The hon. Gentleman predicts the journey I am about to embark on. I will talk about that very legitimate point, which hon. Members have raised. AstraZeneca promised 30 million doses by September, but that went down to 4 million by the end of the year and, clearly, much less has been delivered on the ground. All the best plans possible will not matter if the supply is not there. Various Members have raised this issue, so when he responds, I hope the Minister will set out the exact position in terms of supply. How many doses have been received to date from each manufacturer? How many are expected each week? What are the weekly projections for delivery?
I will give the Minister a local example. My vaccination centre in Ellesmere Port is due to open sometime this week, but nobody knows exactly when because nobody knows when the first delivery will arrive. One thing this country is not short of is logistics experts. The Vaccine Taskforce is supposed to have been addressing this for months, so those on the frontline should not have been put in the position of not knowing when the vaccine is going to arrive. No vaccine should be left on the shelves, in warehouses or stuck at a factory gate waiting to be delivered. Greater transparency would be much appreciated. As my hon. Friend the Member for Leeds North West said, we could do with a performance dashboard covering not just the total figures published each week, but the proportionate numbers in each category of the priority list, including NHS staff—at clinical commissioning group level as well as nationally—so that everyone can see what progress is being made. There are references to that in the document that was produced today.
Turning to the subject matter of the petition, we know from what SAGE has said that schools are making a significant contribution to the R rate and that, with infections running out of control, the closure of schools—except for vulnerable children and the children of key workers—was, sadly, inevitable. As we have said, however, there are multiple reasons why reopening them has to be a priority, not least the importance of getting children back into the classroom. Although we could not go against the JCVI priority list—indeed, it is likely that a change now would be counterproductive—we believe that, as with the change to the period between the first and second doses, serious consideration needs to be given to the order in which the vaccine should be distributed after the initial phase. Indeed, I think Sir Simon Stevens has said as much today.
Of course, it is worth pointing out that the most clinically vulnerable adults who work in education will receive the vaccine shortly anyway, and we believe that the priority should be to increase the number of people who have received the first dose, so that debates over prioritisation become obsolete. However, if that is not possible, we believe that it is more than reasonable to look not only at the risk posed by particular workplaces but at the wider societal benefits of vaccinating particular groups of workers.
I hope that we have sufficient supplies and delivery networks so that we do not end up in a position where particular groups of workers are pitted against one another, but clearly there is a strong case for priority to be given to those working in education settings. At this point, may I thank everyone who works in education for their contribution? I know how hard many of them worked over the Christmas period to prepare for the mass testing regimes, and we could all hear their exasperation when they were asked to revert to remote working at 24 hours’ notice. I am afraid that some of that exasperation actually turned to anger when the Education Secretary delivered his warning that Ofsted could become involved if online learning was not up to scratch. If ever there was a sentence that summed up how he is not listening to the education world, that was it.
When I talk about education, I mean education in the widest sense. As various Members have said today, that includes all those who come into close contact with others as part of their job in an educational setting. For example, if we look at those in special educational needs settings, we see that they are often in much closer contact with others than most people. It is not just teachers whom we must consider but classroom assistants, cleaners, cooks and probably just about everyone who works in a school. We are not only talking about schools; as my hon. Friend the Member for Leeds North West said, nurseries and other childcare settings should be looked at. However, for reasons that are not entirely clear, they remain open at this time. I think we can all see how, in those settings, it can be very difficult to avoid close contact with others.