameside Metropolitan Borough Council, both elected members and officers, were very grateful to Baroness Berridge for swiftly arranging a meeting. She was very open in recognising the severity of the situation. She advised us of a possible route that could, if the Government’s officials agreed with the structural assessments of the council’s officers, potentially open the door to the Government’s capital rebuilding programme. I think that the next stage of the programme that can be accessed will be in 2023.

I understand that the capital programme is much in demand. While 50 new schools a year for the next 10 years sounds a lot—and it is in one respect—the fact that they are spread across the whole of England means that demand is always going to outstrip supply, and the application process for funds will no doubt be incredibly competitive.

--- Later in debate ---

[Mr Walker]

The hon. Gentleman makes an important point; I was just coming to that. Our school condition allocations are based on a consistent way, regarding the relative condition of schools. The data provides a consistent picture of relative condition, helping to inform funding allocations. We recognise, though, that it is a non-invasive survey and that does not assess structural issues, for example, which appear to be the issue in this case. It is not intended to be a substitute for the more detailed condition reports that local authorities use to prioritise investment across their schools, based on local knowledge.

We are currently consulting on the approach to prioritising schools for future rounds of the new school rebuilding programme and we expect there to be opportunities for evidence of severe condition needs to be submitted for consideration for that programme. More broadly, I am pleased that six schools in Tameside have benefited from new or refurbished buildings through the Department’s priority school rebuilding programme. In 2021-22, Tameside council also received an annual school condition allocation of £1.3 million to address condition issues at its schools and, over the past five years, it has received £9.1 million in total.[Official Report, 23 September 2021, Vol. 701, c. 2MC.] In February 2021, we announced that Tameside will receive £6.3 million to provide new school places needed in 2023.

[Rachael Maskell]

I want to refer back to All Saints school. The school was inspected following my meeting with Baroness Berridge, and although it was acknowledged that it had significant premises challenges, it has not yet progressed on to a capital funding programme. Will the Minister look at how a school such as All Saints can go forward in that programme?

[Mr Walker]

The hon. Lady has made her case very clearly, and I can assure her that officials have been engaging with the diocese about the school. I am certainly happy to make sure that my ministerial counterpart in the Lords, who is responsible for this area, follows through on that commitment.

The Department expects schools and those responsible for school buildings to manage their estate in an efficient and effective way, working proactively to comply with the relevant regulations, and to plan maintenance programmes. That is why we are supporting schools with advice, tools and resources such as good estate management and guidance on managing asbestos. We also provide support to get best value, including free access to our procurement frameworks.

I move on to how the Department provides support in maintaining and improving the condition of the wider school estate. Responsibility for identifying and addressing concerns in schools lies with the relevant local authorities, academy trusts or voluntary aided school bodies. They can prioritise available resources and funding to keep schools open and safe, based on local knowledge of their estates. Day-to-day maintenance, checks and minor repairs are typically funded from school revenue; we also provide annual capital funding to schools and those responsible for school buildings so that they can invest in improving the condition of their buildings and meet their duties to maintain a safe school estate.

The Department has allocated £11.3 billion in condition funding since 2015, including £1.8 billion in the financial year 2021-22. We also provided an additional £560 million in 2020-21 for essential maintenance and upgrades, on top of more than £1.4 billion already allocated during that year. Schools access capital funding to improve the condition of their building through school condition allocations or the condition improvement fund. School condition allocations are provided to eligible responsible bodies to invest in their schools on the basis of local knowledge. Since 2015, allocations have been informed by consistent data on the condition of buildings across England, so that funding is targeted to where it is needed most. Every school is treated consistently.

The condition improvement fund is an annual bidding round for eligible schools. Bids are robustly assessed against published criteria, and in 2021-22 the funds supported 1,400 projects at 1,200 schools and sixth-form colleges. The fund gives the highest priority to condition projects that address compliance and health and safety issues, which include fire protection systems, gas safety, electrical safety or emergency asbestos removal.

We also provide schools with annual devolved formula capital allocations to spend on smaller projects or purchases in line with their priorities. Capital funding for future years will be determined by the spending review, and I am grateful to the hon. Member for Denton and Reddish, as well as the hon. Members for York Central (Rachael Maskell) and for Vauxhall (Florence Eshalomi), who intervened on him, for the extent to which their speeches inform and reinforce our submission to that review.

In addition to annual condition funding, we centrally deliver major rebuilding programmes. The hon. Gentleman will be well aware that the Prime Minister announced a new school rebuilding programme last June; we have confirmed the first 100 schools in the programme as part of a commitment to 500 projects over the next decade. The programme will transform the education of thousands of pupils around the country, and continue to benefit children and their teachers for decades to come. It will replace poor condition and ageing school buildings with modern facilities, and all new buildings delivered through the programme will be net zero carbon in operation, contributing to the Government’s ambitious carbon reduction targets.

The first projects include primary and secondary schools, as well as a sixth-form college and special and alternative provision settings. One example is Lytham St Annes High School in Lancashire. The original school building was built in the 1950s, with later extensions in the ’60s and ’70s. The Department is funding the replacement of the main building and sports hall, with a separate sports hall in a new build two-storey block.

The programme represents a substantial investment in schools in the midlands and the north of England, with 70 of the first 100 projects located in those regions. We have published the methodology used to prioritise the first 100 schools, and we are consulting on how schools could be prioritised for inclusion in the future. We want that to be inclusive and effective. The consultation closes on 8 October, and we will set out plans for future rounds of the programme in 2022. The hon. Member for Denton and Reddish will appreciate that I cannot make specific commitments about future rounds of the funding, but he has set out his position very clearly and placed it firmly on the record. It will certainly be taken into account.

The hon. Gentleman asked for a named official—a point of contact—and I am very happy to follow up on that after the debate; he will understand why I will not name an official on the Floor of the Chamber. However, my understanding is that conversations about both the application for support and the contingency planning are going on between my officials at the DFE and those people at Tameside council. I am certainly happy to take this forward, and I congratulate him on making his case so strongly.

Question put and agreed to.

Oral Answers to Questions

Rachael Maskell Excerpts

Monday 6th September 2021 Commons Chamber

[Gavin Williamson]

It was incredibly moving to speak to Mark King and listen to his tragic experience of losing his son, Oliver—he was joined by Jamie Carragher as well. It really does focus us on the need to do as much as possible to encourage schools to have defibrillators. That is why we will look at changing the regulations, which are underpinned by secondary legislation, to ensure that all schools have defibrillators in the future and hopefully prevent such a tragedy visiting more families.

[Rachael Maskell (York Central) (Lab/Co-op)]

T5. Safeguarding young people in statutory settings such as schools must always be a priority, yet the same children in community settings are being exposed to huge risks, including consuming large volumes of alcohol, and being exposed to drug dealing and sexual exploitation. Will the Minister meet me to discuss the lack of youth provision for our young people and the importance of putting these services in place, like on the Little Knavesmire in York?

[Vicky Ford]

I absolutely agree that we need to have more for our young people to do, which is why it has been so brilliant over the summer to see our amazing holiday activities and food programme, which has given young people access to opportunities that they never had before and helped to give them confidence, build their wellbeing and close the attainment gap, as well as providing food. I am more than happy to meet the hon. Member to find out more about what is happening in her constituency.

Awarding Qualifications in 2021 and 2022

Rachael Maskell Excerpts

Thursday 22nd July 2021 Commons Chamber

[Nick Gibb]

My hon. Friend raises an important point. That is why we have set out in the joint consultation document with Ofqual all the adaptations to exams next year, taking into account the fact that most students will have suffered some disruption to their education by next summer. The issue of grading is a matter for Ofqual and decisions about grading will be made in the autumn term.

[Rachael Maskell (York Central) (Lab/Co-op) [V]]

Despite warning after warning, this Government have let covid disrupt the education of millions of children this summer. Young people have had to endure so much this year. Does the Minister not recognise that young people need certainty over the next few years, not more U-turns, for the sake of fairness, their planning and their mental health? Assessing their whole learning journey through a range of different teacher-based assessments with robust moderation will bring that certainty, not the final exams.

[Nick Gibb]

I understand the point the hon. Member is making but I have to say I disagree. I believe very firmly, as do the Government, that exams are the fairest method of assessing pupils’ attainment. It is also a workload issue for teachers. Throughout the pandemic, as we have devised a system to ensure that young people can move on to the next stage of their lives, we have always taken into account the workload implications for teachers and schools.

Covid-19: Education Settings

Rachael Maskell Excerpts

Tuesday 6th July 2021 Commons Chamber

[Madam Deputy Speaker]

We will try to come back to the right hon. Member as soon as we can.

[Rachael Maskell (York Central) (Lab/Co-op)]

As the data show, in York infection rates are soaring, particularly in school-age children, people are poorly, and as a result we are seeing major disruption in young people’s education. So as we see infection rates soar across the country, it means that education will be further disrupted, and I hope that the Secretary of State recognises that. How would he ensure that effective testing is put in place, working with our public health teams on the ground locally, to mitigate against that spike in infections and ensure that young people and their families are supported when they have to isolate and miss school?

[Gavin Williamson]

It is absolutely right that schools have, and should continue to have, close and strong working relationships with local public health teams, not just in York, but right across the country. We have emphasised that point as part of the guidance that we have issued and made available to schools, because we recognise that we still have more to do. Work to defeat this virus will continue past the summer and into the winter.

Oral Answers to Questions

Rachael Maskell Excerpts

Monday 21st June 2021 Commons Chamber

[Gavin Williamson]

I am aware of how important this is. We look at all legislative opportunities to see how this can best be done, and we are committed at the earliest opportunity to making it happen. We want to see Catholic sixth-forms in a position to be able to academise, because we have seen the benefits that that can bring to so many schools. I will happily work with my hon. Friend and others to ensure that it happens at the earliest moment.

[Rachael Maskell (York Central) (Lab/Co-op)]

Will the Secretary of State ensure that, instead of experiencing disruption to a third academic year, universities are able to determine their own return of students in September this year? The University of York and York St John University have advanced plans in place and they do not want to see further delays, including staggered starts. Can they now also have the ability to allow international students to quarantine at their local university?

[The Minister for Universities (Michelle Donelan)]

We have every expectation that by the autumn term we will be able to move forward beyond step 4, meaning that there will be no further restrictions on the provision of in-person teaching and learning. During the pandemic, many providers have developed a digital offering and, as autonomous institutions, they might choose to retain elements of that approach, as well as undertaking risk assessments, but our expectation is clear that universities should maintain the quality, quantity and accessibility of provision. In terms of international students, we have been one of the world’s leaders in our visa concessions and flexibilities. I shall continue to work closely with the Home Office and the Department of Health to ensure that the best interests of students are always maintained, as well as public health.

Adult Skills and Lifelong Learning

Rachael Maskell Excerpts

Thursday 15th April 2021 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op) [V]]

It is a pleasure to be called in this debate, with you in the Chair, Ms Rees.

I thank the Education Select Committee for its outstanding report on the adult skills and lifelong learning landscape. It is honest and analytical, and it seeks to provide a route map of reparation and advancement. In what has been an overly complex web of funding streams and reduced opportunities, learning in adult life has become significantly bureaucratic, and nothing can disguise the scale of the cuts to adult learning—which this confusion has presumably been intended to mask.

The sheer scale of lost learning is concerning and it explains why, for a decade, productivity has been suffocated. It explains a decline in wellbeing and in mental and physical health. It most definitely explains a stifling of social mobility and—oh—the lost potential too.

When we talk to colleges of further education and other local providers, it is clear that the Government have failed to understand the power of adult learning. To this day, there is still a woeful insufficiency in funding. College staff are often on low pay and insecure contracts—devalued like no other professionals in the public sector, yet charged with the greatest of responsibilities, which is to nurture adults in a learning environment, which, in turn, unlocks new job opportunities, moves people out of poverty, and brings fulfilment and achievement.

The Minister will put a gloss coating on the tenure of her Government, but I have to say that nothing but regret should drive a commitment to do far more. A 45% cut in skills funding since the Tories came to power, as the Augar review noted, cannot be justified in terms of either economic or social equity. With participation in adult education at a 23-year low, that takes us back to the period when Labour picked up the failure of the previous Tory Government.

Now, 9 million people are abandoned to low literacy and numeracy skills, 6 million are without a GCSE or equivalent qualification—a decline of 87% under this Government—9 million are without the low-level digital skills necessary to navigate an increasingly digitalised society; 15% of 19-year-olds today do not have a level 2 qualification, and 60% do not have a level 3. Those people would have been just nine years old when this Government came in, and their education has taken place on the Government’s watch.

As we heard earlier, 49% of adults from the lowest socioeconomic groups have had no training since leaving school. Just last month, the Minister scrapped the union learning fund, not seeking to immerse herself in the evidence of how it got people who were furthest from education to develop a passion to learn, with the union learning reps at their side, giving them a new confidence. Even now, the threat of the Education and Skills Funding Agency clawing back millions of pounds from the sector is threatening the finances of colleges, as an impossible target of 90% provision of adult learning through the pandemic was set and is unachievable.

Scrapping that threshold today would show some commitment to colleges that a lot more is urgently needed, but, as ever, cuts have consequences, and those must be understood and never repeated. While the National Skills Fund is welcome, it must be recognised as a first step, since it will replace only a fifth of all that has been stripped away in the last decade.

If we are serious about seeing a skills revolution—and I am—we have to take down the barriers to learning, recognise its return, and empower local communities, local colleges and universities with the funding and scope they need to make learning accessible. In York, I see how York College is leading the skills strategy, and how the universities and colleges are shaping the economic strategy for the city. The value of those powerhouses must be understood.

On funding, I agree with the call from the hon. Member for Waveney (Peter Aldous) for a long-term plan, which is an economic necessity, and for Labour it goes to the core of our values. Withholding vital funding chokes off the economy and chokes off opportunity, yet the Minister is significantly holding back on the resources needed, not least at this time of crisis. We have heard about the ageing workforce and the loss of skills through Brexit, advances in technology and automation. Obviously, the fall-out from the pandemic, which we are facing now, and the climate catastrophe will demand real new skills to turn the situation around. Therefore, adult skills and lifelong learning have to be funded effectively.

The report shows that, incredibly, every pound invested in levels 1 to 3 of adult learning returns between £20 and £30. I am not sure that there is a better return anywhere else in the economy, so that is an investment that pays back, but to upskill and reskill, barriers have to be taken down. That is why I support measures that would ensure that adults who were learning received free childcare. I would remove the age gaps, particularly if we are to consider diversification of skills. Yes, invest in community learning centres in every town and city, which would ensure a place-based approach to learning and the economy. We should reinstitute individual learning accounts. Yes, the governance needed changing, but they were transformative, as I witnessed during my time as a union official.

I also call on the Government to look at the kickstart scheme. Many employers have been reluctant to take up this opportunity because they are concerned about what happens to people on the scheme at the end of the six months. Having a learning offer would certainly encourage employers to know that the people they have taught over the last six months and skilled up have an opportunity to move into a secure learning environment.

I also call for a right to learn. It is shameful that 39% of employers do not train any of their staff, yet they play a part in the economy. Everyone must have that responsibility, and a right to learn enshrined in law would secure that.

On digital, we have got a lot of catching up to do as a country, and these last 13 months have shown the deficit that exists. Free broadband, as Labour proposed at the last election, would certainly be a step on the way, but ensuring that people have the tools they need to be digitally savvy enough to navigate their way through the economy is absolutely vital, and there can be no holding back.

We need to have a look at ways of unshackling those opportunities in higher education to see more modular learning and more flexibility in part-time learning. Of course, that will mean that the funding structures need to change. I think it is high time that we look at the way that tuition fees have suffocated opportunities for people, and I certainly am an advocate of free higher education.

In particular, I want to close by bringing to the Minister’s attention an issue that a constituent raised with me. Her story is that she fled domestic violence, but education gave her an opportunity not just to rebuild her skills, but to rebuild herself. As the Domestic Abuse Bill is being debated in the Chamber right now, I ask the Minister to look at what my constituent is calling for: a secure way into further and higher education for people fleeing domestic violence so they have an opportunity to start their lives again.

If we applied that to other people experiencing challenges and vulnerabilities, just think how transformative it would be. I look at the work of Thames Valley police in diverting people out of county lines and the whole area of dealing drugs, and getting those youngsters into a learning framework instead of the criminal justice system. That has been transformational not least in reducing crime but also in giving those youngsters a chance again.

As we come out of this pandemic, more than ever we have seen the need to address mental health and loneliness, and some of the real challenges people have experienced. Social prescribing is at the frontier of that, and having a pathway into learning at this point in time could certainly address many of the health and wellbeing needs that people are facing. A creative Government could do so much to transform the lives of the people we represent as well as our economy, and I trust the Minister will reflect on the power of her portfolio and use it to its fullest.

STEM Subjects: Science and Discovery Centres

Rachael Maskell Excerpts

Wednesday 24th March 2021 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op) [V]]

It is a pleasure to see you in the Chair, Mrs Miller. I am delighted to speak in today’s debate and I thank the hon. Member for Runnymede and Weybridge (Dr Spencer) for calling it.

As people step inside the National Railway Museum, which is undergoing its biggest refit since first opening 50 years ago, their passion for engineering will be ignited. Steam, engineered almost 200 years ago, captured global attention and was soon used to advance trade, travel and engineering. In 2023, the museum opens its new Wonderlab in the heart of York. We believe it will catch global attention once more, not just displaying the achievements of a great engineering past but birthing a new generation of great engineers who will one day rival any the world over.

The UK’s economy, already facing an annual shortfall of around 59,000 engineers and technicians, is dependent on science and discovery centres to engage young people to reach into a new world of possibilities. While the dissected Ellerman Lines engine shows how steam-powered trains, through combining heat and water, drove forward the engineering of the past, the new Wonderlab, which is part of the museum’s £55 million upgrade, will enable young people to explore modern engineering, equipping them with the curiosity to find solutions to pressing critical and global challenges.

I do not want the experience to be just a memory; rather, I want it to be a journey for young people. The National Railway Museum’s “Future Engineers” programme is a start to that. How we continue to engage all who visit will be key. Nurturing a passion for engineering, from the moment of the first visit into a movement of budding engineers, is the next step for science and discovery centres. Does the Minister see that ongoing relationship as a central pillar of this work, especially for local children?

I also want to see the centres secure stronger links with local universities and colleges. Imagine what could be developed in fostering a young engineer. A significant programme focusing on inclusion could ensure that future engineers are representative of the country we live in. Those who would otherwise write themselves off might embark on a path into engineering. As so many others have said, those who have struggled with their education this year might re-engage in the curriculum. Girls, as much as boys, might realise the opportunities that engineering opens up. I want those sparks of imagination to catch fire.

Engineering is not theoretical but practical, so the way science and discovery centres link to the economy is also vital. In York, we are fortunate to have some of the greatest rail engineers in the country, working for predominantly specialist small and medium-sized enterprises, designing stations, rail systems, future infrastructure and high-tech digital rail. York is also home to one of Network Rail’s operations. Imagine one of our young engineers experiencing that.

The National Railway Museum is the centrepiece of the York Central brownfield site adjacent to York Central station, which is about to undergo major development. It opens up new opportunities, so rather than suffocating the site with luxury apartments, it must be used to build York’s future economic footprint, including a national engineering hub, not least because that was the heart of the site when British Rail engineered carriages there.

Imagine stepping out of the science and discovery centre and walking into an engineering company. That is what we should be striving for: not just investing in science and discovery centres, which are desperately needed now, but building science and discovery communities and consolidating engineering, with young residents, museums, schools, universities and industry all working together to create a pathway into engineering.

Will the Minister commit to working towards building science and discovery communities and providing seed funding for that work, so that we can build for our future? If we are serious about investing in science and discovery centres, and about growing our economy with the necessary skills, the Government have to get serious about growing the whole pathway, from Wonderlab to wonderful global engineers.

Education Route Map: Covid-19

Rachael Maskell Excerpts

Thursday 25th February 2021 Commons Chamber

[Rachael Maskell (York Central) (Lab/Co-op) [V]]

The return to fully opening schools cannot afford to place children as the canaries in the mine for the first stage of easement, but must ensure that they and the whole school community are kept safe. The push to get all children in school led to a near-three months of children being out of school and infections spreading. Advice was ignored, with costly consequences, not least to children’s education. The Government have since failed to provide Nightingale classrooms, despite high class density levels—in fact, the highest in Europe and, likewise, here in York—so will the Government permit school leaders to apply a rota system where necessary to keep children safe? With the warmer weather coming, greater ventilation will be possible, but right now it is not.

Infection rates in York are higher now than they were at the end of the last lockdown, and the Kent variant accounts for the vast majority of cases. We are concerned that from 8 March we will see infection rates rise again, as the Prime Minister has warned. The Government must recognise the holistic needs of every young person or we will not see recovery, but an embedding of harm. If they are to process their learning, attention must be paid to the anxiety and wider challenges that children have experienced. Just 43p per child is simply insufficient. A wise Government would invest in their future, and I seek to understand how a Government value a child’s recovery so little.

Will the Minister assure the House that children have a greater balance to aid recovery, from sport and creative opportunities to space to talk, reflect and process? More professional wellbeing and mental health services will be necessary for some, but the Government are still unclear about how this will be sufficiently delivered. Recovery will take time, so we must see long-term investment in children’s wellbeing. As well as that, we have stressed-out teachers, who have worked so hard over this time. They need recovery, too, and investment, and listening to their needs is crucial now.

With regards to catch-up plans, additional support must be focused on in-class support for children who have fallen behind. However, I have serious concerns about boot camp proposals over evenings, weekends and school holidays. How much more of this social experiment and harm must children participate in? Instead, can we seek an opportunity of a schools-plus programme? Modules of supervised learning should be made available for school leavers to acquire further skills and knowledge, maintaining a relationship with education while pursuing their futures. A schools-plus programme of blended learning should not only address lost learning, but be a starting point for young people to continue their learning journey and pursue their life goals.

My final words go to young people. This is your future. You have been brave and resilient and must have a stake in all that happens. Government talk about you but not to you. From this point, you must have a real say in your future, too. This must be the catch-up on learning that the Government need to make.

Education: Return in January

Rachael Maskell Excerpts

Wednesday 30th December 2020 Commons Chamber

[Gavin Williamson]

We will be publishing details of those local authorities within contingency framework areas later today on the gov.uk website. We would want to see schools entering the contingency framework very much as an absolute last resort, where the public health evidence and public health advice are that it is important and vital to do so in terms of the management of covid infections.

[Rachael Maskell (York Central) (Lab/Co-op) [V]]

This academic year has been significantly disrupted. It is clear that many children have missed significant portions of their education while others have missed none, resulting in major inequalities, and, of course, disruption is getting worse. I ask not if but when will the Secretary of State announce an alternative plan to end-of-year assessments beyond this exam plan? Will he publish a full equality impact assessment on all end-of-year options so that we can see which will be the fairest?

[Gavin Williamson]

We all recognise that this has been an incredibly challenging year for all students. We have seen the impact on our own children and, of course, on children in our constituencies. As those who have been involved in education recognise, exams are the fairest and best form of assessment. We recognise that this is a unique year that has presented unique challenges. That is why we have taken the unusual and unique steps of ensuring that the generosity of grading is similar to and mirrors that of children who took exams in the previous year, and of taking action to make sure that there is advance notice of the areas that children will be tested on to make sure that they are in the best possible position to succeed and do the best they possibly can in those exams.