I beg to move,
That leave be given to bring in a Bill to place a duty on the Secretary of State to ensure that all children eligible for free school meals have a broadband connection and facilities to access the internet at home; and for connected purposes.
The technological advance in our society and the reliance that we all now have on the internet is indisputable. Whether it is for work, entertainment, shopping, bills or even connecting to our friends and family through social media or video calls, the internet has changed every part of everybody’s life—or at least almost everybody’s life.
There is a digital divide in our society: those who have digital access and those who do not. Although the consequences of being on the wrong side of the digital divide are felt at all stages and ages, and we can and should debate those consequences in this House, it is the divide for our children and young people that I wish to focus on today and that this Bill aims to close.
I wish to start by setting the scene. I am sorry to do this, but I will take us back to the beginning of the pandemic. During the lockdowns, Marcus Rashford scored the most important goal of his career, using his platform to highlight that food poverty is not restricted just to school term times. It was a campaign of which any left winger wearing red would be proud. However, support for children who are entitled to free school meals should be about more than just the food.
When schools closed, it was not just lunch that disadvantaged children missed out on, but connectivity. Before the lockdowns, approximately 9% of children did not have access to a laptop, desktop or tablet. Ofcom estimated the number to be up to an extraordinary 1.78 million children. Those children most likely to be on the wrong side of the digital divide were already leaving school 18 months behind their classmates, and the gap was and is getting worse.
Then schools closed and teachers and pupils moved to remote learning overnight. Millions of children started the day with Joe Wicks’ online exercise classes. They completed schoolwork sent remotely by their teachers, and they joined their classmates in live remote-learning lessons. It was not perfect, but it was an extraordinary feat, achieved thanks to the dedication of our teachers and to the support and patience of home-schooling parents.
Schools such as the outstanding Ursuline High School were already at the forefront of technology, giving every pupil a tablet and offering six lessons a day from home, but others did not have the kit required. A quarter of children on free school meals did less than one hour’s schoolwork a day. While approximately 30% of private school pupils attended four or more online lessons per day during the first lockdown, just 6.3% of state school pupils did the same.
Those figures should come as no surprise, considering that one in five children did not always have access to a device for online learning while schools were closed. The Government were dragged kicking and screaming to provide the kit and connectivity required for those children who could not log in and learn from home, but for far too many children, that support arrived either too late or not at all. The roll-out of devices was nothing short of shambolic: just 5% of teachers in state schools reported that all their students had a device, compared with 54% at private schools.