We know of teachers juggling themselves trying to teach their children from home, and having to isolate, and all the challenges there as well. Yet their efforts were not without their consequences. The report clearly states that staff have experienced raised levels of anxiety, with leaders and staff alike feeling isolated and exhausted. Education providers proved to be resilient and proactive in their response to the disruption caused by the pandemic, and they should be commended for prioritising the well-being of their learners during such a challenging time. The report clearly states that providers set up comprehensive systems to keep in contact with their learners so that they could identify issues quickly and address them when they arose. 

As we begin to emerge from the pandemic, though the effects are still there, with numbers still proving to be challenging for teachers and pupils alike, we see education providers still facing the sizeable challenges of implementing additional learning needs reforms and the new curriculum, against the backdrop of the longer term effects of the pandemic on education and well-being, as well as having an impact on staff recruitment and retention issues. The Welsh Government must do everything it can to ensure the well-being needs of the sector are supported, and that meaningful education recovery takes place, with priority given to those most affected by the pandemic.

Our amendment notes our regret that Estyn found that the divide between pupils from disadvantaged and more privileged backgrounds became more pronounced over the course of the pandemic. The report clearly states that the divide between pupils from disadvantaged and more privileged backgrounds was more pronounced, with the former group less likely to have access to Wi-Fi, digital devices and support with their schoolwork at home, and their families more likely be impacted financially by the pandemic, with larger families needing to self-isolate more frequently. And whilst I welcome the Minister's emphasis in terms of digital innovation, which has certainly brought about different ways of working, different ways of engaging pupils, we cannot underestimate the impact we are seeing in terms of that digital divide, and the impact that this has been having to have that disparity even more pronouncedly felt.  

Let's be clear: prior to the pandemic, we knew that around 195,000 children were living in households below the poverty line, and this figure, we know, will have grown due to the current crisis, as well as the pandemic. And we know, as was outlined by the Minister, that poverty has a significant effect on a child's education. As one Member of the Welsh Youth Parliament put it: 'Education is supposed to be free, but a lot of things at school are not.' So, families are routinely asked to contribute towards the cost of school uniforms, trips, charity fundraising, school meals and snacks, and to provide equipment and resources for different subjects. And many families in poverty simply have no disposable income once they have paid for housing and essential bills, which exposes children to the risk of stigma and shame when they are unable to afford even small charges for participation.

I know from speaking to families in my own region of South Wales Central of their distress when schools are collecting for foodbanks, and their children having to explain that they themselves are reliant on foodbank contributions. I know some schools do this very sensitively, but people don't always know what the impact is on a family, a family that perhaps has never been in crisis before, which is now in crisis and having to go to a foodbank for the first time. I think we need to be sensitive to all of this, and it is outlined in the report in terms of that disparity that we're seeing.

We believe that the disparities outlined in the report will be further exacerbated by the cost-of-living crisis, and, therefore, we are calling on the Welsh Government to work with Estyn to increase efforts to ensure measures to support children from disadvantaged backgrounds in schools are implemented urgently.

There are a number of examples of potential solutions where we can take more action on affordability and provide further support for families, for instance, who are struggling to pay for uniforms, or for extra-curricular trips and activities, to ensure consistent practice across Wales. Funding, guidance and accountability mechanisms should be put in place.

The Welsh Government should continue to invest in poverty-awareness training for schools. It's important that school staff are equipped with a clear understanding of the causes and consequences of child poverty in their area, so they can implement policies and practices that are inclusive for all. Therefore, we hope that you will support our amendment today. Diolch.