Oral Answers to Questions

Siobhain McDonagh Excerpts

Monday 1st March 2021 Commons Chamber

[Gavin Williamson]

No.

[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.

Education Route Map: Covid-19

Siobhain McDonagh Excerpts

Thursday 25th February 2021 Commons Chamber

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

The pandemic has laid bare the inequalities across our society, but these have been exacerbated by the Government’s utterly inadequate support for our schools, and I fear that the impact could be felt for generations. After months of infuriating debates, the Government have finally been dragged to deliver 1 million devices to support remote learning—little cause for celebration, given that they arrive a whole year after schools first closed. I ask the Minister, whatever happened to the other 300,000 devices that were pledged? How does she think these children have been able to log in and learn from home? The answer is simple: they have not.

Every click has widened the attainment gap. We know that a device is inaccessible without connectivity, so with over half a million children without internet access at home, why have fewer than 68,000 routers been distributed? The reality is that the digital divide has manifested itself, giving those from the wealthiest backgrounds an advantage. Some 31% of those with the lowest incomes have been unable to spend a single penny on their child’s remote learning since September, compared to the 29% on the highest incomes spending more than £100. Eighty-six per cent. of private schools are using online live lessons compared to just 50% of state schools. Forty per cent. of children in middle-class homes access over five hours a day, compared to 26% in working-class households.

Minister, with schools reopening, this is no problem for the past because we know how far behind these children will have fallen. Whatever happened to levelling up? Before the pandemic, children on free school meals were leaving school approximately 18 months behind, and that gap was getting wider. The Government have failed those children throughout the lockdown and now offer a completely unambitious catch-up programme. Compared with the vast sums squandered throughout the pandemic, the new support promised to schools is paltry. I was tearing my hair out listening to the Secretary of State suggesting that £6,000 was enough for a school to employ more teachers.

Although I welcome the holiday schemes, work must be done to ensure that children who need them most actually attend. We need more than six weeks’ catch-up, we need six months’ catch-up after six months off school. One-to-one and small group learning is vital. The schools catch-up programme needs the drive and the delivery of the vaccination programme, and the Secretary of State is simply incapable of doing that.

Educational Settings: Reopening

Siobhain McDonagh Excerpts

Tuesday 26th January 2021 Commons Chamber

[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.

School Closures: Support for Pupils

Siobhain McDonagh Excerpts

Wednesday 13th January 2021 Westminster Hall

[Tracy Brabin (Batley and Spen) (Lab/Co-op)]

It is an absolute pleasure to serve under your chairmanship, Dame Angela, especially as it is your first time in the Chair—your opening night. It is a real pleasure to be here. I thank my hon. Friend the Member for Warwick and Leamington (Matt Western) for securing this timely and important debate. I must say that it was unclear whether we were going to have the debate, but for the sake of my young constituents who are struggling with home learning, I am grateful that we went ahead.

I want to take this opportunity to thank the teachers, the teaching assistants, the heads, the parents, the BBC and others for their fantastic online lessons—all supporting our children to get an education during this new lockdown. Teachers have had to redesign lesson plans at the last minute and get to grips with a new way of teaching, while maintaining standards. Although many children are still going to school—the children of key workers and others—there are thousands back at home with their parents, potentially without resources to learn.

We know that the digital divide is real, and the lockdown has identified that inequality. Many of the most disadvantaged children rely on schools and libraries to access the internet. With those closed, children and young people are now struggling to get online. The need is urgent, and I reiterate the point made by the Sutton Trust: just one in 10 schools across the country says that its pupils have access to technology. It is urgent, and it is a crisis.

As a young girl growing up on a council estate in Batley, on free school meals, I definitely would have been one of those youngsters who did not have the tech. I know the impact it would have had on my prospects. This is about lost potential. I definitely would not be standing in this place if I had had to scramble around for tech or share a mobile phone with my sister, my mum and my dad. This is a crisis for this generation.

Only last night, I received an email from Andrew Barker, a parent at my old school, Windmill Primary School, which is an outstanding, excellent school with great leadership. He asked whether I could help him and other parents source 20 recycled, used or spare devices for children who might not have access at home to learning and the devices to support it. Andrew, a software company owner, has also offered his tech support to help the school and teachers. I thank him and so many other parents around the country who are using their skills to support teachers—something that is desperately needed. As we have just heard, Ofcom and SHINE, the Leeds-based charity, have said that 1.78 million children lack access to a laptop, desktop computer or tablet. That is a seriously depressing number, given that children were already lagging behind their peers before covid. Now, after five months of missed education, they will be even further behind.

It is not just about the tech, is it? It is also about supporting the educators, the teachers, the teaching assistants and the mums, dads and carers, many of whom may not be natural teachers or may have a job to do at home while also trying to home school their children. They will need support. Leaving pupils without tech and their parents without support means the deprivation gap will only widen. Kids will suffer not just in terms of their education, prospects and future; potentially, their mental health will suffer too. A telling admission of failure was when the Education Secretary told children that if they did not have laptops at home, they could go to school, whereas the Government’s plan was to close schools to all children except vulnerable children and those of key workers.

Of course, the pledge to deliver 750,000 laptops to families without a suitable device is extremely welcome, but the proof of the pudding is in the eating—those children should have had them already. We cannot forget either that Government deliveries to special schools have not been fit for purpose. The Government have offered desktop computers to children who are not mobile and able to use desktops. Those children need tablets or smaller devices.

Councils around the country have had to step in where the Government have failed to deliver. My local authority, Kirklees, has distributed 3,857 devices since lockdown, but it decided that that was just not enough and allocated its own substantial funds to deliver tech for schools.

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

It is not only councils that have stepped up to the plate, but community organisations in every region and constituency—none more so than the Dons Local Action Group, the AFC Wimbledon supporters who have supplied more than 1,000 laptops during the lockdown.

[Tracy Brabin]

There is no greater champion of access to tech than my hon. Friend. We are all enormously grateful for the work she has done, the letters she has written and the pressure she has put on the Government, so I thank her for that.

This is absolutely about social mobility. There is a correlation between children being on free school meals and their access to tech. There are more than 62,113 children on free school meals across West Yorkshire, so it is evident that the need is great, but it did not have to be that way. The Education Secretary and his Department knew that this crisis was coming. The Minister will probably point to the mutation, which caught us all by surprise, but another lockdown was predictable and scientists raised the alarm long before the new variant was identified.

Our children need care, but they also need resources. Our families need practical support. Schools need timely, realistic guidelines. We need an Education Secretary who is on top of his brief, but so far we have seen the Government continue to fail the children of Batley and Spen and West Yorkshire, whose futures and destinies depend on their leadership.

--- Later in debate ---

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

I would need longer than the next few minutes to express my anger at the Government’s shambolic provision of remote education for schools, but I hope that I have long enough to propose three immediate, practical, tangible actions.

The first is zero-rating, which is a mechanism to make a website freely accessible, even if the user is without data. I congratulate BT, Three, Vodafone and O2 on their work on zero-rating the Oak National Academy, and particularly BT on its work to zero-rate BBC Bitesize. The Minister must urgently encourage all other providers to follow suit.

The second is data. Families streaming online lessons on pay-as-you-go can expect charges as astronomical as £37 a day, so I welcome the free data offered by the biggest providers, but the devil is in the detail. While they are offering unlimited data to all customers in need, Sky Mobile’s offer is limited to 1,800 customers and they have to be on a monthly contract. I say to the Minister that someone’s contract cannot be boosted if they do not have a contract in the first place. The families without connectivity are not on monthly contracts. They pay as they go. Where is the offer from the likes of Giffgaff, Lebara, Lyca and Asda Mobile? We are beginning to understand that poorer people pay their bills differently. Just as they pay their gas and electricity on a key charging meter, they pay for their connectivity on a pay-as-you-go basis.

I offer all hon. Members in this debate a table that Harry and Dan in my office have put together of all the offers by all the companies. It shows that companies that overwhelmingly provide services to poorer people on pay-as-you-go make no offer at all. Even though some of the leading companies make great offers to people on contracts, they make no offers to people on pay-as-you-go.

The third action is on devices and dongles, because no matter how many websites are zero-rated or how much data is offered, remote education remains completely inaccessible to the 1.78 million children without a device. And no matter how expensive, how smart or how modern the device distributed, it is educationally useless if it comes without the data or dongle needed to connect from home. Why on earth have just 40,000 routers been delivered? In a country with free state education, how is it acceptable for remote education to be dependent on a lottery of support and for the Good Law Project to have to resort to legal action due to the poorest parents having to choose between their child’s education and their family’s health? If they do not have data or computers, they go to school.

So many Members have referred to the research from the Sutton Trust and Teach First. Just 10% of teachers report that all their students have adequate access to a device—just 5% of teachers in state schools, compared with 54% in private schools. Meanwhile, a principal in my constituency wrote to me only yesterday to tell me that an astonishing 350 children at her secondary school had to share a device in the household. I rang her to confirm, because I thought I had misunderstood. Unfortunately, I had not.

I welcome zero-rating and I thank those networks stepping up to boost contracts, but ultimately nothing replaces a teacher teaching their own pupils. It is utterly unjust that that is available to all but the poorest pupils on the wrong side of the digital divide. Every pupil receiving a laptop in the weeks ahead is a child that has been failed in the six months that they were off school without one. The Minister knows that the number provided still does not meet the need, and tens of thousands of other children will be without the connectivity they require to use the device in the first place. Stop passing the buck on to schools and teachers, and provide the data and dongles urgently needed, so that no child’s education is dependent on their internet connection.

[Wes Streeting (Ilford North) (Lab)]

May I congratulate you, Dame Angela, on your recognition in the new year’s honours? It was richly deserved. It is a genuine pleasure to serve with you in the Chair. I thank my hon. Friend the Member for Warwick and Leamington (Matt Western) for securing this really important debate. It says a huge amount about the concern that people have about the state of education in our country at the moment that Members have travelled from right across the country to participate in this debate because it is so important. I, too, thank the House authorities for facilitating this sitting. I hope that sense will prevail and that we can find a way to have virtual participation in Westminster Hall as well as the main Chamber.

Members will know how strongly I feel about where we have got to in the education response to this pandemic and the serious challenges facing children and young people across the country, as well as parents, educators, staff and schools, who have bust a gut throughout the year to keep children learning. I am angry because it did not need to be this way. We have always said that closing schools ought to be a last resort. They should be the last to close and the first to reopen. We reached that last resort because of the Government’s failure to manage the public health crisis.

What are the lessons here? Being too slow to act leads to greater cost overall. We have seen that in terms of lives and livelihoods, and we are now seeing it clearly in terms of learning. Unless we act quickly and decisively, we all pay a greater price. It is outrageous that children and young people across the country, particularly those from the most disadvantaged backgrounds, will suffer the most.

We all agree that school is the best place for children to be. That is the view of not only hon. Members who are passionate about education, but every single teacher and member of support staff across the country. Indeed, even when they were warning the Government that schools were no longer a safe place for pupils to be if we wanted to manage and contain the spread of the virus, every single union representing teaching staff, school leaders and support staff made it clear that school is the best place for children and young people to be, and we need to get on top of this virus to get them back there as quickly and safely as possible.

As we know from the Children’s Commissioner and from Ofsted, and from all the evidence from the first lockdown, that when children and young people are not in school, it is particularly the most vulnerable children we are concerned about. Even with reports of high numbers of children and young people still turning up to school this week and last week, we know that children from the most vulnerable and at-risk backgrounds are still failing to show, with serious concerns flagged for social services.

Even for children not from the most disadvantaged backgrounds, this has not been an easy time; in fact, it has been a very challenging time, as any parent would agree who is trying to juggle their work and their responsibilities around the home with educating their children at the same time. If ever there was a time to be grateful for teachers, it is right now, and parents across the country are appreciating first hand that teaching is not an easy job

Children from the most disadvantaged backgrounds are the most excluded. That is what makes the Government’s failure to prepare for remote learning inexplicable and inexcusable. It is not only their competence that is in question, but their values and their ambition for pupils across the country. We know from Ofcom that around 1.8 million children are without a device to study from at home, and around 880,000 children live in households with only a mobile internet connection, with all the challenges that that presents. My hon. Friend the Member for Jarrow (Kate Osborne), who has been an outstanding champion in highlighting the digital divide, made that clear in her powerful speech.

Why was it not a national priority to get every child online? Why did the Department for Education have a target of providing only 230,000 laptops by the end of June last year, and, worse still, why was that target missed? We now know that 700,000 laptops have been delivered in total—100,000 of them this week, so the pace is picking up. The Government have committed to 1.3 million in total, but when will those be delivered? Why does the summit of the Government’s ambition still fall short of delivering for the 1.8 million children whom we know are without a device in the home? Only 54,500 4G routers and 9,930 wi-fi vouchers had been delivered by Christmas. Why? How is that acceptable?

We know that children cannot get online. Why are we relying on the goodwill of mobile phone providers to help their customers, because that is clearly not working? As my hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh) said, many of them are not even bothering to try to help their customers, so where does that leave those children from the poorest and most disadvantaged backgrounds?

Why is it that, even at the start of this term, we had reports that families and schools had not been able to order laptops for primary school pupils? Why is it that sixth-formers were not also given priority for laptops but put at the bottom of the pile? As the research published by the Sutton Trust and Teacher Tapp shows, just 10% of teachers report that all their pupils have access to a device, and that proportion has barely shifted across the entirety of the pandemic. We know that what the Government have been doing has fallen well short of the need of our children and young people.

The digital divide, of course, is not new. If one thing must come out of the pandemic, it should be an understanding that access to online services, education, resources and entertainment cannot be restricted only to those from comfortable or well-off backgrounds; everyone needs to benefit. My hon. Friend the Member for Feltham and Heston (Seema Malhotra) raised the digital divide. There are plenty of examples of local authorities, such as Hounslow and others, that have grasped the nettle and worked hard to get their local families and citizens online. What will the Government do in the wake of the pandemic genuinely to tackle the digital divide and to ensure that we get not only every child online, but every family?

I am also really concerned about the support available for special schools. For obvious reasons, being open to their pupils presents all sorts of challenges for the safety of both the staff and the young people they serve. I know, from speaking to the heads of special schools in my constituency and across the country, that they have not felt supported by the Government, they have not felt funded by the Government, and they certainly have not felt trusted by the Government. The Government need to focus on and prioritise the provision in special schools, and to trust headteachers to make sensible decisions about managing the flows of children and young people in their school, making assessments about risk and vulnerability and ensuring that children receive the support they need—a point made well by my hon. Friend the Member for Batley and Spen (Tracy Brabin).

Getting every child online is about access not just to kit but to high-quality teaching. I recognise that the Government have put in place a remote learning framework, but there is a lack of understanding of how digital education can best be delivered. It is not always about live lessons, although I know that many schools have done a great job in providing continuous online provision; it is about giving people access to high-quality lessons, which can be delivered by brilliant providers such as the Oak National Academy and the BBC, and, crucially, following up with good-quality contact time with a teacher, as my hon. Friend the Member for Jarrow said in her fantastic speech. That has been somewhat overlooked by the metrics in the framework.

[Siobhain McDonagh]

Was my hon. Friend as shocked as I was that the Secretary of State, when making his statement last week, suggested that parents who were unhappy with the remote learning their schools were providing should complain to Ofsted?

[Wes Streeting]

Well, that really does bring me on to the final section of my speech, which is about the performance of the Education Secretary and his leadership. I thought it was appalling, actually, to announce on the Floor of the House to parents across the land that if they were dissatisfied they should pick up the phone and ring Ofsted, without even speaking to Ofsted first. Its inboxes have been absolutely flooded, and no doubt its phones are ringing off the hook—interestingly, not so much with people ringing to complain, but with parents horrified at the heavy-handed treatment of the Government ringing to say, “I want to say thank you for the work that my school and the teachers are doing.”

There has to be a focus on standards. I strongly agree with what the right hon. Member for Tatton (Esther McVey) said about the importance of education, and of consistently high-quality education. I have heard from young people themselves examples of where the standard has fallen well short of what is provided by other schools. We should make no bones about challenging that, but the Government have to support schools to provide that high-quality education.

The truth is that, while schools have bust a gut for their pupils throughout this crisis, the Secretary of State for Education has either been missing in action or actively harmful to the work that schools have been doing. He was too slow to act on funding and support, so headteachers in particular had difficult decisions to make about the funding of safety measures versus the funding of ongoing learning and teaching, particularly in the context of rising staff costs because of regular staff having to self-isolate and the need to recruit more expensive supply cover.

It is also about the lack of planning and preparation. The Opposition recognise, and have always recognised, that lots of challenges are thrown up by this pandemic that make Ministers’ lives really difficult, but when someone is a Secretary of State, particularly in a crisis like this, when they have all sorts of things coming at them and their Department, it is their job to sit around the Cabinet table, listen to what is going on, understand the spread of the virus and the challenges it poses for their Department, and look ahead, forward plan, scan the horizon, and think: “What do I need to do now to make sure that the interests governed by my Department aren’t harmed further than they need to be? What action can I take to mitigate?”

The truth is that too often the Secretary of State has not had a plan A, let alone a plan B. That was clear in the case of exams. Right now, children and young people need to know what they are working towards and they still do not. Even with the letter published this morning to Ofqual and the evidence that the Secretary of State has given to the Select Committee on Education, they still do not know quite what they are working towards.

This is a Secretary of State who announced—in fact, I think the Prime Minister gazumped him; I am not even sure that the Secretary of State knew what was going on—that exams were to be cancelled in the week when pupils were sitting BTEC exams. It is almost as if the Secretary of State and the Prime Minister had never heard of BTECs, but pupils and students were going off to sit their BTECs, wondering on one evening whether they would be invited to turn up at school or college the next day.

It seemed to me that it was only when the Government were reminded that BTECs existed that they thought to say something about it. Even then it was not a clear direction; it was up to schools and colleges. What chaos! We said to the Government long before Christmas, “You need a plan A for exams to go ahead, and they need to go ahead fairly. We know it’s difficult, but you need to try to mitigate the amount of lost learning.”

School Attendance: Covid-19

Siobhain McDonagh Excerpts

Monday 2nd November 2020 Westminster Hall

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

May I make it clear from the start that I believe in the importance of children attending school? No other form of education improves on that, and as long as we can safely keep schools open, doing so should be a priority. At the heart of the debate, however, must be the consideration of precisely what education a child can receive when at home. Let us consider the reality: when schools closed during the first lockdown, about 30% of private school pupils attended four or more online lessons per day, while just 6.3% of state school pupils did the same.

The backdrop here is crucial. Before lockdown, children on free school meals were leaving school on average 18 months behind their classmates, and the gap was getting worse. During lockdown, a quarter of children on free school meals did less than one hour’s schoolwork a day. Staggering data from the Children’s Commissioner indicates that over 58% of primary and just under half of secondary school pupils were provided with no online lessons at all. Those children will have returned to school even further behind.

Right hon. and hon. Members may have read The Times today and found out that work by the Institute for Government suggested that year seven pupils were 22 months behind where they should be, which is truly frightening. That is not the fault of their schools and teachers, who are working unbelievably hard under the most extraordinary circumstances. The barriers to remote education were exposed by the digital divide across our country.

The reality is that 11% of the population are without home internet access and an estimated 9% of children do not have access to a laptop, desktop or tablet. Ofcom estimates that number to be up to 1.78 million children in the UK. The Government promoted their investment in the online Oak Academy, but no number of online lessons could benefit children who were unable to log on from home. For those with family members on pay-as-you-go contracts, it cost a staggering £37 a day to access that academy.

Of course, none of this information is new to the Minister. Just before recess, he responded to my Adjournment debate on the same issue. The debate was timely, as it was just 36 hours before schools became legally responsible for providing online education for pupils self-isolating due to coronavirus. In the debate, the Minister celebrated the number of laptops and devices being distributed by the Government, which were warm words for the watching schools. Imagine my disbelief when, just three days after our debate, the Government announced huge cuts to the remote education support that schools had been promised. Some will now receive just 20% of the laptops they were expecting. The Minister must have known that the change was about to occur, so why did he not tell the House? Why did the Department wait until Parliament had risen before slipping it through?

A furious teacher contacted me after the announcement, and said:

“How ironic that days after highlighting how schools have become so reluctantly used to last-minute guidance, that schools received this announcement at past 6pm on the Friday we broke up for half-term. It would have been almost laughable if it hadn’t become the grim reality. We feel totally let down and left behind. It seems to me that the Department for Education have given up. They were not ready and made the ‘Plan Z’ decision to release what they had at the time—a weak and poor offer to support the future generations of our country.”

Unfortunately, the Minister has not yet responded to my letter sent after our debate, so I ask him, which is it: did he not know that the changes would be occurring. or did he deliberately not inform the House?

That is not just a point of principle. More school bubbles are self-isolating, more teachers are absent and more pressure is being put on the Government to close schools once again. Although I do not support that position, the Government must step in now to ensure that every child has the data and devices that they need if they are forced to learn from home.

Importantly, a device is only as effective as the internet connection with which it is used. No matter how expensive, smart or modern the device distributed, it is educationally useless if it comes without the data or dongle needed to log in from home. Being connected is one thing, but more than 880,000 children live in households with only a mobile internet connection. Mum’s mobile does not strike me as an acceptable solution to logging in and learning from home. I ask the Minister, whom I consider to be a principled person who genuinely wants the best for our young people, please not to ignore the reality. We know that the children who are furthest behind are least likely to have the tools at home they need to remain connected. The impact for children on the wrong side of the digital divide could be lifelong.

With increasing numbers of pupils self-isolating, there is no longer a theoretical debate but a practical problem for schools right now. None of us would have any pleasure in pointing to the debate as a warning that the Minister did not heed. I close by reiterating, compared with the billions of pounds pledged by the Government, what is a cheap, tangible and quick solution to the solution I outlined: give every child who is entitled to a free school meal access to the internet and an adequate device at home. Levelling up can no longer be warm words alone, because, no matter our political view, we can surely all agree that no child’s education should be dependent on their internet connection.

--- Later in debate ---

[Wes Streeting]

I am grateful for that intervention. There is a role for Ofsted to play in looking at remote learning in the home, not least to disseminate best practice among schools. Let us just be clear for a moment—we are asking schools across the country to do something that they have not previously been asked to do. Even the very best teachers will have to adapt quite significantly to teaching remotely. It requires a completely different skillset, and we do an enormous disservice to people whose professional careers are spent in distance learning by pretending that teaching in a classroom full of pupils, where it is possible to look right into the whites of their eyes and ensure they have access to the right books and the kit that they need for their learning, is not a very different challenge from teaching someone via an internet connection with video streaming.

[Siobhain McDonagh]

We know that only 6.3% of pupils have access to four or more online lessons a day during lockdown and that there is a huge range of provision within that. I particularly commend to the Minister the work of the Ursuline High School in Merton—the Catholic girls school that was the Ursuline Convent School—where pupils were given six lessons a day online. Every girl was given her own tablet and there were safety systems in place, because safety is important in this situation, so that the school knew whether each girl had signed on at 9 am; a girl’s parents were phoned if they had not signed on. If a girl accessed a website that the school would rather they had not accessed, their parents were also contacted. There is a vast range of approaches out there, but most schools are really trying to play catch-up.

[Wes Streeting]

I strongly endorse the point made by my hon. Friend; she is absolutely right.

Returning to the research available to us, I am a concerned about the large gap that is emerging in the number of learning hours between those from the most affluent backgrounds and those from the poorest backgrounds, because the contrast is stark; the gap between them is more than an hour a day for both primary and secondary pupils. When we look at the breakdown of data on those from the poorest backgrounds and those from the wealthiest backgrounds, we see that pupils are learning significantly less if they are from a poorer background rather than a more affluent background. That raises really serious long-term challenges when it comes to closing the attainment gap.

--- Later in debate ---

[Siobhain McDonagh]

If I remember the figures correctly, only 10% of households with an income of less than £10,000 have internet access at home, while over 90% of households with an income above £40,000 do, so deprivation is the key.

[Nick Gibb]

The hon. Member makes a good point, as did my hon. Friend the Member for Stoke-on-Trent North. That is why a targeted approach is important. The hon. Lady asked why that was not mentioned during the previous debate, but at that time no decision had been made about changes to the allocation of laptops and tablets.

In conclusion, I am grateful to my hon. Friend the Member for Stoke-on-Trent North for starting today’s debate. Securing a high level of attendance for all children remains a priority for the Government. We have put in place a range of measures to support good school attendance, even in these challenging circumstances. It is right that schools and local authorities should have all the necessary tools to secure excellent attendance, which includes measures to support families, and sanctions where necessary.

Where children are not able to attend school because they are following clinical or public health advice related to coronavirus, we have been clear that absence will not be penalised. Given the profoundly positive impact that being in school can have on a child’s attainment and life chances, high levels of attendance in school have never been more important.

[Jonathan Gullis]

I thank the Minister and the shadow Minister for their responses to the petitioners, and all Members, including the hon. Member for Mitcham and Morden (Siobhain McDonagh) and my hon. Friend the Member for Ipswich (Tom Hunt), for taking part in this important debate.

It was nice that the debate looked at the wider role of schools. I add my thanks to those given by the Minister and the shadow Minister to the incredible teachers, support staff and local authority school staff for their above-and-beyond work. With regard to covid, they are the unsung heroes of the education profession. The lazy, stereotypical response from a minority in our community has been that teachers were on some sort of six-month holiday. That could not be further from the truth. My partner, a head of religious education, spent eight and a half hours ranking children for the GCSE and A-level algorithm, although I am sure the Minister will be happy for me to pass on from that topic as quickly as possible.

The hon. Member for Mitcham and Morden is right that the digital divide is a huge issue, and I passionately believe that it has to be tackled. I would love to work with her more closely outside the House to see how we can tackle it. She said that we need to look at deprivation when it comes to the supply of technology. I have written to the Chancellor about classing broadband as an essential household item and so bringing VAT on it down to 5%, which is the figure that applies for gas, water and electricity. I appreciate that that would cost the Exchequer £2 billion, but it would be an important measure.

[Siobhain McDonagh]

Getting involved in this issue has made me aware that poorer people access the internet differently, just as they access electricity, gas and other essentials differently. The main internet companies are great, but most people in poor situations use pay-as-you-go, and companies that we do not necessarily use. Unless we address how people access those services, we will not understand or tackle the issue.

[Jonathan Gullis]

I completely agree with the hon. Lady. I have worked with a local IT company on this issue, but that is not necessarily the solution to the long-term problem. Stoke-on-Trent is lucky to be a gigabit city; it has 104 km of full-fibre network. As we install that into homes, the challenge is to ensure that it is affordable and accessible in areas I represent that are, to be frank, in the bottom 20% for social mobility. They are some of the most deprived communities in the country, where people earn on average £100 per week less than a full-time worker in other parts of the country.

We absolutely have to understand how technology is being accessed. I completely agree with the hon. Member for Mitcham and Morden that mum’s mobile should not be the best tool in the house. Sadly, I have worked with many students for whom that was the only way in which work could be done. I look forward to working with Members from across the House on looking at the digital divide.

A highlight is the Oak Academy; it is an absolute triumph. I thank the Minister for his incredibly hard work to get that set up. He has engaged with a wide range of professionals who have done incredible work. I do not think that any Member of this House thinks that is not a triumph. Kids who cannot be in the classroom can access this really important tool, which I hope we can keep well beyond the current health crisis. It would be a really positive tool to have all year round for all students of all future generations.

I thank my hon. Friend the Member for Ipswich. We on the Education Committee did indeed hear from the Children’s Commissioner, who is an absolute tour de force. I have a huge amount of time for her. Although we might have disagreed on other issues recently, I support fully her view that school should be the last place to close and the first to reopen. I am really grateful to the hon. Member for Ilford North (Wes Streeting) for stating the Opposition’s view that schools must stay open.

I ask the leaders of the National Education Union—although I ranted and shouted at them in the Select Committee sitting, I will not do so now—to end their call for schools to close, because that is a divisive campaign. It will not bring schools and families together; nor will it get us politicians, who are making incredibly challenging and difficult decisions, closer to the public. I ask the union leaders to cease that campaign, and to work with the Government and the hon. Member for Ilford North to find ways for schools to get the most support.

I too want to put on record the point made by the hon. Member for Ilford North about the funding for additional cleaning and personal protective equipment. There will be increased anxiety, especially now that we are entering deeper restrictions. Staff will want additional support, and we have to look at that. I am not asking for extortionate amounts of money, and schools are not asking for the sort of PPE that is needed in hospitals or care homes. Any additional support would be very welcome in the dark and bleak winter ahead.

I also place on record my thanks to the Minister for the £1 billion in catch-up funding. Again, that is welcome. As I am a bit of a sceptic, I have some reservations about the £350 million for the national tutoring programme, because I want to ensure that ends up helping the kids who need it most. I have seen lots of money given to lots of big organisations, yet people I speak to in Stoke-on-Trent have never met those organisations on the streets. This is absolutely the right way to share out the money, and absolutely the right thing to do, but please let us ensure that we deliver in the areas where there is the greatest need.

Schools have done a remarkable job. The fact that 99.3% of schools are open is an incredible achievement; I think we all recognise that. I am very grateful to the Minister for promoting the Stoke opportunity area, which is in its second year. It will be going for a third year, and I am sure the Minister will look favourably on that as we continue to see improvements in Stoke-on-Trent.

I go back to the premise of the petition: the fine. I would like to think that Matthew has heard the conciliatory tone of Members of all parties, and that he has heard the reasons why we believe schools should be open. I hope he has also heard that we fully understand the anxieties of parents. We want to work with them to ensure that they feel that schools are the safest place. As we know, school is the best place for a child to learn, and it gives them the best opportunity for life ahead. I hope that Matthew feels that, although we might not be fully signed up to his aim of suspending the fine, we will work very closely with schools to ensure that they are as safe and secure as possible, and to ensure that future generations get the very best opportunity that school offers. As I said earlier, that is the greatest equaliser in our society.

Question put and agreed to.

Resolved,

That this House has considered e-petition 300399, relating to school attendance during the covid-19 outbreak.

Remote Education: Self-isolating Pupils

Siobhain McDonagh Excerpts

Tuesday 20th October 2020 Commons Chamber

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

In just 36 hours, schools will be legally required to provide online lessons to all pupils self-isolating because of coronavirus. In theory, that is a sensible suggestion to ensure that no parent has to choose between the health and education of their child, but in practice, and in the shadow of the digital divide, it is the latest of the Department for Education’s ill-thought-through pandemic proposals that have pushed the patience of our hard-working teachers to its limit.

I will reveal the horrifying extent of the digital divide across our country, consider the practical constraints that need to be urgently overcome for teachers to provide online learning, and offer a solution to the Minister following the Government’s woefully inadequate approach in advance of the new requirements. I will begin with lockdown, however.

My journey into the digital divide started in March, following a conversation with Debbie, an amazing health visitor in my constituency who had just visited temporary accommodation for 86 homeless families. Lockdown presented challenges for all of us, but spare a thought for those families in cramped rooms with no outside space and, as Debbie pointed out, no internet connection.

It is indisputable how vital the internet has been for us all in this time, unlocking the chance to remain in contact with loved ones, to take part in online exercise classes and to work and learn from home, despite the closure of offices and schools, but that lifeline was not available to all. The lockdown exposed the digital divide across the UK, with 11% of the population without home internet access and an estimated 9% of children without access to a laptop, desktop or tablet. Ofcom estimates that the number affected could be as many as an extraordinary 1.78 million children in the UK.

While the Government promoted their investment in the online Oak National Academy, let us be clear that no number of online lessons could benefit those children who were unable to login from home. That was not the fault of their schools. The pandemic presented the most testing environment for teaching. I have lost count of the extraordinary examples of teachers going above and beyond for their pupils. Their dedication should be celebrated and shouted from the rooftops. Some schools, such as the outstanding Ursuline High School attended by many of my constituents, showed that they were already at the forefront of technology; every pupil was given a tablet and received six lessons a day from home. If the pupils were not logged in by 9 am, the school was on to the parents right away.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Lady for bringing this debate forward. Education, as she has just said, is so important. I am very pleased to see the Minister in his place, and we will be looking for an exceptional response from him. Does she not agree that, especially with children facing exams after losing months this year, it is vital that they have access to learning at home if put into isolation? Every hour of teaching is necessary and, further, it is imperative that the Government make additional resources available to help staff teach remotely as needed.

--- Later in debate ---

[Siobhain McDonagh]

I completely agree with the hon. Member. I am not sure whether he is aware that a quarter of children on free school meals did less than one hour’s schoolwork a day during lockdown. Staggering data from the Children’s Commissioner indicates that more than 58% of primary and just under half of secondary school pupils were being provided with no online lessons whatever. There can be no doubt: those children who could not access the same resources as their classmates will have returned to school even further behind. It is fundamental that they catch up.

Those of us who recognise the problem did not idly stand by. While the Government struggled to source and distribute data and devices, extraordinary charitable efforts in so many of our constituencies secured laptops, tablets and sim cards to ensure that children had the chance to stay connected. I am personally grateful to Lycamobile, eBay, Three, Craig Russell and all at Tesco Mobile, my local Ahmadiyya Muslim community and the simply brilliant Dons local action group for their extraordinary generosity in providing data and hundreds of devices to children in my constituency. I commend the impressive pledges made by BT and Three to keep many of the most vulnerable families connected. I know that my right hon. Friend the Member for Wolverhampton South East (Mr McFadden) is particularly grateful to an extraordinary councillor in his borough—Councillor Beverley Momenabadi—for her tireless work in securing devices for her residents.

[Mr Pat McFadden (Wolverhampton South East) (Lab)]

I thank my hon. Friend for her amazing work on this most crucial of issues and join her in praising the excellent work of Councillor Beverley Momenabadi, who is the innovation digital champion for Wolverhampton. Her survey of pupils and schools has shown that at five primary schools in the city, over half of pupils had no access to a wi-fi connection at home, and pupils at many other schools lacked a suitable device with which to study online. With some 400,000 pupils being sent home because of covid cases being identified in their school, does my hon. Friend agree that it is essential to ensure that children have access to a wi-fi connection, as well as the laptops and other hardware they need, to stop this situation exacerbating the educational inequality that already exists?

[Siobhain McDonagh]

I completely agree with my right hon. Friend.

I thank all those charitable efforts during lockdown, but it cannot be right that educational opportunity for our children during lockdown was dependent on a lottery of charitable giving. This is not just an issue of access; it is an issue of deprivation, and it should be right at the top of the Government’s levelling-up agenda.

Data from the Office for National Statistics reveals that only 51% of households earning between £6,000 and £10,000 have internet access, compared with 99% of households earning over £40,000, and while 30.7% of private school pupils attended four or more online lessons a day, only 6.3% of state school pupils did the same. However damning the statistics sound, we should not be misled. Being connected is one thing, but more than 880,000 children live in households with only one mobile internet connection. I do not know about you, Mr Speaker, but mum’s mobile does not strike me as an acceptable solution to logging in and learning from home. No wonder the Oak Academy data shows that pupils were accessing lessons through games consoles, mobile phones and old tablets. For those families using pay-as-you-go, streaming online lessons costs an astronomical £37 a day—another ill thought-through policy hitting the poorest hardest.

No one should underestimate the digitally connected world that we now live in and assume that we face a short-term problem. Secondary school pupils spend an average of one hour and 37 minutes a week on schoolwork through the internet, with every click widening the digital divide in our society. Before lockdown, children on free school meals were leaving school 18 months behind their classmates, and the gap was getting worse. The digital divide will manifest itself by giving those from the wealthiest backgrounds an advantage over the other children. We cannot let coronavirus make our society even more unequal and unfair. Whatever happened to levelling up? This is not just a manifesto commitment: in just 36 hours, the digital divide will change from a political debate to a legal requirement, with schools obliged to provide online lessons to the increasing numbers of children who are self-isolating at home.

I anticipate that the Minister will celebrate from the Dispatch Box the small number of devices already distributed by the Government, but however I look at it, the numbers simply do not add up. There were 540,000 children eligible under the Government’s initial scheme to provide devices to disadvantaged learners, but only 200,000 devices and 50,000 routers to give away. The whole system was chaotic and ad hoc, with some children receiving devices regardless of whether they already had one, and others not arriving until July, too late for term time and months into the world of remote education. Staggeringly, even now—seven months after schools closed—the Government’s support package for remote education still has a large section entitled “Remote education support: available soon”.

Teachers are sick and tired of information leaks before midnight, document updates and vague press releases. The message being conveyed to schools is that they are accountable from Thursday, and will face consequences if remote education is not in place. But how can the Department expect schools to be ready to provide remote education if it is not ready itself? More devices have finally been pledged, but the numbers still fall far short of the need. Where is the drive or the ambition? The headteacher of an Ofsted-rated “outstanding” school in my constituency says:

“Today in school the leadership team have been trying to work out exactly how to address the legislative changes, when around one third of pupils do not have devices. Frankly, we do not know what to do.”

Importantly, the Government do not seem to recognise that a device is only as effective as the internet connection that it is used with. No matter how expensive, how smart and how modern the device is, it is rendered useless if it comes without the data or dongle needed to link in from home. Why has the Department not engaged with all the mobile virtual network operators? After all, the families on the lowest incomes are unlikely to have contracts with the bigger providers.

Meanwhile, the Alliance for Inclusive Education notes that there is nothing in the guidance about the provision of adaptive and assistive technologies, but with the clock ticking, four of my local schools contacted me urgently this morning. The first has 79 pupils unable to access remote learning online. The second has 60 students who still need access to their own devices, and that does not take into account those who share devices with siblings. The third has an extraordinary 31% of key stage 2 pupils with just a mobile connection or no internet at all. The fourth has had a coronavirus outbreak, but laptops ordered from the Department for Education have no timeframe for delivery, and 15% of children are yet to log in from home. Please will the Minister tell me when St Thomas of Canterbury Catholic Primary School will get its 47 devices? Although the Government point to the covid fund provided to support schools, from which emergency devices can be purchased, there is no spare change once cleaning supplies, new desks, sinks, chairs, fencing, signage, red tape, face masks, thermometers, aprons, gloves and more have all been purchased. So whose responsibility is it to ensure that these children have the data and devices required?

Teachers need to know that tonight, because many of them are understandably at the end of their tether. One said:

“What was the Department for Education’s biggest failure during lockdown? Not providing schools with the resources or funding to ensure every child who did not have access to the internet or suitable devices for remote learning would receive one. With the best will in the world, this was a short turnaround. We all understand that it could not be achieved overnight, but it is worth noting that schools were expected to move mountains overnight—the Department required them to do so.”

Another teacher told me that she is already working through her breaks and bringing masses of work home. She asked whether the Minister could clarify how she is expected to mark home learning, how she can give constructive feedback to isolated pupils and when in a school day she is to provide the full day of extra lessons. The language by a third teacher was a bit less parliamentary; “When on earth in our working hours are we doing this?” is perhaps a translation. We must not underestimate the practical difficulties facing a school. How does a teacher simultaneously teach half their class in person and half online? How can younger primary pupils be expected to sit attentively in front of a screen throughout a whole day? Are the arts, music or drama subjects to be sacrificed in the online world? Add in a crashed computer or broken microphone and the barriers facing classrooms are clear.

Furthermore, nobody should underestimate the importance of child protection issues. Teachers have told me horror stories this week of children taking the iPad to the toilet and of a mum swearing in front of a class of horrified primary students. I wholeheartedly appreciate the importance of ensuring that no child falls even further behind in their education, and I am confident that the practical difficulties outlined can be overcome, but the Government cannot just pin the obligation on schools without giving them every ounce of support and guidance that they need.

Given the statistics I shared this evening, we can be in no doubt that without urgent support the online lesson requirement will fail those children on the wrong side of the digital divide, but the Government knew this was coming and they were too slow to act. Back in June, I shared a cross-party warning directly with the Secretary of State, calling for all children entitled to free school meals to have internet access and an adequate device at home. That was not just my view, but that of four former Education Secretaries; four former children’s Ministers; the former head of Ofsted; the Labour shadow Education Secretary; the Conservative Chair of the Education Committee; the Liberal Democrat education spokesman; and the chairs of the all-party group on children, the all-party group on education, the all-party group on social mobility and the all-party group on digital skills; a number of children’s charities, unions, think-tanks, MPs and academics; and even my favourite former Prime Minister. I am now looking to ensure the backing of a wonderful young Premier League striker from Manchester—because digital exclusion is not an issue that directly resulted from the pandemic, and neither will it subside with it. The importance of closing the digital divide extends far beyond the classroom. Coronavirus has shone a light on this inequality, highlighting the critical role that adequate access to safe, high-quality online learning resources at home plays in children’s lives. Unless schools are supported with the means to adhere to this new legal requirement, these educational inequalities will only be exacerbated. That simply cannot be right, because surely no matter what corner of the Chamber we sit in, we can all agree that no child’s education should be dependent on their internet connection.

--- Later in debate ---

[Siobhain McDonagh]

I am becoming increasingly aware of the fact that being poor means that people pay their bills differently, whether it is electricity meters or gas meters. They get their data from pay-as-you-go mobiles from providers other than the mainstream ones, such as giffgaff and Lycamobile. What is the Minister doing in those sorts of areas?

[Nick Gibb]

With permission, I will write to the hon. Member about that so that I get the facts absolutely right. We are very concerned about these issues, which is why we have provided more than 50,000 4G routers to homes and the other support that I referred to. I will write to her specifically about the point she raises.

We are funding expert technical support and training to help schools and to help set up Google or Microsoft digital education platforms. Schools can also access guidance and training from a network of schools and colleges across the country that are leading the way in the use of digital. They are our edtech demonstrator schools. They have already produced a library of resources and materials to support remote education arrangements, including support for schools that are less digitally able, alongside guidance about how to make use of Department for Education-funded digital platforms and devices. The programme is proving popular: well over 1,000 schools and colleges are receiving weekly tailored support, and more than 5,000 schools and colleges are attending livestreamed webinars.

To support the hard work of schools in delivering remote education, Oak National Academy, which the hon. Member referred to, was very quickly brought together —I think within two weeks of the pandemic leading to schools closing—by more than 40 teachers, and their schools and other educational organisations also helped them. The Department has made £4.84 million available for Oak National Academy, both for the summer term of the last academic year and for the 2020-21 academic year, to provide video lessons for a broad range of subjects for reception to year 11. Oak will remain a free optional resource for 2020-21. Since the start of the autumn term, half a million users have visited the Oak National Academy platform, and there have been 3.1 million lessons.

The Government are clear that the best place for children is in school, where they can be with their friends and teachers and can catch up with the education that they may have lost when schools closed to most pupils, but ensuring that that education can continue when schools are required to send children and young people home to self-isolate because of a confirmed case of coronavirus is also vital. We are providing the support and devices for the most disadvantaged, and we are providing £1 billion of catch-up funding to ensure that the current generation of school students do not have their long-term prospects damaged by the appalling pandemic that the world is confronting.

Question put and agreed to.

Oral Answers to Questions

Siobhain McDonagh Excerpts

Monday 12th October 2020 Commons Chamber

[Gillian Keegan]

Of course we have taken very seriously the issue of ensuring that children can get to school and colleges; there has been not only an extra £2 billion in funding to help people to walk to school and to make it safe for them to get to school, but £44 million for dedicated transport. So the Treasury is putting a lot of investment into this area.

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

What estimate he has made of the number of school children that did not have access to (a) a laptop or (b) another device to facilitate home learning when schools were closed during the covid-19 lockdown.

[The Secretary of State for Education (Gavin Williamson)]

As part of £160 million invested to support remote education, more than 220,000 laptops and tablets have already been delivered, with 40,000 routers additional to that. We are now supplementing this support by making available 250,000 additional devices in the event that face-to-face schooling is disrupted. This represents an injection of nearly half a million laptops and tablets for those most in need.

[Siobhain McDonagh]

But from 22 October schools will be required to provide remote education to those pupils isolating because of coronavirus. Ofcom estimates that up to 1.78 million children in the UK have no access to a laptop, desktop or tablet at home, and this policy will fail them. With less than two weeks until the changes, how can the education of those children be guaranteed? Is it not time to ensure that every child entitled to a free school meal is provided with internet access and an adequate device at home?

[Gavin Williamson]

The hon. Lady will probably be familiar with our policy and the fact that we have set up support for schools that will have to provide remote education for children, whereby we are making sure that those children from the most disadvantaged backgrounds are properly supported by this programme and investment of half a million laptops.

Free School Meals: Summer Holidays

Siobhain McDonagh Excerpts

Tuesday 16th June 2020 Commons Chamber

[Rebecca Long Bailey]

The hon. Gentleman may have missed my first sentence on that point; I think that the Government need to have discussions with Ofqual to look at how changes can be managed properly. He is right that different schools take different modules at different times, and different exam boards have exams set out in different ways, but the challenge is not insurmountable. These discussions need to start now, not at the last minute. We have already lost too much time.

I would also like the Secretary of State to look at blended learning. We do not know how long this pandemic will last and we need to provide for adequate home and school learning. I want him to work with the sector to look at the support that pupils will need both in school and at home, and at how much face-to-face contact can be provided remotely and in person.

On digital provision, we know that free laptops have been promised to year 10s and selected children, but I want to see a guarantee that every single child can access their work online. Will the Secretary of State confirm today that—at the very least—he will start with a commitment to providing devices to all children eligible for free school meals if they do not have access to a digital device?

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

As my hon. Friend may know, only yesterday I presented to the House on a cross-party basis my Internet Access (Children Eligible for Free School Meals) Bill, which asks the Government to look at the means to provide internet access and devices for the 1.3 million children in England entitled to free school meals. Would she urge the Secretary of State to support that Bill?

[Rebecca Long Bailey]

I thank my hon. Friend for her comment. I certainly would urge the Secretary of State to consider the points that have been made. I thank her for all the work that she has done on this vital issue. It is a sensible proposal and hopefully one that the Secretary of State will respond on today.

It is important not to forget that even children who have not been through very difficult circumstances throughout this pandemic will still have been profoundly affected emotionally. That is why we need to have a national plan for children’s wellbeing to provide emotional and mental health support when children eventually do return to the classroom. These are the building blocks of a national academic and emotional programme for children. Failing to provide the most basic support for children will undermine this effort. The fact is that no child can learn if they are hungry. That is why it is so important that this year, especially, the Government have stepped in to ensure that all children have a holiday without hunger and that they are funding free school meals over that period.

But now that there is a consensus emerging on the damage that child poverty does to the outcome of our children’s lives, I ask Members to truly address these issues. The two-child cap on child benefit and the five-week delay to the first payment of universal credit are cruelly blighting the lives of children and their families. Will Members now pressure the Government to address decimated school and local authority budgets and the closure of Sure Start centres? Will Members’ concerns on these issues be heightened now? Last month, a survey by the National Education Union told harrowing tales of children without coats and with ill-fitting, ripped shoes; children who were tired and thin; children with mental health issues unable to get help; children with bed bug infestations and rats in their homes. It is no surprise that these children often find it more difficult to learn, and no surprise that during lockdown they are likely to have fallen further behind than their peers. It is no surprise that over 1 million of these children do not even have access to a digital device.

Humanity has won a small battle today, but we have not won the war against poverty. I say to every Member here: remember why you are here; remember who put you in this place and why. We are ultimately 650 individual people elected by our communities to protect and improve their lives. We are the voice of the voiceless. That is the moral compass that should guide every one of our days in this place. This summer, when you wander through parks and streets in the place that you call home, with every child that passes you by, innocently unaware of the vast power that you hold over their life, you will wonder, are they hungry, are they suffering—did I speak for them when they had no voice?

We have the power to change those children’s lives—to speak up like Marcus Rashford did. We have seen the true power that campaigns can bring in encouraging the Government to change their position. We now have to build a consensus across this House that this country will not tolerate child poverty and that we will encourage the Government to bring forward a raft of economic and social policies with one aim—to eradicate child poverty.

--- Later in debate ---

[Maria Eagle (Garston and Halewood) (Lab)]

I am very glad that the Government have reversed their decision not to continue to fund free school meals through the long summer holiday, despite the amendment on the Order Paper, which I am glad they are not moving—we would not have thought that it was even there, listening to some of the interventions from Government Members. That was the least that they could do.

I would like to thank and congratulate Marcus Rashford, the talented young footballer who has spoken so powerfully from his own experience and who has repeatedly put his money where his mouth is, supporting FareShare financially during the covid crisis and writing to all Members of the House to urge them to support reinstating free school meals over the summer. He has just won his first political campaign.

I know how much football fans in my city of Liverpool —through the efforts of Fans Supporting Foodbanks, led, inter alia, by my hon. Friend the Member for Liverpool, West Derby (Ian Byrne)—have done to support those facing hunger. They have been at the forefront of efforts to alleviate the spiralling increase in hunger and food poverty caused by austerity and the covid crisis. They have been supported financially by players during the covid crisis too, to ensure that they can continue to do their work and be the bulwark against hunger that they are.

[Siobhain McDonagh]

Is my hon. Friend aware of the great activities of AFC Wimbledon, whose fans stand outside 22 stores a day and deliver 1,300 food parcels each week? They are a small team with an incredibly big heart.

[Maria Eagle]

They always have been that. I was not aware of those numbers, but I am now.

For many years—from the Front Bench when I was on it, and now from the Back Benches—I have highlighted the ever increasing food poverty crisis that my constituents have been enduring, driven by savage cuts in public spending and support for families. The nature of the job market, which is dominated by insecure work, low pay, short-hours and zero-hours contracts, has been one of the drivers of increasing food poverty, but it has been made much worse by the covid crisis.

--- Later in debate ---

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

I congratulate the Government on agreeing to free school meals over the summer holidays and I congratulate Marcus Rashford on the best goal of his life so far—I can only say that his mum must be so proud of him today—but please do not let anybody think that this is just about food over the summer.

The average free school meals child starts school behind their contemporaries in class. The average free school meal child at year 6 can be up to 18 months behind the other kids in their class. When they start secondary school in year 7, they go backwards from year 6. Yet these children will have spent six months out of school, with 700,000 of them not doing any work— 700,000 of them with no access to the internet and no access to a tablet or a computer to do any work at all. The size of the crisis in our schools is huge.

If we are absolutely honest, many of these children will not be going back to full-time schooling in September and will not get the additional small group classes they need. That is why I am asking everybody in the Chamber today to support our Bill to get every child who is on free school meals access to the internet and access to a device that allows them to do that—to give them a step towards employment in the future and to make sure that their families have access to the same education and the same ledger as everybody else.