Bridget Phillipson MP: speeches

Speeches

• 22 Jun 2026 · Schools Funding · Hansard source

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  I agree with where the hon. Lady started, which is that PE and sport—call it access to high-quality sports coaching, provision and resourcing in terms of capital investment in schools—are incredibly important. Alongside the work we are doing on school food to ensure that children get a great meal at lunch time in particular and our huge expansion of free school meals, we have committed more than £1 billion of investment into the work to establish that new PE and sport partnership. We are ensuring that primary schools are supported through that process with transitional payments and support, as well as working closely with leadership organisations to ensure that schools have all the information they need as we move towards the new system, which has been widely welcomed by sporting bodies and other organisations as opening up opportunities for more young people. I would be happy to discuss the subject further with the hon. Lady, because I think there has been some misunderstanding about the approach we are taking around transitional protections and support for primary schools.

• 29 Apr 2026 · Topical Questions · Hansard source

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  I thank my hon. Friend for her important question. She will appreciate, I am sure, that I cannot comment on the draft code of practice, but I want to reassure the House that trans people will continue to be protected from discrimination under the Equality Act. We will not treat this issue as a political football, as many others have done in the past. As I set out in earlier answers, I intend to lay the draft code before Parliament as soon as possible, once we are through the election period.

• 23 Feb 2026 · Schools White Paper: Every Child Achieving and Thriving · Hansard source

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  I strongly agree that we need a rich and broad curriculum—one focused on both academic rigour and a wide range of opportunities, including music, sport, art and drama. In our response to the curriculum assessment review, we set our intention to make that a reality for every child. Our changes to Progress 8 will allow all children greater choice—alongside that academic rigour—to find what is right for them.

• 23 Feb 2026 · Schools White Paper: Every Child Achieving and Thriving · Hansard source

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  Madam Deputy Speaker, please allow me to begin by saying that the unauthorised leaking of elements of today’s announcement is deeply regrettable. I have already asked officials to launch a full investigation into the source to ensure that such breaches do not happen again. With permission, Madam Deputy Speaker, I will now make a statement to update the House on this Government’s work to transform education in this country, because childhood is changing. Our children are growing up in a world of ever-increasing connectivity and communication, but uncertainty and mistrust are on the rise, too. Our children have the curiosity, resilience and enterprise to succeed, but a vision for education that stops at the school gates has failed to deliver the opportunities they need. Under the last Government, absence was at historic highs. Despite the heroic efforts of staff, the disadvantage gap is still stubbornly wide, children with special educational needs and disabilities are still sidelined, and bright pupils are still left to drift along. A system of high standards for some, but not for others, is not good enough; high standards and inclusion must go hand in hand. The last Government’s vision for education was too narrow. No school is an island, and for children to do well, we need to look outside the classroom as well as inside it. We need to rebuild the services on which families rely. That is why we have acted fast, beginning to remove the stain of child poverty, rolling out free breakfast clubs, expanding free school meals and removing the two-child limit. I am deeply proud that this Labour Government will have lifted more than half a million children out of poverty by 2030. We have also delivered the expansion of 30 hours of Government-funded childcare; we are rolling out Best Start family hubs, and we will fund a SEND practitioner in every hub. Today, we go further. We are publishing our schools White Paper, a vision for schools that do not stand alone, but are at the heart of happy and healthy childhoods. For every child, a great local school—a school of ambition and achievement; a school filled with sport, music and drama; a school of high standards and inclusion. Let there be no doubt: standards will rise for all children. Those born under this Labour Government will on average leave school with a grade 5 or higher across their GCSEs, and I will not have higher standards for some while others are left behind. The disadvantage gap was as stark in 2024 as it was a decade before, but now we will cut it in half. We will boost the impact of the pupil premium and the national funding formula, consulting on better targeting, and we will deliver three big shifts in our schools. The first big shift will be from narrow to broad, capturing the true breadth of opportunity, starting before children even reach the classroom with our Best Start family hubs. To improve the transition into reception, we will establish partnerships between early years and schools, and staff will work together to help children settle. School days will be energised by a broad and rich curriculum that contains the knowledge and skills for all our young people to succeed, and we will consult on measuring attainment and progress, improving the Progress 8 measure to strengthen the academic core and support students to pursue subjects that strengthen our economy and our society, such as drama, art and design, if that is the route they want to take. We will set high expectations and standards for all, and nowhere more so than in reading. The ability to read opens up a world of opportunity, and falling behind locks children out of learning, so our new year 8 reading test will help them to stay on track. Currently, too many children are sidelined and held back, with their needs not met. We know that the biggest challenges are concentrated in some communities: that is why we will launch and fund two place-focused education missions, Mission North East and Mission Coastal. We will transform the life chances of local young people and draw a blueprint for national change. We need an education system that works for every child: that is why our second shift is from sidelined to included, to inject excellence and rigour into the learning of every child. But, as a society, we have let those expectations slip for children with special educational needs and disabilities. Members across the House all know that our SEND system is not working. They have heard it from their constituents: parents who are tired of fighting, who are fed up with sending their children out of their communities to have their needs met, and who are angry that their child’s future is being written off. Parents and children have been failed, and they have been failed for too long. That is the reality that this Government inherited from the Conservatives: a system that was designed with the best of intentions, but which became “lose, lose, lose”, in the words of my predecessor, because of the choices and then the inaction of the Conservative party. It was a system that drove local councils, again and again, to put process above people. Support was stripped away, forcing parents to run a legal gauntlet for what should have been their child’s by right: support that all too often just did not materialise. Today, that changes. We will fix the SEND system once and for all. Today is a realisation of those children’s rights, the right to high expectations and outcomes and the support to fulfil them. Far more local children will be going to school with their friends in their local communities, close to home. It will be better for them and, evidence suggests, better for the whole class. Over the next three years, we will invest more than £1.6 billion to strengthen the mainstream inclusion offer. For those children whose needs cannot be met through universal support, there will now be three further layers of support—targeted, targeted-plus and specialist—available from day one when a child needs them. Schools will now have a statutory duty to record and monitor each child’s special needs and provision in an individual support plan. We will fortify mainstream provision with our new national Experts at Hand initiative, backed by £1.8 billion of new investment. Educational psychologists and occupational and speech and language therapists in our schools will support our teachers, benefiting our children. Earlier this month, we announced huge investment in school buildings. Every secondary school will have an inclusion base, a dedicated space to bridge the gap between mainstream and specialist provision. This is about improving support, not removing support. Children with the most complex needs will still have access to education, health and care plans derived from a specialist provision package of support designed by experts. We know that insightful, holistic inclusion happens when schools share their expertise and their resources, so we will strengthen schools’ strategic SEND partnerships, with every school becoming part of a local SEND group. Our new national inclusion standards will set out clear evidence-based guidance for support. To restore parents’ trust in the system, we will improve the mediation and school complaints process, making the SEND tribunal the genuine mechanism of last resort, and we will give the Children’s Commissioner a new remit to oversee our SEND reforms. I thank every parent, every organisation and every group who has taken part in our national conversation on SEND. I also pay tribute to my hon. Friends the Members for Newcastle upon Tyne North (Catherine McKinnell) and for Queen’s Park and Maida Vale (Georgia Gould) for driving forward that work. This is not the end of the conversation. I urge everyone to get involved, as today we launch our national SEND consultation. I ask parents, carers, support staff, teachers, experts and leaders to work with us. We are building a system for children with SEND that will be unrecognisable from what came before. We are putting in the investment, care and time to get this right, with a smooth transition from 2030. Schools need engagement from without as well as within, with communities coming together to support every child, so our final shift will be from withdrawn to engaged. We need to mend the broken social contract by helping children to feel that they belong in school and providing calm, inclusive classrooms that welcome children with different needs, guarded by high standards for behaviour and attendance. Schools will build deep and meaningful partnerships with parents by inviting them in to see how their child can achieve and thrive. We will establish minimum expectations for home-to-school partnerships, making it clear what families can expect from schools and what schools can expect of families. Excellent support staff, teachers and school leaders can transform children’s lives, but too many incredible young women are still leaving the profession, so I am putting an end to a quarter-century of standstill and boosting maternity pay. I want to spread the excellence of our wonderful staff, so we will put purposeful collaboration at the heart of our education system. Strong school trusts are vital in sharing what works and driving improvement, so all schools will move towards forming or joining a high-quality trust, and we will empower local authorities and partnerships to establish trusts too. We will work with the sector through this significant change, set high expectations through new trust standards, and introduce trust inspection by Ofsted. We in this House have a responsibility to look beyond the here and now—a duty not just to run the country of today, but to shape the society of tomorrow. Members will agree that, in Britain, background should be no barrier, success should be open to all, and talent, invention and hard work should matter more than class and connections. A stronger, fairer Britain is possible, but to make it true in our country we first have to make it true in our schools and for the little boys and girls now sitting in our classrooms, who can become the thoughtful and engaged citizens to take us towards the 22nd century. For them, we must come together today and build a Britain of opportunity for all. I commend this statement to the House.

• 8 Dec 2025 · Child Poverty Strategy · Hansard source

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  The shadow Secretary of State started by saying that none of us wants children to grow up in poverty. We, as the party in Government, will lift children out of poverty. The Conservatives pushed nearly a million children into poverty. That is the difference between our parties. The Conservatives knew when they introduced the two-child limit that it was a political dividing line. They sought to create an artificial divide between families in work and families not in work, yet all the evidence shows us that the children and families who have suffered are working families. That is what the evidence shows, and that is why we have acted. In suggesting, that they will bring back the two-child limit, as the Conservatives have done in the media over many days, the shadow Secretary of State is showing that she is committed to pushing 450,000 children back into poverty and reintroducing the repulsive and dehumanising rape clause that saw women forced to talk about sexual violence in order to have enough money to support their children. They should be deeply ashamed of such a punishing and dehumanising regime that saw women and children suffer. We will never stand for it. We will not allow for children to be punished because of the circumstances of their birth. The Conservatives’ record is a shameful and abhorrent one. We will heal the scars that they inflicted on children across our country, and we will heal it once and for all. We are also a party that believes in the power of education to spread opportunity. Speak to any teacher across the country and they will say that poverty limits our children’s learning and the life chances. In ending the two-child limit, we are investing in education, raising standards, and giving children a better start right across our country. That is not the limit of our ambition, because we know that there is much more to do, but we have so far achieved an enormous amount. We are acting to raise the minimum wage for the lowest earners and bringing back Sure Start for a new generation through our Best Start family hubs with more support for parents. We are opening new breakfast clubs and expanding Government-funded childcare, and we are introducing new school-based nurseries to give parents work choices and children life chances. The cost to children can last a lifetime, but the cost to society can echo for generations—in worklessness, poorer health, and lost prosperity for our country. That is why this Labour Government will not stand by as working families struggle—not just for the sake of parents and children but for all of us. We promised to tackle child poverty, and we are doing it so that every child in our country has the best start in life. The price of doing nothing is too high for children, families and our country.

• 4 Dec 2025 · Camden Nursery Sexual Abuse Case · Hansard source

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  The Chair of the Select Committee raises questions relating to Ofsted, as the shadow Secretary of State did, and I will respond in some detail to those. It is important that we understand what has happened here, so that, as far as we can, we prevent this from ever happening again. It is critical that local safeguarding partners conclude their investigations. We will work with them and the child safeguarding practice review panel. We will also work with Ofsted to review the regulation of nursery chains. Ofsted keeps all settings under review, and conducts visits where risk assessments deem them necessary. The horrific crimes that we are discussing today are an important reminder that we expect providers to be vigilant across all early years settings. It is important that settings and staff report and act on concerns quickly, as part of an open safeguarding culture. I set out to the House my intentions around CCTV and the use of digital devices, and I would, as always, appreciate the input of the Select Committee and the Chair as we take that work forward. On the wider need for reform in child protection and children’s safeguarding matters, on 9 April the Government published a progress update to address the recommendations from IICSA, including the recommendation on establishing a child protection authority to provide stronger national oversight of child protection. We will shortly launch a consultation on how we take that forward, and I will continue to discuss all the related matters with colleagues in the Home Office.

• 4 Dec 2025 · Camden Nursery Sexual Abuse Case · Hansard source

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  The right hon. Gentleman raises a number of important points, and he is right to thank the police for their thorough work in what has been an extremely complex and harrowing investigation. I pay tribute to all those who have been involved to this point in supporting the victims and families, and to those who will be involved in taking forward further work in this area. The right hon. Gentleman is also right to draw attention to the scale of child sexual abuse that we still sadly see in our country. Before I came to this House, I worked with many of those who had been affected by child sexual abuse, and I understand the lifelong impact it can have on many people. I understand also that for a very long time, we have not been serious enough as a society about encouraging those who have experienced appalling abuse, including in childhood, to seek the support and advice that they will need, often for many years into the future. A key issue that we have often faced in that regard has been the fact that children, when they have come forward to report abuse, have not always been believed by those in positions of authority, and that has to change. The culture shift that is required is as important as any legislative measures that we need to take, so that children are believed when they report abuse. We need action to follow so that those in positions of authority face consequences for their actions and their failure to take forward allegations by children and others. The right hon. Gentleman also refers to the appalling scale of what we see online. We will continue to work with Home Office colleagues on this issue, and I will look carefully at what he said about the development of the child protection authority. We will set out more details to the House in due course and update Members in this area, alongside a consultation that will allow views about the best way forward to be aired.

• 1 Dec 2025 · Curriculum and Assessment Review: Progress 8 · Hansard source

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  I do love modern languages, and I was a very keen student of them myself, but I am afraid that, as the right hon. Gentleman will know, the EBacc did not drive improved access to modern foreign languages. He knows that—he will have looked at the data. I do not think that the system as it stands provides the right balance: it unnecessarily constrains student choice, it affects students’ engagement, and it has hampered progress in subjects that strengthen our economy and society. I believe in high standards, strong foundations and academic achievement, but I also believe that access to music, sport and vocational subjects should be the right of every child, not just the lucky few.

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  I agree that PE and sport are vital elements of the rounded and enriching education that every child deserves. They can also motivate young people, give them a sense of purpose, help with wellbeing challenges and much more besides. That is why we have committed to strengthening the national curriculum for PE, and we want to work with many fantastic sporting bodies and other organisations that deliver enrichment activities, through the enrichment framework, to deliver that.

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  The right hon. Lady said at the start that any criticism was levelled my way, but she then went on to criticise many of the recommendations in the review. Has she even bothered to read it at all? She comes here time and again, every single time full of sound and fury, signifying nothing—and yes, Shakespeare is here to stay on the national curriculum. She tries to paint the report and our response as undoing the achievements in schools. Nothing could be further from the truth. We are not abandoning it; we are building on it, with a curriculum that will allow all young people to achieve high standards, with core academic subjects alongside the breadth that they deserve. Our reforms have higher standards right at their heart. They will raise standards of pupils right across the curriculum, including in speaking and listening, reading, writing and maths. Our improved Progress 8 and Attainment 8 measures will ensure that students retain a strong academic core, but with a breadth to expand into further study. The right hon. Lady might oppose the changes we are setting out, but today they have won support from the Sutton Trust, from employers like the CBI and from Sir Hamid Patel, the wonderful leader at Star Academies, who backs the changes we are making, saying that they “signal both a welcome emphasis on creativity—reflecting amazing career opportunities…but with continued affirmation that success in English and mathematics is crucial for everyone’s life chances.” I could not agree more. We know that it is important that our new measures provide breadth and enrichment. Leaving aside that the arts and creative subjects are worth up to £125 billion to our country and employ 2.4 million people, I want more young people to have brilliant careers and opportunities in those fields. The two are not in opposition. We can and will deliver high and strong academic standards, alongside making sure that a broad and rich curriculum is the entitlement of every child. There was once a time when the Conservatives supported that idea. It is why they introduced a national curriculum to apply in every school. We are restoring the Conservative principle of the national curriculum applying for every child. I benefited from that, and I want every child in our country to benefit from it. The curriculum has not been updated for over a decade. Parents want one that is fit for the future, employers back what we are doing and children deserve it. The changes we are setting out today will secure better life chances for all our children.

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  My hon. Friend always champions the importance of music education, and the right of every child to access to music. Our new national centre for arts and music education will provide support for schools and teachers in delivering the reformed curriculum, and I am delighted that 43 music hubs are rolling out music instrument tuition, and opportunities to take part in music production and creation. I know that he will continue to champion those things.

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  The right hon. Member is right to draw attention to the importance of political impartiality. The review found that the current non-statutory status of citizenship is leading to uneven and inconsistent progress in the subject. There is the chance to do this better to ensure that it is taught well and that young people are able to think critically and challenge what is in front of them. That is more important than ever given how some of those who are hostile to our nation’s interests seek to use social media to exploit division and poison the minds of our young people.

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  Thank you, Madam Deputy Speaker. I note your comments, and I will make sure that they are taken forward. With permission, I would like to make a statement to update the House on this Government’s plans to renew the national curriculum, to secure for every child an education steeped in our rich history, ready to shape our country into the 2030s and beyond. As I outline the future of our national curriculum, I do so in full knowledge of its past, because I was part of the first wave to benefit from a process begun by Jim Callaghan’s great education debate—his ambition for a curriculum of universal high standards. When Lord Baker introduced a national curriculum for the very first time in 1988, my generation secured a common entitlement to share in the core wisdom that we as a nation value most. Since then, our national curriculum has evolved under successive Governments, and now it must evolve again, because the world is changing as never before as a result of artificial intelligence, machine learning and hyperconnectivity. Where once our young people had to compete locally, the playing field is now global. They are stepping into a world of huge opportunity, but it is also one of immense change and challenge—a muddy landscape of misinformation and social media. Our current curriculum no longer arms them for this brave new world. It lacks the breadth of knowledge and skills that our children need, not only for the jobs they will go on to do, but for the lives they will go on to lead. We need more, and they need more. Our curriculum sits at the centre of an education system that has forgotten too many children—white working-class children; children with special educational needs and disabilities; the children who are bright but bored, not engaged as they should be and not achieving as they should. That is why I asked Professor Becky Francis and an external panel of experts to review our curriculum, assessment and qualifications—to equip every child and every young person to achieve and thrive. I thank Professor Francis and the whole panel for their hard work and expertise. The review’s final report and our Government’s response have both been published today. We will publish a revised curriculum in 2027 for first teaching in 2028; we will update our GCSEs for first teaching from 2029; and we are planning to deliver new V-level qualifications from 2027. This Government are facing the future boldly, taking our education system from narrow to broad. That means a curriculum rich in knowledge, strong on skills, and, in everything that we do, uncompromising on high standards, grounding every child’s education in the most important knowledge and disciplinary skills to master every subject—more specific on the most important content, to sharpen understanding, and more coherent in how different subjects slot together, to spark connections. It will be a truly world-leading curriculum: supportive, challenging, and urging all children on. The House should be in no doubt that I will put high standards to work, in the service of every child’s future. Our work starts in the early years. Through our Best Start family hubs, we are supporting parents as their children take those first steps into learning. We are setting the foundations for their futures: developing language early, expanding the reach of maths champions, and introducing children to numbers early on. As children arrive at school, they will begin to master the core subjects—the ones that unlock the rest of the curriculum—and reading especially. Whether it is for step-by-step instructions in a science experiment or a question in maths, reading is essential in every subject. It adds texture, colour and context—such as in history, by reading letters from soldiers on the frontline of the second world war. We have to build that right from the beginning. That is why we are introducing new training for reception teachers, to meet our ambition for 90% of children to reach the expected standard in the phonics screening check. We will double our reading ambition for all teacher training, for children who need the most help, reaching more than 1,200 primary schools, and we will train more teachers in 600 schools to help them teach reading fluency. Together with reading must come writing and speaking, because in life we all need to express ourselves clearly and confidently, whether out loud or in writing. In July we published the new writing framework, which includes evidence-based ways to teach writing to children, and we are now going further by improving the primary writing assessment to focus on fluency. We will also design a new oracy framework to support children to become assured and fluent speakers and listeners by the time they leave primary school. Too many children are falling through the gaps in the jump to secondary school, including on reading. Learning not just to read, but to read well, must be the entitlement of every child. It is the single most powerful driver of life chances that we have, yet too often problems that begin in primary are left to drift in those first years of secondary. The focus fades just when it should intensify. To make sure that every school is on top of this, we are introducing a new statutory reading test for all pupils in year 8. We will expect all schools to assess progress in writing and maths in year 8 as well, checking excellence in those vital skills. Our new regional improvement for standards and excellence—RISE—key stage 3 alliance will spread excellence from one school to the next. All children will benefit from a new combined oracy, reading and writing framework that will be embedded across the entire secondary curriculum, and the brand-new digital version of the national curriculum will help teachers to strengthen connections across subjects and stages. On those firm foundations, we will build choice and breadth as children move into secondary school. That means preparing them to tell fact from fiction, truth from lies and right from wrong. Our young people need a rich core of knowledge and skills—the high standards that I am determined to drive—but we must take literacy further and wider. The reformed English programme of study and English language GCSE will open students up to a wide range of texts to see how arguments are made across different types of media, to discover the power of persuasion and emotive language in different contexts, and to understand how they can be used not just to educate but to manipulate—exploited by dark forces online to spread lies and sow division. That is why we are building media literacy to prepare young people not to consume passively, but to engage critically and to recognise and reject disinformation. We are not just boosting media literacy. We are also boosting digital literacy through a reformed computing curriculum to allow pupils to navigate the opportunities and challenges of AI and much more, and we are boosting financial literacy to empower young people to make informed choices about money, saving and investing. All our plans aim to take education from narrow to broad. We need a fundamental shift in what we value in our secondary schools. For that, we need a fundamental shift in how we measure attainment and progress to deliver the breadth that we want to see. Today I can announce that we will consult on improved versions of Progress 8 and Attainment 8, because the current structure holds us back in subjects that strengthen our economy and our society. Too often it restricts choice, turning children away from subjects like drama, art and design, and music. Our creative industries are a source of such national pride, but as Ed Sheeran has said so powerfully, we cannot continue to lead on the world stage without a broad base in our schools at home. The arts should be for all, not just a lucky few, so we will revitalise arts education, putting it back at the heart of a rich and broad curriculum. To encourage variety to flourish in our curriculum, we will measure what matters. We will balance breadth with a strong academic core and promote mastery of the fundamentals, combined with student choice. We will strive for academic excellence, on a broad scale, in every classroom, art studio, dance hall and science lab. In those science labs, a new triple science entitlement will give all young people the best opportunity to get into exciting new careers in clean energy, digital technologies and life sciences. We will build the strongest science, technology, engineering and mathematics foundations, and introduce a new computing GCSE so that students can excel in the new advanced digital and AI qualifications, addressing critical skills gaps in the tech sector. We will go further, too, with a new enrichment entitlement for all that includes civic engagement, culture, nature and adventure, and sport, which will deepen children’s investment in their time at school. The curriculum cannot begin and end in our schools; it must stretch from the best start in life programme to the post-16 White Paper. Last month, I updated the House on our plan for skills. Much of that is about supporting young people to build on this new curriculum and to make their post-16 choices from a clear landscape of A-levels, T-levels and the new V-levels, with clearer pathways through learning and into work, which will help them to develop skills to find a good job and get on in life. Professor Francis and the expert panel have delivered a strong set of recommendations, upon which we will now build. Our new curriculum will be an expression of who we are as a modern nation—the knowledge, skills, values and ideas that will bring us together and take us forward, building on the past to shape the future. For families who have withdrawn from education, the new national curriculum will be a chance to rediscover the power of learning once again. For every child across the country, it will be an invitation not just to share in our national story, but to write the next chapter. I commend this statement to the House.

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  I agree with my hon. Friend. It is why we are rolling out more mental health support across our schools to make sure that at the earliest possible point when problems arise, young people have access to high-quality mental health support. Alongside that is the enrichment framework and the opportunities there will be in music, sport, art and drama. We know that those subjects are important ways in which young people do not just find a passion and a joy but develop resilience, confidence, teamwork and much more. That is really important in what is sometimes a very difficult world for our young people.

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  The hon. Lady asks many constructive questions. It is important that all young people have the chance to study triple science, and we will work with the sector on the implementation of that. We are seeing big increases in the numbers of teachers in initial teacher training, including in physics, but there is more to do; we will work on this carefully with the sector. I do not think we can continue to defend a position where young people from disadvantaged backgrounds do not always have the chance to study triple science; we know that if they have that opportunity, they are more likely to be able to go on to study A-level science subjects, so there is an important social justice consideration that we have to take into account. Teacher numbers are up and continue to go up, and teacher retention numbers this year are also moving in the right direction. All children and young people should have equal access to development opportunities to help them to succeed, which is why we are setting out a core enrichment offer that every school and college should aim to provide. The offer will be part of our enrichment framework, which we will develop with a group of experts across education, youth, sports and arts sectors to set out benchmarks for schools and colleges to build that offer. I know that many schools already do this very well, and we want to build on the best success out there. We will also support the wider provision through dormant assets, our music hubs, PE and school sport partnerships and much more besides. This is a real opportunity to deliver a step change in ensuring that all children get a firm foundation in the basics and a wide and broad education. I encourage the hon. Lady to look at the document that we have set out explaining the recommended Progress 8 changes, which we will go on to consult on.

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  We have to target our bursaries and financial support at the areas and subjects where they are most needed, and that is what we have sought to do through the bursaries and financial support that we have put in place. However, I welcome the hon. Member’s support for arts and creative education. The review and the Government’s response to it have been widely welcomed by the creative sector.