Anna Sabine MP: speeches

Speeches

• 22 Jun 2026 · Topical Questions · Hansard source

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  T4. We have a shortage of music teachers in this country. A system of bursaries was in place for those taking music postgraduate certificates in education, but after the number of students increased slightly, that bursary system was pulled, yet we still do not have enough music teachers. Would the Minister please consider reinstating that bursaries scheme, which would allow us to have enough teachers coming through into the system to give all the children in this country the music education that they deserve?

• 25 Mar 2026 · Voluntary Groups and Community Centres · Hansard source

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  It is a pleasure to serve under your chairmanship, Ms McVey. I thank the hon. Member for Chelsea and Fulham (Ben Coleman) for securing this debate on a subject he is very passionate and knowledgeable about. He is a fellow bassoon player—I hope I am right in saying that—and music ensembles are another brilliant example of community groups. I also know that, like me, he supports the wider cause of music education, which could not take place easily without community spaces. At the heart of every thriving community are its voluntary organisations. They are essential for fostering social cohesion and community spirit, and for enabling support and solidarity when people need it most. Across Great Britain, there are around 21,000 community centres and halls, and in 2022 we were home to 166,000 voluntary organisations. That is no accident. It reflects their importance and the undeniable need for the role they play in strengthening our communities. Voluntary organisations act as vital bridges between individuals, particularly those who may feel isolated or without strong family connections. The groups that people find at these local hubs can effectively become their family. The organisations also serve as a safety net, catching people who fall outside Government or other public support. With over 1.8 million people currently on NHS mental health waiting lists, some community centres have stepped up to run suicide prevention projects and mental health peer support groups, filling gaps that statutory services cannot reach. However, because of decades of real-terms funding cuts, a cost of living squeeze on donations, rising operational costs and the Government’s decision to increase employer national insurance contributions without exempting voluntary organisations, pressure on these organisations has piled up. Community centres are vital for tackling the loneliness epidemic in our country, which is why the Liberal Democrats launched our plan to introduce a new wave of third spaces, called hobby hubs, to help to rebuild in-person connection. The initiative would support existing community spaces to expand the services they offer and reach even more people who need them. In my constituency, I am fortunate to have many outstanding community services, but I want to highlight two in particular. The Hive in Peasedown St John is a powerful example of the vital support that community centres offer, including a community fridge, a citizens advice bureau, family support, financial guidance, a youth worker for local people and access to the Peasedown community library. Another organisation, Southside, runs community hub groups across north-east Somerset, including a regular group that I visited in Writhlington last year. Its after-school sessions are run entirely by volunteers who entertain children with painting, dancing and outdoor activities, while parents are able to sit down with a cup of tea, something many have not had a chance to do all day. The groups create space for parents to discuss the challenges they are facing, and volunteers are trained to support those experiencing domestic abuse and refer parents to other services, if needed. Centres such as The Hive and Southside face several key challenges. Securing funding is time-consuming and difficult. Leases are very tricky to negotiate, and I was happy to help The Hive with that issue. Buildings are costly to run and hard to maintain, and many centres operate in isolation without the networks or resources they need. I will quickly depart from my speech to mention Volunteer It Yourself, which is so good that I am mentioning it even though it is not in my constituency. I was pleased to meet that organisation yesterday, and I was going to write to introduce it to the Minister, but I am glad to do it in person now. It is an excellent organisation that works around the country to identify community centres and places that are important to local communities, and it invites local young people who are not in employment, education or training to come along to refurbish them. Those spaces could be community centres or sports grounds, and Volunteer It Yourself is about to announce a project with the Music Venue Trust to refurbish music venues. That is a fantastic way of solving two problems: refurbishing places that may not otherwise be refurbished and getting young people into education and training. It has a live project in Deptford, which it invited me down to visit, and I would happily take a cross-party group of interested MPs for a couple of hours to see what those young people are up to. The crisis facing voluntary and community organisations is severe, and we stand to lose the organisations that feed the hungry, support the isolated, counsel the bereaved and reach those in crisis when statutory services cannot. That is unacceptable. Community centres and voluntary groups are indispensable to the strength and resilience of our communities. I hope the Minister will encourage the Government to consider Lib Dem proposals to expand community events, reduce loneliness and protect these centres from closure so that they can continue their crucial work in fostering community cohesion.

• 15 Jan 2026 · Improving Outcomes for Young People · Hansard source

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  Data suggests around 50,000 children are not getting the music education they deserve and the cuts to music PGCE—postgraduate certificate in education—bursaries will exacerbate the problem. While £25 million of new musical instruments announced by the Department for Culture, Media and Sport will be left to collect dust in storage cupboards, what discussions is the Secretary of State having with the Department for Education to ensure we have the teachers to teach the musicians of the future?

• 6 Jan 2026 · BBC Charter Renewal · Hansard source

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  It is a pleasure to serve under your chairship, Mrs Harris. I thank the right hon. Member for Maldon (Sir John Whittingdale) for bringing forward this debate. People of an age where their first exposure to television was watching “Play School”, “Danger Mouse” and the often overlooked but still culturally significant series “Bananaman”, may, like me, have a built-in childhood affection for the BBC. The Liberal Democrats have always been firm supporters of the BBC: we have long championed it as a publicly funded, impartial model of public service broadcasting and we believe it has a vital and unique place in the UK’s media landscape. There has been a lot of discussion today about unsubscribing from the BBC. The NHS and education are two examples of public services that we all contribute to but can opt out of by going private, yet we do not say that everyone should be able to stop contributing to them; we consider them to be of wider public benefit. I hope that Members recognise that the BBC falls into that category. As we look ahead to charter renewal, we want to see sustainable, long-term funding settlements that guarantee the BBC’s independence and protect it from political interference. That must include an end to political appointments, particularly to the BBC Board. Recent attempts by political figures, both at home and abroad, to exert pressure on the BBC only underline the importance of safeguarding its editorial independence. Allowing political or foreign interference in our media does not bode well for trust in public broadcasting. As has been mentioned, the BBC is the backbone of our world-leading creative industries. It delivers outstanding economic value, doubling its investment across the creative economy and contributing around £5 billion each year. It produces hugely popular programmes such as “The Traitors”, while also supporting smaller and more diverse content that may serve niche audiences, but is no less valuable. As a huge fan of BBC Radio 6 Music, I point out that in an age of plastic pop—at least that is what it all sounds like—such stations are key in supporting new, emerging and diverse acts that would not otherwise get national airtime. That is part of the wider role the BBC plays in developing talent. Its apprenticeship schemes allow young people to enter the industry and learn from some of the best in the business before going on to contribute across the wider creative sector.

• 26 Nov 2025 · Driving Test Availability: South-east · Hansard source

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  It is a pleasure to serve under your chairmanship, Mrs Harris. I thank my hon. Friend the Member for Surrey Heath (Dr Pinkerton) for bringing forward this important topic. The severe lack of driving tests has a profound impact on people’s ability to work, study and participate fully in everyday life. Also, as a parent of teenagers, I really need them to be able to pass their test and not rely on me for lifts, so this is an important subject for me personally. [ Laughter. ] I acknowledge, as many colleagues have done, the Government’s recent announcement to limit the use of bots that scrape and reserve driving test slots. That is certainly a step in the right direction, and I welcome any action that reduces unfair access to appointments, but evidence from my constituency makes it clear that the problems in the system run much deeper than automated bots alone. I recently conducted a survey of learner drivers in Frome and East Somerset, and the results were stark. About 80% of respondents told us that they were learning to drive because public transport is unreliable or simply not available. I know all too well the problems that people have with buses locally: it is almost impossible to travel from east to west across the constituency. Others said that they work right across the UK and employers increasingly prefer, and in some cases require, staff who can drive. A significant number told us that employers simply will not hire someone who relies on public transport. When asked why they needed a licence, 23% said it was essential for accessing education and 54% said it was necessary for travel to work—more than half of respondents need to drive simply to be employed. Learning to drive is often an economic necessity. However, the greatest concern that people raised was the severe shortage of driving tests. In our survey, the majority of learners waited four months or more for a test date, one in five waited more than six months, and nearly 29% waited between four and six months. When two thirds of candidates are waiting more than four months for a test, the system is not merely stretched—it is absolutely failing. Some constituents were forced to book their initial test in Liverpool, Nottingham, Swansea, Plymouth, Newport or even Aberdeen, and then spend months trying to swap to a local date. That is not a functioning national system. Let me use the example of my constituent Poppy, a graduate who has come back to Frome after finishing university and is looking for a job. Poppy tells me that no driving tests are available to book, seemingly anywhere in the country, for the next 24 weeks. She says: “The govt’s idea to ban bots and booking tests in other areas is a good start”, but she goes on: “Basically the solution is more examiners; there isn’t really a way around it.” Poppy has already missed out on promising local job opportunities thanks to her lack of a licence, so will the Minister explain what the Government are doing to increase the availability of examiners? The consequences of the lack of tests are severe. When we talk about NHS waiting lists, we often talk about how people’s lives are on hold while they wait for an appointment. The same is true of many young people in constituencies like mine, waiting for a test and feeling that their lives are on hold. Families face significant financial pressure from having to book additional lessons to remain test-ready, travelling to unfamiliar cities, paying for multiple apps and even retaking the theory test because their pass has expired during the wait. That burden falls hardest on low-income families, students and apprentices. There is then the emotional toll: the stress of trying to secure a booking, the anxiety of delaying work or education, and a sense of utter frustration. Constituents who took part in my survey described the system as “a nightmare”, “a joke” and the “bane of my life”. Limiting bots is welcome, but it is only part of the solution. We urgently need a modernised booking platform, increased test capacity and targeted support for rural and semi-rural areas where public transport simply cannot meet people’s needs. When access to a driving test is delaying education, limiting employment and placing real financial strain on households, we cannot call this a minor, administrative issue: it is a barrier to opportunity and growth. My constituents, like so many across the county, deserve a system that supports them, rather than one they have to battle against.

• 11 Nov 2025 · Support for Dyslexic Pupils · Hansard source

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  It is a pleasure to serve under your chairmanship, Ms Butler. I thank my hon. Friend the Member for Yeovil (Adam Dance) for securing this important debate. He has raised the topic consistently and I know it is personally very important to him, as well as to the hon. Member for Broxtowe (Juliet Campbell). As we have heard, dyslexia is a common, lifelong difference in how a person processes language that affects reading, writing and spelling, but not intelligence. In fact, many people with dyslexia excel at creative thinking, problem solving and seeing patterns that others miss. As we have heard, it is estimated that up to one in 10 people in the UK are dyslexic—this is not a rare condition—yet too often the system treats those strengths as an afterthought. Families wait months, sometimes years, for an assessment; in the meantime, children are told to try harder, when what they need are simple, evidence-based adjustments. Teachers do their absolute best, but without the training and resources to confidently support different styles of learning, provision can become a postcode lottery, and school budgets that are already stretched leave little room for specialist staff, assistive tools and the protected time that inclusion requires. For many, diagnosis comes too late. If a child is not diagnosed early, they can find they are already years behind other students when it comes to reading and writing. Early identification and practical support can change the trajectory of a child’s education and their life beyond school. What should we do? First, we must put early identification at the heart of special educational need interventions. That means streamlining NHS processes so that families are not stuck before support need is recognised. It means investing to reduce waiting lists—constituents of mine in Frome and East Somerset struggle to get timely diagnoses. Crucially, it also means empowering schools to implement reasonable adjustments at the first signs of need, without forcing children to wait for a piece of paper before help arrives. Secondly, we need to equip teachers and schools to include every child, every day. That starts with initial teacher training and continuous professional development that is practical, hands-on and focused on what works for dyslexia in real classrooms. It continues with a national inclusion framework, so that every school has a clear, evidence-based blueprint for inclusive practice. It includes a national parental participation strategy, recognising that families are experts in their children and must be partners from the start, not last-minute consultees. We must also strengthen the role of the SENDCO. They should sit on senior leadership teams and have protected time to do their work. They are the bridge between strategy and practice, and they cannot do their job effectively if they spread impossibly thin. We should reform Ofsted so that inspections look seriously at inclusive provision, not just exam results. Inclusion is not a footnote: it is the mark of a great school that every learner is seen, supported and stretched. Thirdly, we should normalise simple adjustments and assistive technology. This is not about lowering standards; it is about measuring understanding, not just handwriting speed. Coloured overlays or paper, clear fonts, chunked instructions, alternatives to copying from the board, text-to-speech and speech-to-text tools—that is incredibly difficult to say—help students to access the curriculum and express what they know.

• 11 Nov 2025 · Support for Dyslexic Pupils · Hansard source

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  As a parent of children who are not dyslexic but had other ways of learning, which were well supported in schools, and as someone who recognised later in life that I had different ways of learning and would have benefited from different and inclusive practices, I totally agree. It would have helped me to say the words “text to speech” as well. As the hon. Member said, adjustments can benefit many learners, not just those with a diagnosis. We can use artificial intelligence to help us to create text that those with dyslexia can use. A constituent of mine from Peasedown St John told me last week that she has an older child with dyslexia, who was diagnosed later in childhood and is now suffering from a lack of age-appropriate resources. He enjoys “The Legend of Zelda” computer games, so my constituent asked AI to write a story based on that for a person of his age with dyslexia with his characteristics. She said it was the first time he has been able to read something he is really interested and engaged in. AI can be a tool to allow a whole new group of people to access something they never normally would. We must make sure there is a fair deal for families. Too many parents feel that they must fight the system to secure basic support. A parental participation strategy should set out clear points of contact, transparent timelines, and co-produced plans that follow the child through school and into further education or apprenticeships. Families should not need to be experts in bureaucracy just to get their child the help that they need. To achieve the changes that I have set out, we need to work cross-party—I am pleased to hear the cross-party consensus today—and with families, educators and employers. The result would be a system that sees every child, supports every learner, and opens the door to a lifetime of contribution and success.

• 10 Sept 2025 · Bus Services (No. 2) Bill [Lords] · Hansard source

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  I will speak to new clause 2 brought forward by my hon. Friend the Member for Harrogate and Knaresborough (Tom Gordon), which would extend the eligibility of disabled bus passes. The current restrictions, which mean disabled bus passes can only be used after 9.30 am, have real and disproportionate consequences for disabled constituents, particularly those who rely on public transport as their only means of getting around. For many disabled people, buses are a lifeline. They are the gateway to essential medical appointments, employment opportunities, education and social connection, and they mean the difference between isolation and independence. In rural areas such as Frome and East Somerset, where bus services are already limited, there is a particular challenge. As has been pointed out by my colleagues, if someone misses the morning bus because their pass is not valid until 9.30 am, that can mean waiting several hours more and being late for work.