with an underlying health condition that puts them at an increased risk of serious illness with coronavirus, and many of our invaluable unpaid carers who provide care for someone who is clinically vulnerable to the virus. now, subject to vaccine supply, we expect to have reached all these people by the middle of april. vaughan gething at the daily welsh government coronavirus briefing. good evening. you are watching bbc news and we are heading straight to downing street. education secretary gavin williamson leading tonight's number ten briefing.— gavin williamson leading tonight's number ten briefing. vaccines are at the heart of — number ten briefing. vaccines are at the heart of the _ number ten briefing. vaccines are at the heart of the government - number ten briefing. vaccines are at the heart of the government strategy to manage covid—19. as of today, 18,242,873 to manage covid—19. as of today, 18,210,873 people have been vaccinated across the uk, and 18th

in million 911,978 doses have been given overall. since yesterday, 9938 people are reported to have tested positive for coronavirus. as of the 22nd of february 2021, 16,803 people were in hospital with coronavirus. that's down 20% from the week before. sadly, of those who have tested positive for coronavirus, across all settings, 121,747 are reported to have now died. that's an increase of 442 fatalities since yesterday. our thoughts are very much with the families of those who have lost loved ones to this virus. on monday, the prime minister outlined the road map out of

lockdown and gave us the news that we've all been waiting for. we can now plan for the return of the pupils to schools colleges, as part of a road map for leaving lockdown. i want to say once again a massive thank you to our incredible teachers, leaders, support staff and childcare workers. you have been going above and beyond to keep schools and colleges open for vulnerable children and children of critical workers, and to keep the remainder of young people learning when they are at home. i also want to thank parents, who have been supporting their children while they learn at home, and i want to thank children and young people themselves for their patience and resilience. i know it hasn't been easy, but you have adapted and done so much to make sure that you have been able to continue to learn. everyone is

longing for a return to normality, and i want you to know that we are continuing to support schools, colleges and teachers with extra help to boost children's learning. we are investing in a range of options that parents and children will benefit from, whether that is summer schools, extra funding for specialist teaching and expanding our national tutoring programme. as the prime minister said, we cannot take the next steps —— we can now take the next steps —— we can now take the next steps. these will be cautious, but that's crucial if we don't want to go backwards. the process we have planned will be carefully managed at every stage. i am incredibly pleased that the latest data tells us that we are able to proceed with a full return of schools and colleges from monday the 8th of march. as we outlined earlier this week, primary school

pupils return to school on that day, while secondary schools and colleges will be able to stagger their return over that week, to ensure all their students can be offered covid tests. wraparound childcare for primary and secondary school pupils will also resume from the 8th of march. university students, who are studying practical courses, who need specialist facilities, can also return to campus from then on. we will review the timing for return of the remaining students by the end of the remaining students by the end of the easter holidays. despite everyone's best efforts, many children are going to need longer term support if they are to make the educational progress that they need. this is why the prime minister and myself appointed our education recovery commissioner, sir kevin collins, to advise on how our early

years settings, as well as our schools and colleges, can address these learning gaps as quickly and comprehensively as possible. because young peoplejust comprehensively as possible. because young people just cannot afford to wait, we are putting in place a range of immediate measures for schools to start now, to recover lost learning. today, we are announcing the introduction of the new one off, £302 million recovery premium state, primary and secondary schools. building on the pupil premium, to further support pupils who need it most. we are expanding our successful tutoring programmes, £200 million will fund an extended national tutoring programme for primary and secondary schools, an extension to the 16 to 19 tuition fund to support more students in english, maths and other vocational and academic subjects, and funding to support language development in

early years children. finally, £200 million will be available for secondary schools to deliver face—to—face summer schools. schools will be able to target individual pupils�* needs. this means that, if your child needs extra help, they are able to get it. for example, a block of tutoring can help a child again three to five months of catch up again three to five months of catch up in learning. we know our teachers are best placed to understand what your children will need, so they will have the tools to deliver that extra boost and make a real difference, as we recoverfrom extra boost and make a real difference, as we recover from this pandemic. the package announced today will build on the £1 billion catch up package we announced last june, and it forms part of a wider response to help pupils make up for the lost learning they have suffered. this isn�*tjust about more

money for schools. this is investing in our children. this boost to learning will be assessed and evidenced —based, and we will track the outcomes. the scientific advice does support a full return for schools on the 8th of march. as professor chris whitty said on monday, the risk to children is incredibly low from going to school and from catching covid. so everything is strongly in favour of children going to school. we are supporting this return with a robust testing regime. they will be critical in breaking the chains of covid infection. 4 million tests have already been completed across primary, secondary schools and colleges. staff have worked hard to

set up testing sites in schools, and have had time to get used to supervising the testing. we are now expanding asymptomatic testing further in a published full —— and have published full details online. in line with public health guidance, we are also now advising that face coverings should be worn in secondary school classrooms, as well as in further and higher education settings, unless social distancing can be maintained. again, this is to help reduce transmission. the risk to children themselves is incredibly low. this is a temporary measure to support the safe return of schools, and will be in place until easter, when it is reviewed. all the other safety measures that are already in place continues to be robust, including bubble groups, staggered

starts and finishes, increasing ventilation and strict hygiene measures. they return to school is what we have been looking forward to. it is time for children to be backin to. it is time for children to be back in school, learning and playing with their friends, back in school, learning and playing with theirfriends, but back in school, learning and playing with their friends, but we must also look to the future. no child should have their prospects blighted by the pandemic, and i am determined that this isn�*t going to happen. tomorrow, we will be setting out the details on how grades will be awarded this summer. while i cannot pre—empt that announcement, i am pleased to say it will confirm that, this year, we are putting our trust firmly in the hands of teachers. the broad range of catch up measures we have planned will enable children to start recouping notjust lost start recouping not just lost learning start recouping notjust lost learning time but the fun and friendship that they have missed out so much on. they quite simply deserve no less. i think our whole

nation has never before valued what schools and teachers and education bring to all of our children more thanit bring to all of our children more than it does today, and i think we will all be so much willing for the successful return of all our children back into school on the 8th of march. now, we are going to have the opportunity to turn to mark from yorkshire, who has got the first question. if yorkshire, who has got the first cuestion. . , ., , ., _ question. if decisions are driven by the data and _ question. if decisions are driven by the data and the _ question. if decisions are driven by the data and the data _ question. if decisions are driven by the data and the data is _ question. if decisions are driven by the data and the data is better- question. if decisions are driven by| the data and the data is better than expected, will the road map out of lockdown be accelerated? thank you. is the prime minister said, there are no plans whatsoever to be moving ahead with the dates that have already been given. we want to give public as well as business the confidence and the assurances to

when these next steps are going to be happening, but there are certainly no plans to be moving ahead of that. jenny, i am not sure if there is anything you wanted to ask. , , ., ., . w ., ask. just to reinforce the fact that the timelines _ ask. just to reinforce the fact that the timelines have _ ask. just to reinforce the fact that the timelines have been - ask. just to reinforce the fact that the timelines have been set - ask. just to reinforce the fact that the timelines have been set for. ask. just to reinforce the fact that. the timelines have been set for good public health reasons. we need to be able to see the change in infection rates, the development of illness, the effect of the vaccine and the effect on hospitalisations in the nhs, and all of that takes time, and it usually takes a week or ten days orso it usually takes a week or ten days or so for a particular intervention to embed. one of the positive things from my perspective, from the schools are starting back, is we a really good, clear window to make sure that what we expect to happen does happen, and then review, so i think we will be looking to keep those timelines as much as we can. next, we turn to lauren from tonbridge. next, we turn to lauren from tonbridge— next, we turn to lauren from tonbridge. next, we turn to lauren from tonbridue. ~ ., , tonbridge. with the new road map, it was mentioned _ tonbridge. with the new road map, it was mentioned that _ tonbridge. with the new road map, it was mentioned that all _ tonbridge. with the new road map, it was mentioned that all legal - tonbridge. with the new road map, it was mentioned that all legal limits i was mentioned that all legal limits on social_

was mentioned that all legal limits on social contact will be removed by the 215t_ on social contact will be removed by the zist of— on social contact will be removed by the 21st ofjune at the earliest. does _ the 21st ofjune at the earliest. does this— the 21st ofjune at the earliest. does this include the use of masks and ppe _ does this include the use of masks and ppe indoors? if not, how long do you think_ and ppe indoors? if not, how long do you think this will apply? i and ppe indoors? if not, how long do you think this will apply?— you think this will apply? i would no you think this will apply? i would to back you think this will apply? i would go back to _ you think this will apply? i would go back to the — you think this will apply? i would go back to the points _ you think this will apply? i would go back to the points we - you think this will apply? i would go back to the points we have i you think this will apply? i would l go back to the points we have just made about being really clear about the impact different interventions have this lifting of measures as we go forward. one of the things we know is that doing things outside is much safer than inside. we know ventilation is really important, and fresh air is always reducing the density of the virus. outdoors is not so much of an issue, and you will see that coming through in the guidance and the road map. i think we have to look at these different interventions and look at the data, as the road map says, and check where we are. as i think sir patrick said earlier this month, as we get into the autumn, when winter comes into the autumn, when winter comes in and we spend more time inside, we

may be looking at it, but it�*s quite possible over the summer months, as we did last year when we see rates drop, that we would not need to be wearing masks or that time, and obviously ppe actually is very much for clinical use. face coverings are for clinical use. face coverings are for general use. the summer period, generally, we think is a much safer period for us, with less need for interventions, but that doesn�*t rule it out as we go into winter periods again. as the secretary of state said and the road map sets out, we need to stick to looking at the evidence and acting on it as we go forward. ., �* ., forward. next, we turn to branwen jeffre s forward. next, we turn to branwen jeffreys from _ forward. next, we turn to branwen jeffreys from the — forward. next, we turn to branwen jeffreys from the bbc. _ forward. next, we turn to branwen jeffreys from the bbc. education . jeffreys from the bbc. education secreta , jeffreys from the bbc. education secretary. you — jeffreys from the bbc. education secretary, you provided - jeffreys from the bbc. education i secretary, you provided short-term secretary, you provided short—term cash today, — secretary, you provided short—term cash today, but when will you have a long-term _ cash today, but when will you have a long—term plan to help children recover? — long—term plan to help children recover? you said just now that, if your— recover? you said just now that, if your child — recover? you said just now that, if your child needs help, they will get

it. is your child needs help, they will get it is that _ your child needs help, they will get it is that a — your child needs help, they will get it. is that a promise that parents can hold — it. is that a promise that parents can hold you to? is it. is that a promise that parents can hold you to?— it. is that a promise that parents can hold you to? is what we all want to is all of our— can hold you to? is what we all want to is all of our children _ can hold you to? is what we all want to is all of our children back- can hold you to? is what we all want to is all of our children back in i to is all of our children back in schools. we know that schools are the very best place for all of our children. as part of this £700 million package that we are rolling out, oldham on the billion pounds we announced last year, we are giving schools the tools they need in order to be able to deliver for all children in that school. but it is a real sense and a real belief that we can help all children within the education system. this is why we have taken such a broad range of measures, giving schools the flexibility in order to be able to make sure that it�*s properly targeted to the children who need the most help. in terms of when further details about the more

mid—term and long—term reforms that we will be seeing, as you will be well aware, wejust we will be seeing, as you will be well aware, we just pointed to kevin collins a couple of weeks ago. —— we appointed kevin collins. we want to give him an opportunity, and we are already doing an extensive amount of work in terms of engaging with schools, teachers, parents and children themselves, in terms of looking at what are the next steps are best to able to boost their education, and come out of this pandemic stronger, bolder, able to deliver better and stronger education for every single one of our children. you have another question?— our children. you have another cuestion? ., , ., , , ., , question? you seem to be promising every parent — question? you seem to be promising every parent that. — question? you seem to be promising every parent that, if _ question? you seem to be promising every parent that, if their _ question? you seem to be promising every parent that, if their child i every parent that, if their child needs help, they will get it. at a promise can hold you to? schools have always _ promise can hold you to? schools have always delivered _ promise can hold you to? schools have always delivered for - promise can hold you to? schools have always delivered for all i have always delivered for all children across the country, and the reason we have given such a broad range of tools for schools to be

able to bring to bear to help children, whether it is for summer schools, for targeted tuition or for flexibility with the extra £302 million that will be going into school budgets, to be able to craft to the specific needs, we would hope that would be able to meet the needs of all children, whatever their background, in terms of being able to help them catch up so, yes, we are very much supporting all children in the whole system. next, if we move to dan hewitt at itv. tiara if we move to dan hewitt at itv. two auestions, if we move to dan hewitt at itv. two questions. and _ if we move to dan hewitt at itv. two questions, and you _ if we move to dan hewitt at itv. tiara questions, and you can answer them yes or no if you want. our schooldays going to be extended help with the catch—up programme, and are summer holidays going to be cut short this summer to help children catch up? fin short this summer to help children catch u? , short this summer to help children catchu? , ., catch up? on the summer holidays, what we have _ catch up? on the summer holidays, what we have done, _ catch up? on the summer holidays, what we have done, in _ catch up? on the summer holidays, what we have done, in terms - catch up? on the summer holidays, what we have done, in terms of- catch up? on the summer holidays, what we have done, in terms of the| what we have done, in terms of the £200 million programme, is we want schools to be putting on great activities, whether that is

education led or even wellbeing led, so we would be hoping that schools can be offering that, draw down that funding in order to offer that to children. yes, we would hope that schools are offering time in schools for children, and that�*s why we�*ve put the funding there. in terms of the lengthening of schooldays. as part of this plan, it isn�*t part of the plan, in terms of lengthening schooldays but, as i have touched on, what we are wanting to do is to see a real change, a step change in what we can deliver in terms of our schools. that is why we are taking this in—depth look at how we drive results, we drive attainment, we drive the chances of youngsters from the most disadvantaged backgrounds, and that�*s why we have asked sir kevin to do this extensive look at education and what reforms, what changes we can bring about. damn, i

am not sure if there is a follow—up question. am not sure if there is a follow-up cuestion. ., ., ., , question. you mentioned exams earlier, question. you mentioned exams earlier. so _ question. you mentioned exams earlier. so can — question. you mentioned exams earlier, so can we _ question. you mentioned exams earlier, so can we assume i question. you mentioned exams earlier, so can we assume that l question. you mentioned exams l earlier, so can we assume that it's earlier, so can we assume that it�*s going to be full teacher assessment on exam results this year, no algorithms, and how will the appeal process work? $5 i algorithms, and how will the appeal process work?— process work? as i have said many times before. _ process work? as i have said many times before, we _ process work? as i have said many times before, we are _ process work? as i have said many times before, we are putting i process work? as i have said many times before, we are putting our i times before, we are putting our trust in teachers. there is going to be no algorithm whatsoever, but there will be a clear and robust appeals mechanism, but i�*m afraid you will have to forgive me, it�*s right that this is announced to the house of and not to yourself, so sorry. that will be happening tomorrow. —— the house of commons had not yourself. next, turning to bennett lbc. ihla had not yourself. next, turning to bennett lbc— bennett lbc. no doubt at all that children have _ bennett lbc. no doubt at all that children have missed _ bennett lbc. no doubt at all that children have missed on - bennett lbc. no doubt at all that children have missed on a - bennett lbc. no doubt at all that children have missed on a huge l children have missed on a huge middle school but they have also missed on a huge mud of other elements of normal life. can you reassure them today and guarantee that the government will not allow a

situation this summer whereby children, young people and others who have not been vaccinated yet will be prevented from going to the cinema, going out for a meal, will be prevented from going to the cinema, going out fora meal, going on holiday with their family? if i could ask drjenny harries, there is some evidence that the so—called kent variant affects people for longer than the original strain, 13 days compared to eight. the authors of that study say that means that the ten day quarantine period might need to be lengthened. is that something you are looking at and, if that did happen, is it your view more would need to be done to support people financially quarantine when they need to do so? thank you. obviously, we look at the different— thank you. obviously, we look at the different variantss regularly. we have _ different variantss regularly. we have burieds of interest and of concern — have burieds of interest and of concern. those are being monitored. you will_ concern. those are being monitored. you will he _ concern. those are being monitored. you will be aware that the uk is the best genomics functionality in the

world, _ best genomics functionality in the world, and we are contributing to world _ world, and we are contributing to world science on that, so it is watched _ world science on that, so it is watched all the time. different studies — watched all the time. different studies will come out with slightly different— studies will come out with slightly different periods, and what you will have seen _ different periods, and what you will have seen the original, if you like, the original— have seen the original, if you like, the original coronavirus in the uk, is that— the original coronavirus in the uk, is that we — the original coronavirus in the uk, is that we managed the length of time for— is that we managed the length of time for quarantine to minimise the inconvenience to individuals but still reduce the risk of onward infection _ still reduce the risk of onward infection. we are looking at this but we — infection. we are looking at this but we need to be careful. as with the original— but we need to be careful. as with the original coronavirus, the time that you — the original coronavirus, the time that you detect the virus doesn't necessarily mean that that is the infectious — necessarily mean that that is the infectious period. it might be different in others. at the moment, we are _ different in others. at the moment, we are vaccinating brilliantly across — we are vaccinating brilliantly across the country, so we have a different — across the country, so we have a different mix at the moment of transmission risks, who may be at risk, _ transmission risks, who may be at risk, so _ transmission risks, who may be at risk, so we — transmission risks, who may be at risk, so we are starting to see early— risk, so we are starting to see early signs— risk, so we are starting to see early signs that those most vulnerable will have less chance of serious _ vulnerable will have less chance of serious disease, and we will have to adapt _ serious disease, and we will have to adapt that— serious disease, and we will have to adapt that as we go through.

actually, _ adapt that as we go through. actually, every variant will be looked — actually, every variant will be looked at _ actually, every variant will be looked at if it is a significant transmission risk across the uk. picking — transmission risk across the uk. picking up — transmission risk across the uk. picking up on your question to me, as a dad myself, with two daughters, i think that the novelty of going for walks with me is starting to run a bit thin now, and they want more enhanced entertainment, so i think, is a dad but not the point view, i am desperate to make sure they are able to enjoy the benefits of opening up society, opening up different parts of the economy and being able to get out there. i am absolutely sure we are not going to be disadvantaging our young people to be able to enjoy the benefits of stepping out into the world so much more than they have been able to. ben, i�*m not sure if you have another question. please don�*t feel obliged if you haven�*t. another question. please don't feel obliged if you haven't.— obliged if you haven't. relating to what ou

obliged if you haven't. relating to what you said _ obliged if you haven't. relating to what you said earlier, _ obliged if you haven't. relating to what you said earlier, obviously, l what you said earlier, obviously, you are leaving the summer schools question to individual schools. how will you make sure that the inequalities in education we have seen worse than in this period don�*t worsen still by lack of potential coordination over that catch—up programme? we coordination over that catch-up programme?— coordination over that catch-up rouramme? . ., ., , programme? we are really driving the tem o, programme? we are really driving the tempo. giving — programme? we are really driving the tempo. giving the _ programme? we are really driving the tempo, giving the schools _ programme? we are really driving the tempo, giving the schools resources. | tempo, giving the schools resources. original commissioners will be working very closely with local authorities, multi—academy trusts and individual schools themselves, in order to be able to ensure that we have this level, and schools are meeting our expectations, in terms of spending this money on interventions that are really going to help children. it�*s something that already ofsted is starting to be able to look at and assess, and giving school guidance as to how best to be able to go forward with this investment we are making in them. of course, the brilliant work

of the education endowment foundation, giving clear guidance about how best we can help. this is part of the reason we did the national tutoring programme as well. there is so much evidence around the fact that it really does drive attainment for children, almost more than any other single intervention, and this is a resource that�*s available to all schools around the country. we want to see them making use of it. it�*s going to be truly transformational for the lives of hundreds of thousands. next, if we can move to camilla turner from the telegraph. thank william hague said that the impact of covid on children would leave the biggest scar of the pandemic and would fire a revolution in teaching. pandemic and would fire a revolution in teachinu. ., ., ., ., , ., in teaching. how revolutionary are ou in teaching. how revolutionary are you prepared _ in teaching. how revolutionary are you prepared to — in teaching. how revolutionary are you prepared to be? _ in teaching. how revolutionary are you prepared to be? would - in teaching. how revolutionary are you prepared to be? would you i you prepared to be? would you consider things like smaller class sizes, building more schools, longer terms? do you believe the covid

generation�*s life chances are as good as those of other generations? much has been said about the damage to children�*s education, but what assessment has been made of the damage to their wider development by not being able to play with their friends or see their grandparents? camilla, if i take the two questions you posed me and then hand over to jenny. we do need to see, we always need to have children at the heart of everything we do. every intervention, every change we make to our schooling system has to be focused on one thing, driving change and improvement in terms of the outcomes children have. that is what we have tasked sir kevin to do. there is a number of areas that we need to be looking at, and one of thoseis need to be looking at, and one of those is making sure that we are always driving up the quality of teaching, making sure that children

are getting the very best teaching in the classroom. also, the second item is looking at the time that children spent actually learning, having the benefit of being able to pick up knowledge, and the third element is making sure we are targeting children in the best possible way, making sure that those children need those interventions, but we are delivering on that. it would be wrong of me to try and pre—empt what sir kevin is going to come forward with, but there is a real appetite and desire to make sure we deliver the absolute most for every single one of our children. that will be based on evidence of what works, and what works is going to be what drives us in terms of the reforms and changes that we need to deliver all of our changes. on your second point about the life chances of this covid, you know, children who have been at school during this period of this

pandemic, as somebody with two daughters at school, i am absolutely certain that we are going to do everything we can do for all of our children, to make sure that they do not, they are not set back by this pandemic, that their life chances are not stinted. we will do everything we can do to make sure they can reach their potential. this is why we are willing to look at every single matter, enable to be able to drive their attainment into the future, and we are not going to be timid, in terms of our aspirations for them, and the actions we will have to take to deliver for them. jenny. actions we will have to take to deliverfor them. jenny. in actions we will have to take to deliver for them. jenny. in the same wa that deliver for them. jenny. in the same way that face-to-face _ deliver for them. jenny. in the same way that face-to-face education, i deliver for them. jenny. in the same way that face-to-face education, we way that face—to—face education, we know— way that face—to—face education, we know that _ way that face—to—face education, we know that missing that is really significant negative impacts on children's cognitive, emotional and academic— children's cognitive, emotional and academic wellbeing and their physical and mental health, and although— physical and mental health, and although we naturally think of

grandparents, there are many families— grandparents, there are many families with entirely different make — families with entirely different make ups, where there are significant of individuals who children— significant of individuals who children attach to and learn from, and they— children attach to and learn from, and they are really important in their— and they are really important in their lives, _ and they are really important in their lives, that they have not been able to— their lives, that they have not been able to see — their lives, that they have not been able to see. the scientific advisory group _ able to see. the scientific advisory group on _ able to see. the scientific advisory group on emergencies has looked particularly at the face—to—face children's— particularly at the face—to—face children's educational risks, but generally— children's educational risks, but generally about children's wellbeing, and we know that mental health— wellbeing, and we know that mental health has— wellbeing, and we know that mental health has deteriorated for many children — health has deteriorated for many children. rates of referrals for children's— children. rates of referrals for children's mental health had increased in recent years anyway, certainly — increased in recent years anyway, certainly it — increased in recent years anyway, certainly it has increased again during — certainly it has increased again during the pandemic, which is why it is so important that children go back— is so important that children go back to — is so important that children go back to school. the only caveat i would _ back to school. the only caveat i would say — back to school. the only caveat i would say at the moment around wanting — would say at the moment around wanting to — would say at the moment around wanting to go into your grandparents, which is absolutely natural, _ grandparents, which is absolutely natural, is — grandparents, which is absolutely natural, is two things, one, the testing — natural, is two things, one, the testing programme in schools is going _ testing programme in schools is going to — testing programme in schools is going to mean that parents, grandparents and teachers and other school _ grandparents and teachers and other school children can be very assured

that schools will be as safe as they can he, _ that schools will be as safe as they can be, because we are trying to remove — can be, because we are trying to remove infection from that environment, and that will have a really— environment, and that will have a really positive impact on breaking chains _ really positive impact on breaking chains of — really positive impact on breaking chains of transmission in communities and in those families, but the _ communities and in those families, but the slight caveat is, having got so far— but the slight caveat is, having got so far down — but the slight caveat is, having got so far down the line with this and now on— so far down the line with this and now on the — so far down the line with this and now on the road map very carefully coming _ now on the road map very carefully coming out, — now on the road map very carefully coming out, i would encourage children— coming out, i would encourage children not to go off yet, even if their— children not to go off yet, even if their grandparents have had their vaccinations, not to go hugging them too much _ vaccinations, not to go hugging them too much until we are absolutely sure what — too much until we are absolutely sure what the impact of that vaccine role it _ sure what the impact of that vaccine role it has _ sure what the impact of that vaccine role it has been. i'm sure it's going — role it has been. i'm sure it's going to _ role it has been. i'm sure it's going to he _ role it has been. i'm sure it's going to be positive, but we need to take a _ going to be positive, but we need to take a steady course through the road map — take a steady course through the road ma -. . . take a steady course through the road ma. . ., �* take a steady course through the roadma. . ., �* , road map. camilla, i wasn't sure if ou had road map. camilla, i wasn't sure if you had one _ road map. camilla, i wasn't sure if you had one very _ road map. camilla, i wasn't sure if you had one very short _ road map. camilla, i wasn't sure if you had one very short follow-up? road map. camilla, i wasn't sure if- you had one very short follow-up? we know you had one very short follow—up? we know that children's education has know that children�*s education has been massively disrupted and also their mental health has taken a huge hit in the past year. do you

acknowledge that the government�*s policy over the last year has played a role in this deterioration of children�*s rental have conditions as well as their academic learning loss? test mental health conditions. we have one of the most impressive vaccine roll—outs of any major industrial country in the world, by taking the big decisions that the prime minister had to take early last year, when many people were saying they weren�*t necessary, this has created a very clear pathway as to how we rebound out of this. of course, as you will know, i always want to see children in schools all the time, because i see the value that they get, i see the pleasure that they get, i see the pleasure that they get, i see the pleasure that they got, but we know that there have been children not being in school, that�*s something we never want to see, and obviously children do lose out as a result of that, and

that�*s why we have got the £700 million package today, in terms of rolling out to schools to support them, and we are looking at very much solutions that support a child and help a child really succeed in the future. that�*s the work we are currently undertaking and were certainly going to deliver on. next, if i can go to will hazel. my certainly going to deliver on. next, if i can go to will hazel.— if i can go to will hazel. my first auestion if i can go to will hazel. my first question is _ if i can go to will hazel. my first question is on _ if i can go to will hazel. my first question is on the _ if i can go to will hazel. my firstj question is on the twice-weekly if i can go to will hazel. my first i question is on the twice-weekly home question is on the twice—weekly home covid testing which secondary school pupils _ covid testing which secondary school pupils will— covid testing which secondary school pupils will be having, how will we actually _ pupils will be having, how will we actually make sure that they do that, _ actually make sure that they do that, and — actually make sure that they do that, and would you like to take this opportunity to ask parents to check— this opportunity to ask parents to check that— this opportunity to ask parents to check that they are doing that each week? _ check that they are doing that each week? secondly, summer schools. who will actually _ week? secondly, summer schools. who will actually staff these classes over the — will actually staff these classes over the holidays and would you like to see _ over the holidays and would you like to see teachers take time out of

their— to see teachers take time out of their holidays to help run those? in terms their holidays to help run those? terms of their holidays to help run those? in terms of summer schools, the reason we have given schools the additional resource is that they are then in a position to be able to pay existing staff, bring in new staff, properly resourced these schools and get high quality support for children that come in,. so it is about the flexibility of what works for the school but what will be working best for the children in the school if the school draws down underfunding. on the twice—weekly testing, i very much would help our parents would be there to support children in doing this, we are seeing over the first two weeks of schools�* return children during the tests but being supervised as part of that so they

properly learn the process about how to do it, but following on from that, that twice—weekly testing regime, i certainly hope parents will encourage and support children in doing that. we are also asking schools to keep open and asymptomatic testing centre so if children have not been able to get the support or help they may be needed to do the test at home, it is possible to do the test in school. i am not sure if anything on testing djokovicjust am not sure if anything on testing djokovic just to am not sure if anything on testing djokovicjust to add, i think the way nhs test and chase had set this up, it is important those tests are reported back, for 18 years old and above that is an independent process, for those aged 12 to 17 eight is an adult overseen process. it is very important people understand these are simple things to do, _ understand these are simple things to do, many of the public are doing

these, _ to do, many of the public are doing these, especially if they are a health— these, especially if they are a health care worker. what has been set up _ health care worker. what has been set up in _ health care worker. what has been set up in school is quite similar to what _ set up in school is quite similar to what happens for health care workers. _ what happens for health care workers, so i think the staff can be assured _ workers, so i think the staff can be assured that the testing is therefore them and their people. so inherently— therefore them and their people. so inherently safer environments in schools — inherently safer environments in schools as — inherently safer environments in schools as we go forward with this mechanism. and schools as we go forward with this mechanism-— mechanism. and to add, we have obviously seen _ mechanism. and to add, we have obviously seen testing _ mechanism. and to add, we have obviously seen testing rolled i mechanism. and to add, we have obviously seen testing rolled out| obviously seen testing rolled out since january across education settings, it has been taken with enormous enthusiasm, we have seen a roll out of home testing in terms of workforce and the reporting on this has been incredibly positive, we have one of the highest rates of return of any workplace setting within schools. so all the initial indications have been an enthusiastic embracing of self

testing and we look forward to seeing that expanding further. i am not sure if you have a quick follow—up question? if i not sure if you have a quick follow-up question? ifi may, for secondary _ follow-up question? ifi may, for secondary school _ follow-up question? ifi may, for secondary school serves - follow-up question? ifi may, for secondary school serves wearing | secondary school serves wearing masks _ secondary school serves wearing masks in — secondary school serves wearing masks in the classroom. in august, boris _ masks in the classroom. in august, borisjohnson said masks in the classroom. in august, boris johnson said wearing masks in the classroom. in august, borisjohnson said wearing masks masks in the classroom. in august, boris johnson said wearing masks and costumes— boris johnson said wearing masks and costumes was nonsensical and you cannot— costumes was nonsensical and you cannot expect to learn with face coverings. — cannot expect to learn with face coverings, i wonder if you agree? —— said wearing — coverings, i wonder if you agree? —— said wearing masks in classrooms. | said wearing masks in classrooms. i said wearing masks in classrooms. said wearing masks in classrooms. i said we would always follow the best scientific, health and medical advice. and when that advice comes forward, it is obviously quite rightly be advised that we follow, jenny, i am rightly be advised that we follow, jenny, iam not rightly be advised that we follow, jenny, i am not sure if you want to say anything on this?— jenny, i am not sure if you want to say anything on this? earlier in the broadcast when _ say anything on this? earlier in the broadcast when i _ say anything on this? earlier in the broadcast when i was _ say anything on this? earlier in the broadcast when i was talking i say anything on this? earlier in the broadcast when i was talking to i broadcast when i was talking to lauren — broadcast when i was talking to lauren i — broadcast when i was talking to lauren i was _ broadcast when i was talking to lauren i was speaking - broadcast when i was talking to lauren i was speaking in - broadcast when i was talking to lauren i was speaking in very. lauren i was speaking in very general— lauren i was speaking in very general terms _ lauren i was speaking in very general terms about- lauren i was speaking in very

general terms about face i lauren i was speaking in very- general terms about face coverings and their— general terms about face coverings and their use, _ general terms about face coverings and their use, we _ general terms about face coverings and their use, we need _ general terms about face coverings and their use, we need to- general terms about face coverings and their use, we need to be - general terms about face coverings and their use, we need to be very. and their use, we need to be very clear— and their use, we need to be very clear about — and their use, we need to be very clear about facemasks _ and their use, we need to be very clear about facemasks and - and their use, we need to be very clear about facemasks and ppe i and their use, we need to be veryl clear about facemasks and ppe for clinical— clear about facemasks and ppe for clinical use — clear about facemasks and ppe for clinical use. face _ clear about facemasks and ppe for clinical use. face coverings- clear about facemasks and ppe for clinical use. face coverings are i clinical use. face coverings are that— clinical use. face coverings are that you — clinical use. face coverings are that you help— clinical use. face coverings are that you help others, - clinical use. face coverings are that you help others, we - clinical use. face coverings are that you help others, we are i that you help others, we are protecting _ that you help others, we are protecting others _ that you help others, we are protecting others by- that you help others, we are protecting others by wearing that you help others, we are - protecting others by wearing them, there _ protecting others by wearing them, there are _ protecting others by wearing them, there are a — protecting others by wearing them, there are a number— protecting others by wearing them, there are a number of— protecting others by wearing them, there are a number of conditions i protecting others by wearing them, there are a number of conditions at there are a number of conditions at the moment, — there are a number of conditions at the moment, so— there are a number of conditions at the moment, so we _ there are a number of conditions at the moment, so we have _ there are a number of conditions at the moment, so we have a - there are a number of conditions at the moment, so we have a new. there are a number of conditions at i the moment, so we have a new variant and while _ the moment, so we have a new variant and while we _ the moment, so we have a new variant and while we are — the moment, so we have a new variant and while we are understanding - the moment, so we have a new variant and while we are understanding its- and while we are understanding its more _ and while we are understanding its more than — and while we are understanding its more than taking _ and while we are understanding its more than taking additional- more than taking additional precautions— more than taking additional precautions makes- more than taking additional precautions makes sense. i more than taking additional. precautions makes sense. we understand _ precautions makes sense. we understand more _ precautions makes sense. we understand more about - precautions makes sense. we understand more about the i precautions makes sense. we i understand more about the ability for aerosol— understand more about the ability for aerosol generational— for aerosol generational transmission, _ for aerosol generational transmission, that i for aerosol generational transmission, that is i for aerosol generational. transmission, that is also important _ transmission, that is also important i_ transmission, that is also important. ithink- transmission, that is also important. i think thingsl transmission, that is also i important. i think things have transmission, that is also _ important. i think things have moved on and _ important. i think things have moved on and it— important. i think things have moved on and it should _ important. i think things have moved on and it should be _ important. i think things have moved on and it should be sharing _ important. i think things have moved on and it should be sharing to - important. i think things have moved on and it should be sharing to know. on and it should be sharing to know that we _ on and it should be sharing to know that we look— on and it should be sharing to know that we look at _ on and it should be sharing to know that we look at the _ on and it should be sharing to know that we look at the evidence - on and it should be sharing to know that we look at the evidence and i that we look at the evidence and adjust _ that we look at the evidence and adjust advice _ that we look at the evidence and adjust advice accordingly. - that we look at the evidence and adjust advice accordingly. —— i that we look at the evidence and adjust advice accordingly. —— it l adjust advice accordingly. —— it should — adjust advice accordingly. —— it should be _ adjust advice accordingly. —— it should be assuring _ adjust advice accordingly. —— it should be assuring to - adjust advice accordingly. —— it should be assuring to know. if| should be assuring to know. if testing — should be assuring to know. if testing is _ should be assuring to know. if testing is coming _ should be assuring to know. if testing is coming into - should be assuring to know. if testing is coming into place i should be assuring to know. if testing is coming into place inj testing is coming into place in schools. — testing is coming into place in schools. we _ testing is coming into place in schools, we will— testing is coming into place in schools, we will see - testing is coming into place in schools, we will see but - testing is coming into place in schools, we will see but it- testing is coming into place in schools, we will see but it is. testing is coming into place in i schools, we will see but it is very likely— schools, we will see but it is very likely we — schools, we will see but it is very likely we witt— schools, we will see but it is very likely we will find _ schools, we will see but it is very likely we will find some - schools, we will see but it is very likely we will find some cases - schools, we will see but it is very| likely we will find some cases and some _ likely we will find some cases and some children _ likely we will find some cases and some children will— likely we will find some cases and some children will unfortunately i some children will unfortunately have _ some children will unfortunately have to — some children will unfortunately have to stay _ some children will unfortunately have to stay at _ some children will unfortunately have to stay at home _ some children will unfortunately have to stay at home for- some children will unfortunately have to stay at home for a - some children will unfortunately have to stay at home for a shortj have to stay at home for a short period _ have to stay at home for a short period at— have to stay at home for a short period at the _ have to stay at home for a short period at the start _ have to stay at home for a short period at the start of _ have to stay at home for a short period at the start of term, - have to stay at home for a short period at the start of term, butl period at the start of term, but over— period at the start of term, but

over time — period at the start of term, but over time those _ period at the start of term, but over time those school- period at the start of term, but - over time those school environments should _ over time those school environments should be _ over time those school environments should be more — over time those school environments should be more or— over time those school environments should be more or less— over time those school environments should be more or less free - over time those school environments should be more or less free of- should be more or less free of infection— should be more or less free of infection and _ should be more or less free of infection and at _ should be more or less free of infection and at that _ should be more or less free of infection and at that point, - should be more or less free of infection and at that point, as| should be more or less free of. infection and at that point, as the secretary— infection and at that point, as the secretary of — infection and at that point, as the secretary of state _ infection and at that point, as the secretary of state has _ infection and at that point, as the secretary of state has said - secretary of state has said previously, _ secretary of state has said previously, register- secretary of state has said previously, register time, i secretary of state has said i previously, registertime, it secretary of state has said - previously, registertime, it is another— previously, registertime, it is another issue _ previously, registertime, it is another issue to _ previously, registertime, it is another issue to consider. - previously, registertime, it is another issue to consider. it l previously, registertime, it is| another issue to consider. it is important. _ another issue to consider. it is important, many— another issue to consider. it is important, many children - another issue to consider. it is. important, many children cannot communicate _ important, many children cannot communicate well, _ important, many children cannot communicate well, small- important, many children cannot l communicate well, small children, which _ communicate well, small children, which is _ communicate well, small children, which is why— communicate well, small children, which is why it _ communicate well, small children, which is why it has _ communicate well, small children, which is why it has not _ communicate well, small children, which is why it has not been - which is why it has not been suggested _ which is why it has not been suggested for _ which is why it has not been suggested for primary- which is why it has not been i suggested for primary schools, which is why it has not been - suggested for primary schools, and it is very— suggested for primary schools, and it is very important _ suggested for primary schools, and it is very important to _ suggested for primary schools, and it is very important to understand l it is very important to understand that any— it is very important to understand that any child, _ it is very important to understand that any child, adult _ it is very important to understand that any child, adult or— it is very important to understand that any child, adult or other - it is very important to understand i that any child, adult or other pupil hetping _ that any child, adult or other pupil hetping than — that any child, adult or other pupil hetping than the _ that any child, adult or other pupil helping than the needs _ that any child, adult or other pupil helping than the needs to - that any child, adult or other pupil helping than the needs to be - that any child, adult or other pupil helping than the needs to be seenj that any child, adult or other pupil. helping than the needs to be seen to communicate — helping than the needs to be seen to communicate effectively, _ helping than the needs to be seen to communicate effectively, there - helping than the needs to be seen to communicate effectively, there are l communicate effectively, there are exemptions— communicate effectively, there are exemptions for— communicate effectively, there are exemptions for this _ communicate effectively, there are exemptions for this just _ communicate effectively, there are exemptions for this just as - communicate effectively, there are exemptions for this just as they- communicate effectively, there are exemptions for this just as they ——| exemptions for this just as they —— 'ust exemptions for this just as they —— just as _ exemptions for this just as they —— just as there — exemptions for this just as they —— just as there are _ exemptions for this just as they —— just as there are four— exemptions for this just as they —— just as there are four the - exemptions for this just as they —— just as there are four the general. just as there are four the general use of— just as there are four the general use of face — just as there are four the general use of face coverings. _ just as there are four the general use of face coverings. next- just as there are four the general use of face coverings.— use of face coverings. next and finall , use of face coverings. next and finally. any _ use of face coverings. next and finally, any guidance _ use of face coverings. next and finally, any guidance from - use of face coverings. next and finally, any guidance from the i use of face coverings. next and - finally, any guidance from the times educational supplement. —— amy gibbons. educational supplement. -- amy gibbons. �* educational supplement. -- amy

gibbons. . . . '::f gibbons. are you concerned that 9096 -- 9696 of peeple _ gibbons. are you concerned that 9096 -- 9696 of peeple do _ gibbons. are you concerned that 9096 -- 9696 of people do not _ gibbons. are you concerned that 9096 -- 9696 of people do not trust - gibbons. are you concerned that 9096 -- 9696 of people do not trust your. —— 96% of people do not trust your handting _ —— 96% of people do not trust your handling of— —— 96% of people do not trust your handling of the pandemic? we -- 9696 of people do not trust your handling of the pandemic?- handling of the pandemic? we are t in: to handling of the pandemic? we are trying to make _ handling of the pandemic? we are trying to make sure _ handling of the pandemic? we are trying to make sure that _ handling of the pandemic? we are trying to make sure that all - trying to make sure that all children are back in school at the best possible moment, that will be the eight march. we know most children benefit from being in school, they need to be in school notjust in terms of education but mental health and development, which is why our focus is making sure that they are back in school on march the 8th and it is something i know so many teachers are also very keen to see because they want to be welcoming children as well. i would like to take the opportunity to thank everyone for tuning in, thank you for all you are doing to make sure everyone in the nation is safe. thank you. the education secretary at the end of that briefing, gavin williamson, and jenny harries, the deputy chief medical officer for

england. we will get the thoughts of our education corresponded to just a moment. —— education correspondent injust a moment. let's look at some of the main points from the downing street briefing, led by the education secretary. gavin williamson said the "full return" of schools and colleges from 8th march is justified by the latest data. he said university students studying practical courses will be able to return from that date too, with other students' return reviewed by the end of the easter holidays. he went over his plans for extra funding and catch—up lessons for pupils, acknowledging that children need long—term support to make the progress they need, and said the outcomes of that progress will be "tracked". and gavin williamson also said the details of how grades will be awarded this summer will be set out tomorrow in a ministerial statement at 11:30am. i expect a lot of interest in that.

interestingly, he said trust will be put firmly in the hands of teachers. let's speak to our education correspondent, danjohnson. he was listening to that. you tell me what you thought of the key elements of that work, because clearly a lot is coming tomorrow. ads, clearly a lot is coming tomorrow. big week for news and education for everybody who wants to get back into the classroom or the lecture theatre. education secretary said it be an effective campaign to help children catch up, he believes tutoring can be affected as part of that but he stressed that that was not the package, it is just a start, they have appointed an education recovery commissioner, they are making plans, he said, we cannot wait, the children are coming back and we know they have missed out so we need to start assessing what it is and how we bring them back up to

speed. he said an attentive block tutoring can recover three to five months of learning, some in the education profession might take issue but it is the favoured by the department for education alongside the summer activity. gavin williamson had been floating about with the idea potentially at shortening the summer holidays so the term was longer and kids would spend more time in school, or potentially extending the school day during term time, that has effectively been wheeled out, it is not in these plans and gavin williamson said there was no plan for it any time soon. i williamson said there was no plan for it any time soon.— for it any time soon. i was not clear about — for it any time soon. i was not clear about hami _ for it any time soon. i was not clear about hami specifically l for it any time soon. i was not i clear about hami specifically got around what people are talking about, how would a school staff something over the summer even if we accept children need some help all the notion and the extension of the school day? i was not share —— i was not clear how many specifics there were. it not clear how many specifics there were. , , .. u, .,

were. it is the practical detail that schools _ were. it is the practical detail that schools and _ were. it is the practical detail that schools and head - were. it is the practical detail. that schools and head teachers were. it is the practical detail- that schools and head teachers will be thinking about and parents will want. gavin williamson is was asked who would stuff the summer school activity clubs, teachers, extra cheaters, volunteers? he did not give a particularly clear answer. —— extra tutors. he said he wanted flexibility for schools on how to spend the money but note that there are real details to be worked out and even if you lay it on, how do you make sure people attend? if there are pupils who have been hard to reach and not learning well remotely, how to make sure they get the best of this? and questions about wobble happen for the summer in terms of assessment, i think we can be sure from what gavin williamson said that we will not see any more algorithms.— any more algorithms. sounded like that. any more algorithms. sounded like that- thank — any more algorithms. sounded like that. thank you, _ any more algorithms. sounded like that. thank you, dan _ any more algorithms. sounded like that. thank you, dan johnson, - any more algorithms. sounded like that. thank you, dan johnson, our| that. thank you, danjohnson, our education corresponded. “ correspondence. let's get more reaction

from labour's shadow education secretary, kate green. good afternoon. what was a match for you which said children will be absolutely help to catch up with what they have missed during the pandemic? —— what was in that? i pandemic? —— what was in that? i think what we have heard over pandemic? —— what was in that? i think what we have heard over the last few hours is just not ambitious enough. we already know that so far only 8% of children on free school meals have actually been able to be recruited into the national tutoring programme and even with the money announced today, we think it will be judged pass maybe a quarter of those children really need the support —— we think it will reach perhaps maybe a quarter. there are promises that there will be more, further initiatives, but all we have its funding for this summer, this year, we really need a longer term plan from the government, schools need to

know so they can plan to support their students exactly what will be put in place notjust for a quick fix over the summer, but the constant piecemeal announcements of more money and more initiatives is not the right way to manage for schools they need to help children recover their lost learning and the social and emotional disruption. gavin williamson was specifically asked about longer term planning, what was being planned, he made the point that somebody has been appointed only in the last couple of weeks to look into this and time is needed to report back and assess and do it properly. is that fair enough? he said we have appointed someone and we are working on this. it has and we are working on this. it has taken a long _ and we are working on this. it has taken a long time _ and we are working on this. it has taken a long time to _ and we are working on this. it has taken a long time to appoint - taken a long time to appoint someone, kevin cullen is a good appointment but why has it taken until now when we have been worrying about lost learning since last

spring to announce someone. we were told there would be an expert advisory group which never appears to have been constituted, let alone met, looking at the issue of lost learning. we now have the appointment of kevin collins but we should not have waited all these months to start the planning and for children, the amount of learning they have already lost on be impact it was already going to have, it will be difficult to reverse, it is now baked in and i think it is really regrettable that the government is saying here are more shirt —— more short—term announcements, we need a longer term enhancement. in announcements, we need a longerterm enhancement-_ enhancement. in terms of exam grades and how they — enhancement. in terms of exam grades and how they will _ enhancement. in terms of exam grades and how they will be _ enhancement. in terms of exam grades and how they will be rewarded, - enhancement. in terms of exam grades and how they will be rewarded, we - and how they will be rewarded, we will find out more tomorrow, but we heard that comment from gavin

williamson that a lot of trust would be put in teachers, so that gives us a good hint as to how the strategy would work. would you be happy if there was a lot of teacher involvement in how great would be awarded. i involvement in how great would be awarded. . involvement in how great would be awarded. , . ,, ., awarded. i wish we had known sooner because it has — awarded. i wish we had known sooner because it has been _ awarded. i wish we had known sooner because it has been difficult - awarded. i wish we had known sooner because it has been difficult for - because it has been difficult for students, teachers and parents. it is important they are fair and transparent and we will need to really robust moderation process to make sure students are treated fairly wherever they are in the country and wherever they go to school, it is important there is a robust appeals process, something we did not have lost summer which caused a great amount of difficulty. is his felt that rates were not a fair reflection of what they had achieved —— something we did not have a last summer. we need to make sure there is time for schools to operate the assessment process, make that assessment of students'

achievements and to get those results enhance for the exam boards to check and standardise what has happened across different schools, so the fact that they are bringing forward results data having them both in one week is perhaps putting unnecessary pressure into the system where what is really important is that we get fair, reliable grateful didn't. wet schools go back much of the eight, as we know, in england. —— fare, reliable grateful students. gavin williamson said face coverings should be worn in secondary school unless the students are able to distance. is that a fair approach or will it make life tricky uncomfortable for children when they are back at school? this uncomfortable for children when they are back at school?— are back at school? this is late in the da , are back at school? this is late in the day. labour _ are back at school? this is late in the day, labour was _ are back at school? this is late in the day, labour was calling - are back at school? this is late in the day, labour was calling for. are back at school? this is late in l the day, labour was calling for the mandatory use of facemasks in secondary schools months ago and the

government is just now catching up. i think schools will make sensible judgments, if they think masks are inhibiting work in the classroom then their risk assessments will take account of that, i think it is important given the fact that students will have to supply their own masks that we recognise that awesome families on low incomes that will be difficult and challenging and they will need to know that children can get the ppe they are expected to work, but my own experience is that young people are quite relaxed about wearing masks, i see them on the bus, on the tram, in the shops in my constituency wearing masks. it is right that schools are supported to take measures to minimise the risk of transmission, but i am just really surprised it has taken the government so long to realise that masks have a role to play in secondary schools. the shadow education secretary from labour, kate green, thank you very

much. in terms of masks generally, notjust in schools, there were a few questions forjenny harries. she is england's deputy chief medical officer, she was alongside gavin williamson and as an answer to one question from a journalist she talked about perhaps a relaxation of theissue talked about perhaps a relaxation of the issue of face coverings in summer months. let's hear a little of what she said.— of what she said. one of the things we know is — of what she said. one of the things we know is that _ of what she said. one of the things we know is that living _ of what she said. one of the things we know is that living things - we know is that living things outsiders ever so much safer than doing things inside, ventilation, as we know, is really important and fresh air is always reducing, if you like, the density of the virus. outdoors is not so much of an issue, you will see that coming to in the guidance, in the road map. we had to look at these different interventions, look at the data, as the road map says, check where we are. as i think sir patrick said earlier this week, as we get into

the autumn, when winter comes in and we spend more time inside, we may be looking again but it is quite possible over summer months, as we did last year when rates dropped, we would not need to be wearing masks all that time and obviously ppe is very much for clinical use, face coverings, clearly, is for general use. so i think we generally think the summer period is much safer with less need for interventions but it does not relate out as we go into the winter period. as the secretary of state said at the road map sets out, we have to stick very much to looking at the evidence and acting on that as the time goes forward. let's talk to the snp�*s health and social care spokesperson, dr philippa whitford. did you welcome whatjenny harries said? did you welcome what jenny harries said? , ., , , did you welcome what jenny harries said? , ., , ,

said? obviously all measures will be reviewed as — said? obviously all measures will be reviewed as we _ said? obviously all measures will be reviewed as we make _ said? obviously all measures will be reviewed as we make progress, - said? obviously all measures will be reviewed as we make progress, but| reviewed as we make progress, but among all the mitigations i would have thought that for most people who do not have a problem wearing a face covering, it has not been that difficult. in scotland is our upper secondary school pupils has been weak —— have been wearing them since last alternate in class, notjust in the school. last alternate in class, not 'ust in the school.— last alternate in class, not 'ust in the seheet— last alternate in class, not 'ust in the school. . . . , , the school. wearing in classes, 'ust as gavin williamson i the school. wearing in classes, 'ust as gavin williamson was i the school. wearing in classes, just as gavin williamson was talking - as gavin williamson was talking about in the briefing? absolutely, that has been _ about in the briefing? absolutely, that has been going _ about in the briefing? absolutely, that has been going on _ about in the briefing? absolutely, that has been going on in - about in the briefing? absolutely, | that has been going on in scotland since the autumn. home that has been going on in scotland since the autumn.— that has been going on in scotland since the autumn. now we are in this situation as — since the autumn. now we are in this situation as we _ since the autumn. now we are in this situation as we have _ since the autumn. now we are in this situation as we have been _ since the autumn. now we are in this situation as we have been listening i situation as we have been listening to for the last hour, schools in england all going back on march the 8th, a difference, most studied system in scotland. do you feel there is any scope for trying to bring pupils in scotland back into the question any faster? parents had pupils for the most part really want it. —— back into the question any

faster? it. -- back into the question any faster? , , . , ., , faster? everybody wants to see -u . ils faster? everybody wants to see -u . its in faster? everybody wants to see popits in class. _ faster? everybody wants to see pupils in class, but _ faster? everybody wants to see pupils in class, but early - faster? everybody wants to see pupils in class, but early years | faster? everybody wants to see i pupils in class, but early years and primary one and three went back this week in scotland. and along with that some of the upper secondary need to complete practical tasks, then the next batch will go in in march, and if there is any less it will be early april, pretty much after the easter break. it is spreading it out, doing it cautiously in batches rather than everyone including colleges and universities at the same time, which i think it is more chance to see how it is going but it also allows the education authorities to prepare and deal with one challenge at a time rather than one enormous challenge on the one day, which i think will be difficult for some areas, especially with all the testing and introducing face coverings etc. taste introducing face coverings etc. we will have to see how that goes and

doubtless report on it. in terms of wider relaxation of restrictions, borisjohnson has been talking about june 21 as such possible dates, caveat is, of course, where is nicola sturgeon by contrast says she simply does not want to pick a date. do you take that to be that england has gone too fast by picking a date? i think if you look at the prime minister's timeline it is not that it is particularly fast, they have left quite big gaps between each step and connected that nothing will be before any of those dates. we just can't see that far, we are approaching 30% of the population being vaccinated but you are only likely to get her immunity at about 65, 70 5% of the population so we have a long way to go on that. ——

five, 70 5%. but if numbers come down you could maybe do things earlier. the ministers there, the third vehicle, keeping flexibility makes sense, but it is important we realise we are at quite high levels —— the mist is, the you go. we have ten times the number of people in hospital when sage called for lockdown in september. we have only just dipped below the peak of the first wave of hospitalisations, so while there has been huge progress, it is slowing and we have a long way to go. idr it is slowing and we have a long way to o. , , it is slowing and we have a long way to to. , , . ., it is slowing and we have a long way to to. , ,,_ ., ., to go. dr philippa whitford from the snp, thank you _ to go. dr philippa whitford from the snp, thank you for _ to go. dr philippa whitford from the snp, thank you for your _ to go. dr philippa whitford from the snp, thank you for your time. - to go. dr philippa whitford from the snp, thank you for your time. we . to go. dr philippa whitford from the i snp, thank you for your time. we are edging up to the six o'clock news george alagiah. but let's listen to part of the briefing from the education secretary kava nagh—williams, he education secretary kavanagh—williams, he said the full maternal schools and colleges in england on march the 8th is justified by latest data. the ttackae justified by latest data. lie: package announced today justified by latest data. ii9:

package announced today will build on the one that impelled catcher package announced lastjune and forms part of a wider response to help pupils make up for the loss learning they had suffered —— will build on the £1 billion catch up package. it is notjust about more money for schools, it is investing in children. this post to learning will be assessed and evidence—based and track the outcomes. —— this boosted to learning. the scientific advice supports a full return for schools on the 8th of march. as professor chris whitty said on monday, the risks to children is incredibly low from going to school lunch from touching covid, so everything is strongly in favour of children going to school. we are supporting this return with a robust testing regime that will be critical in breaking the chains of covid

infection. 4 million tests have already been completed across primary, secondary schools and colleges. staff have worked hard to set up testing sites in schools and have had time to get used to supervising testing. we are now expanding asymptomatic testing further and have published full details online. in line with public health guidance, we are also now advising that face coverings should be worn in secondary school classrooms as well as in further and higher education settings, unless social distancing can be maintained. again, this is to help reduce transmission. the risk to children themselves is incredibly low. this is a temporary measure to support the safe return of schools and will

be in place until easter when it is received. all the other safety measures already in place continue to be robust, including bubble groups, started starts and finishes, increasing ventilation and strict hygiene measures. —— staggered starts and finishes. the return to school is what we have been looking forward to, it is time for children to be in school, learning and playing with friends. but we must also look to the future. no child's prospect should be blighted by the pandemic and i undetermined this will not happen. tomorrow we will set as the details on how great will be awarded this summer —— and i am determined this will not happen. i cannot pre—empt that announcement but i am pleased to say it will confirm that this year we are putting our trust firmly in the hands of teachers. the broad range of catch—up measures planned will

enable children to start recouping notjust enable children to start recouping not just the loss enable children to start recouping notjust the loss learning time but the fun and friendship they have missed out on so much. they quite simply deserve no less. hello again. the weather in the uk has gone from something like being stuck in a deep freezer to something unusually warm. and the same is true in europe where germany has recorded the largest temperature rise in the space of a week on record, going from a minimum of —24 up to 18 celsius across parts of central germany — a rise of 42 degrees. this chart shows the heat has been widespread, the redder the colours, the more unusual the warmth is. and with the air coming up from north africa and spain across england and wales, that is where the temperatures are at the most unusual. for scotland and northern ireland, the air is still mild, but it's coming in off the atlantic. and between these two zones, we have got our weather front, which is bringing persistent rain, particularly to cumbria and increasingly so to parts of wales. it is already the warmest day of the year so far.

temperatures will probably reach 18 celsius and parts of eastern england, which is very unusualfor february. overnight tonight, our weather front slowly eases off in intensity, but works eastwards. probably some mist and fog patches over high ground across parts of england as this system works through. cooler air follows with some showers returning to scotland and northern ireland. it will start to turn quite cool here by the end of the night. for thursday's forecast, the dregs of that weather front, the cold front, will still be there or thereabouts across east anglia and south east england, so a cloudy start to the day here with the threat of a little bit of rain, although not amounting to much. further northwest they will be some showers, certainly for scotland and northern ireland, maybe the odd one working across the irish sea into north wales and the northwest of england. it will still be mild, but not as mild as it has been over the last few days, with maximum temperatures of around 12 celsius. the weather, then, it quiets down really. for many of us, friday will be a dry day, could be a few mist and fog patches around,

but a fair amount of sunshine coming out as well as we go through this afternoon. temperatures, we are looking at highs of around 11 or 12 degrees, still on the mild side of things for the time of year. on into the weekend, high pressure stays firmly in charge of our weather. this week, weather fronts will threaten a little bit of light rain just for time and northern ireland and across the north of scotland, but for most of us, it is a fine and dry weekend with some spells of sunshine. again, we're on the mild side of things with temperatures as high as around 12 degrees. that's the weather, bye for now.

today at 6pm: — a covid catch—up programme for schools in england — an extra £400 million. from face—to—face sessions this summer to extra tuition for those who need it — head teachers will decide exactly how the money is spent. the challenge for us will be to look at what the scale of issues, looking at what the scale of issues, looking at targeting as effectively and efficiently as we can. a boost for this year but will be enough to make up for all the classroom time lost? also tonight: people with learning disabilities moved up the vaccination queue — it follows dj jo whiley�*s campaign on behalf of her sister frances. why is vaccine takeup so low among ethnic minorities and the poor — calls forjabs to be taken to their homes.