House of Commons · Westminster Hall
23 March 2021 · 9 other contributors · 9,287 words
Opened by Bob Seely Con Isle of Wight
Responding minister: Nick Gibb
Summarised by AI from the official record, so it can contain mistakes.
Bob Seely raised concerns about education after covid-19 in Westminster Hall. A government minister responded.
Key points
Key requests to Government
The speaker asks the Minister to consider changing the school year structure for more consistent terms throughout the year, explore the use of screens for testing and learning in schools, and improve integrated working between Departments to drive forward a skills and learning agenda.
MPs spoke in turn to share their views and ask questions. Here's what each person said.
Opened the debate
The pandemic has highlighted issues in the education system, such as long holidays damaging children's learning, particularly for poorer children who are less likely to engage in enriching activities during breaks. Term times have not adapted from an agrarian society and do not suit current educational needs. Additionally, there is a need to better integrate technology into teaching methods, ensuring every child has access to necessary digital tools.
I reminded hon. Members about changes to normal practice for hybrid arrangements, including timings and technical requirements for virtual participation.
Ms Hardy highlighted the issues faced by children with special educational needs and disabilities before and during the pandemic, including a lack of accountability within the system and inadequate support for these families. She criticised the government's delayed response to recommendations from the Select Committee on Education report, and noted that the use of technology in education had not been extended to assist pupils with SEN/D. Additionally, she raised concerns about testing policies and prioritising vaccinations for staff working in special schools. Asked about the number of children choosing to home educate, raising concerns over parents of children with special educational needs who have not returned to mainstream or special education settings.
He expressed concerns about the impact of the pandemic on children's education, mental health, and social skills in Northern Ireland. He highlighted the importance of face-to-face interaction between teachers and pupils, and advocated for continued home-school cooperation with clear guidelines to maintain a work-life balance.
Selaine Saxby highlighted the challenges faced by schools in northern Devon, noting that her constituency ranked 238th and Torridge 283rd on the social mobility index. She emphasised the importance of levelling up through education, suggesting a holistic equality strategy for local areas involving various services. Saxby also stressed the need to integrate schools with employers early on and use expertise from remote rural locations.
Emphasised the need to address lost learning and mental health concerns due to the pandemic, highlighting reliance on devices and social media. Stressed the importance of outdoor education and political literacy to equip young people for a 21st-century democracy.
Siobhain McDonagh criticised the Department for Education's handling of remote education, pointing out that 300,000 devices are still missing despite a pledge to provide 1.3 million devices. She expressed concern over children falling behind due to lack of connectivity and highlighted ongoing efforts by local schools to secure necessary equipment. Asked where the remaining balance of laptops is, noting that only 45,000 MiFis or routers were provided despite 880,000 households lacking internet connection.
Farron is concerned about the plight of outdoor education centres, noting that 6,000 jobs have been lost out of an initial workforce of 15,000 due to the lack of a bespoke financial package from the government. He points out that Scotland and Northern Ireland have provided such packages but England has not. Farron also criticises the absence of outdoor education centres in the Prime Minister's roadmap for reopening the country.
Discussed the need for a systematic approach to education and criticised the current fragmented system, particularly regarding special educational needs. Highlighted the importance of addressing the digital divide and ensuring that technological advancements are not set aside post-covid.
Called attention to the underfunding and inequality in further education, noting a £400 million investment is welcome but insufficient. Highlighted Bath College's innovative I-START project aimed at reskilling adult learners.
Government Response
Nick GibbIt is a pleasure to serve under the chairing of Ms Rees, and I congratulate my hon. Friend the Member for Isle of Wight on securing this debate. The Minister thanked all teachers and support staff for their remarkable efforts during the pandemic. He highlighted that over the last decade, the Government has worked tirelessly to drive up academic standards, especially for disadvantaged pupils. In response to concerns raised about digital technology, the minister acknowledged its importance in supporting remote education during the coronavirus outbreak and noted plans to create a lasting legacy from this investment. The Minister discussed teaching school hubs on the Isle of Wight, mentioning that it falls under the hub area covering Eastleigh, Fareham, Gosport, Havant, Portsmouth, with Thornden School in Eastleigh leading as an outstanding institution. Concerning children with special educational needs, he noted increased high needs funding by £780 million this year and £730 million next year, raising funding by 24% over two years. He also addressed the importance of outdoor education for a child's education and development. The Minister acknowledged the substantial impact of school and college restrictions on children's education but committed to helping pupils make up lost time. Evidence shows that all children have been impacted, with those from disadvantaged backgrounds among the hardest hit. In response, the Government has launched a £1 billion catch-up package including a national tutoring programme and a catch-up premium for state primary and secondary schools. For the 2021-22 academic year, an additional £700 million was committed to fund summer schools, expand tutoring programmes, and provide a recovery premium. The funding will support pupils in early years, schools, and colleges with a focus on disadvantaged children. Over £400 million is being invested through the get help with technology programme, including 1.3 million laptops and tablets for disadvantaged children. The Government has also partnered with mobile operators to provide free data uplifts and wireless routers for pupils without home internet access. The Minister emphasised the importance of teacher support and quality teaching in recovery efforts, outlining plans to create a world-class teacher development curriculum. Ultimately, the Government is determined that no child will suffer long-term damage due to the pandemic.