I welcome the new Secretary of State to her place. I hope she has an ambitious plan for however many hours she will be in office before the downfall of her Government—but this is no laughing matter. The fact that we have had three Education Secretaries in three years tells us all we need to know about the Conservatives’ priorities. Theirs is a party with no plan, no ambition and no vision for our children. In contrast, education is so important to us on this side of the House that we say it three times.
Let us start with childcare and the early years, a time of indisputable importance with an impact that lasts a lifetime. The Government’s unforgivable failure to support early years providers shamefully saw 4,000 of them close over the last year. When parents are paying more on childcare than on their rent or their mortgage, the system is truly broken. The prohibitive cost of childcare means that many young couples face a choice between being priced out of parenting and being priced out of work. If they cannot afford the childcare costs to return to work, or if those costs outweigh the salaries that they bring home, work simply does not pay, no matter how many times the rhetoric is repeated at the Dispatch Box.
Ours is statistically one of the most expensive countries in the world in which to raise children, with net childcare costs representing 29% of income. We should compare that with 11% in France, 9% in Belgium and just 1% in Germany. If families cannot afford the childcare—for instance, the before and after-school clubs that boost children’s learning and development—the attainment gap grows. Those children will arrive at school to find that funding per pupil has fallen by 9% in real terms since the Tories came to power. That means that, by 2024, school budgets will have seen no overall growth in 15—yes, 15—years.
Meanwhile, many young people are still catching up from the lockdown school closures. Lockdown was temporary, but it could have a lifelong impact: the Institute for Fiscal Studies has warned that students who lost six months of schooling could see a reduction in lifetime income of 4%. However, the catch-up programme does not even come close to meeting
“the scale of the challenge”.
Those are not my words, but the words of the Government’s own education recovery tsar, whose resignation a year ago is all the evidence that anyone needs when considering whether the scale of the challenge is really understood.
Why is it that our children, teachers and schools are treated as an afterthought at every stage by this Government? The crumbs of catch-up support that are available will let down an entire generation of young people and, on the Government’s watch, the pandemic’s impact on their education will be lifelong. In contrast, Labour’s children’s recovery plan will provide breakfast clubs and new activities for every child, small-group tutoring for all who need it, quality mental health support in every school, continued development for teachers—that is essential, given that a staggering 40% of teachers leave the profession within five years—and an education recovery premium, targeting investment at children who risk falling behind. Those are not just warm words. Under the last Labour Government, our rhetoric matched the reality: 3,500 Sure Start centres were delivered on time, offering a place in every community for integrated care and services for children and their families.
Now is the time to be ambitious about education in a post-covid modern society. I believe that we should be putting tech at the heart of learning, tailoring classrooms to the modern day by ensuring that every child has the kit and the connectivity to get online. We should be challenging the norm by considering qualifications in tech and coding, providing real-world work experience, and using our ability to connect and learn with and from others around the world. The 21st-century opportunities for children, for teachers and for education should be endless. If there were a competent and functioning Government to take on that challenge, we would be there; but we are not.