Welcomed the Prime Minister's announcement for schools to return on 8 March. Highlighted practical issues around testing and catch-up programmes. Emphasised the importance of addressing mental health and anxiety in children returning to school.

The Prime Minister's decision to reopen schools after previously calling it too dangerous is a reckless gamble. He criticises the government for ignoring scientific advice and not taking a phased approach like other UK nations. The Labour party argues that the reopening could lead to increased community transmission and more children falling into poverty, emphasising the importance of a safe, sustainable plan.

Welcomes the full return of schools on 8 March, praising local school leaders and teachers. He stresses that it is not just about schools but about a national effort involving multiple government departments. Proposes facilitating more people to help with tutoring programmes and suggests a volunteer army for activities beyond the school day such as mental health support, physical activity, and broadening horizons.

Highlights the importance of addressing childhood mental health issues exacerbated by the pandemic. Mentions the high prevalence of depression among LGBT young people during lockdowns. She advocates for increased awareness in schools about wellbeing programmes, designated senior leads, and mental health support teams.

Charalambous expresses gratitude towards school staff and raises concerns about the adequacy of funding, especially for primary schools. He points out issues with the national tutoring programme and special educational needs provision, highlighting increased mental health conditions among children. He also discusses safeguarding and the need for additional support for schools dealing with domestic abuse cases.

Griffiths thanks Robert Halfon for securing the debate and echoes support for school staff. She welcomes the education road map but urges the Minister to expedite funding delivery. Griffiths also calls for vaccinating teachers to ensure schools stay open and reduce community transmission.

I congratulate the right hon. Member for Harlow on securing this debate and pay tribute to September for Schools, a nationwide campaign group founded by my constituent Fiona Forbes. I welcome the prioritisation of schools in the road map but express concern over funding that falls short of addressing the long-term educational attainment gaps exacerbated by the pandemic. The current funding commitment to children’s recovery is between 3% and 4% of the annual schools budget, which is insufficient given the strain on school finances from covid expenses and lost income. I urge a greater focus on supporting mental health and wellbeing, with only £8 million specifically committed to this area despite rising numbers of children with diagnosable mental health conditions. A long-term plan must address both academic and social-emotional recovery for children while also considering staff morale and development.

I pay tribute to my right hon. Friend the Member for Harlow for securing today’s debate. I raise concerns about testing programmes, noting that children who test positive will need support at home to avoid further disruption to their education. Additionally, I highlight the importance of sport in improving mental health, self-esteem, physical health, social skills and academic performance. The Government should ensure a holistic approach to reopening schools that recognises the role of sports in enhancing overall health and wellbeing.

I congratulate the right hon. Member for Harlow on securing this debate and pay tribute to teachers who have gone beyond duty during the pandemic, especially those lost to covid in Tower Hamlets. I express concern over the lack of adequate funding for schools to maintain covid-secure environments, inadequate support for special needs schools and early years education, and the digital divide affecting young people’s access to learning materials. I urge Ministers to consider a phased return, provide more laptops to close the digital gap, address food poverty, ensure teachers are vaccinated, and look into support for those with underlying health conditions.

I emphasise that the education road map needs to be a long-term plan as the educational impact of the pandemic will likely last throughout this decade. We need to prioritise outcomes over outputs and adopt a holistic approach that includes universities, adult learning, reskilling and upskilling for a workforce facing change in the post-covid era. Any new policies must consider adverse reactions and their long-term impacts on university admissions and grade inflation. A strategic framework of assessment is crucial, along with new metrics to measure success. We need hope for a better future through evidence-based practice and data-driven processes.

The last year has been extraordinarily challenging, especially for teachers and support staff who worked tirelessly. Schools entered the pandemic weakened by austerity cuts that hampered IT infrastructure development. The lack of investment deepened pre-existing poverty and inequality, causing immense anxiety among students due to unclear assessment methods. Despite this, funding was insufficient to match the scale of problems faced. A more ambitious package is needed for immediate support, and a long-term plan to close educational gaps and support mental health is essential.

We need robust measures to ensure school safety with rotas, smaller bubbles, and vaccinations. Recovery must be about both education and emotional well-being; a significant funding boost for schools is necessary. An additional year of funded education should be offered to this year's leavers, teachers' recognition needs urgent addressing due to stress and workload, and the system should foster lifelong learning by trusting educators. The current top-down approach stifles potential.

Welcomes full reopening of educational settings from 8 March; emphasises catch-up classes availability and the £700 million education recovery package, including a national tutoring programme for disadvantaged children. Supports consistency in grading through teacher-led assessments. Urges universities to provide quality support and remote learning due to students' financial burdens during the pandemic.

The Government's inadequate support for schools has exacerbated inequalities; 1 million devices were pledged but only arrived after a year. The digital divide widened, with fewer disadvantaged children having access to internet or devices. Children from low-income backgrounds are falling behind, and the catch-up programme is insufficient, requiring more than six weeks' additional learning time.

Welcomes the return of children to school but expresses concern about protecting teachers from unfair complaints based on teaching assessment grades. Advocates for a fundamental change in education, suggesting later exams and university admission times, as well as changes to the school calendar. Worries that current constraints might not allow enough educational time for students.

Acknowledges the hard work of schools, teachers, and leaders throughout the pandemic but criticises the Government's approach as headline-grabbing and reactive. Highlights the plight of children with special educational needs and disabilities during the crisis and calls for a review to be published.

Commemorates schools' efforts to minimise learning disruptions despite ongoing challenges. Urges prioritising measures like mass testing, improved ventilation, and vaccinating school staff to prevent further disruption and infection spread. Questions the current plan’s logistics and impact on teaching time, advocating for a phased approach similar to devolved nations.

Welcomed the Government's plan for schools to reopen on March 8th, acknowledging potential shortcomings but seeing no alternative. Highlighted the disproportionate impact of school closures on disadvantaged groups, particularly those with English as a second language and those with special educational needs like dyslexia and dyspraxia. Emphasised the importance of real-time classroom engagement and online learning for these students. Also discussed the need for better collaboration between businesses and education institutions to address skills gaps in deprived areas.

Paid tribute to teachers and staff but criticised the Government's decision to reopen schools abruptly without following scientific advice. Highlighted issues like lack of funding for Nightingale schools, inadequate classroom sizes, and non-priority vaccination for teachers. Criticised cuts in education spending and increased child poverty, urging the government to address these issues by tackling poverty, funding mental health services, recognising and funding teachers properly.

Emphasised the urgency of getting children back into schools and welcomed additional £700 million in catch-up funding. Discussed the broader impact of school closures on children's mental health, social development, and family life. Called for a more comprehensive approach to recovery that includes supporting parents and addressing the underlying social issues impacting families.

School staff have worked extraordinarily hard during the pandemic, but the catch-up funding announced by the Government is disappointing and lacks ambition. The attainment gap is widening, with school funding lower in real terms than it was when Labour left office. Schools face significant learning loss, particularly among disadvantaged pupils. There is a lack of joined-up thinking and insufficient support for pupils with special educational needs. More investment in teaching is needed to close the attainment gap.

Thanked the Members for securing the debate and acknowledged the dedication of teachers, parents, and others involved in education during the pandemic. Emphasised that schools and colleges were not closed due to safety concerns but rather to reduce overall social contacts. Highlighted strong support for face-to-face learning, citing a poll where 97% of learners at East Kent College wanted to return on-site. Discussed the importance of testing, use of face coverings, and measures to ensure safe reopening of schools. Mentioned the £1.7 billion catch-up fund aimed at helping disadvantaged children, noting that the attainment gap has narrowed by 13% at age 11 and 9% at age 16 since 2011. Discussed the role of the education recovery commissioner, Sir Kevan Collins, in advising on initiatives such as summer schools to support educational recovery.

Summarised key points made by previous speakers regarding teacher and staff appreciation, challenges faced by pupils, including mental health issues, and the opportunity for a radical rethink of education offerings. Emphasised the need for a plan focused on positivity and catch-up in education.