Catherine McKinnell MP: speeches 2025

Speeches

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  I think I can assure the right hon. Gentleman that that is not the case. The inclusion of similar powers is common and well-precedented in legislation. Powers to make consequential amendments can be found in several other Government Bills, such as the Renters’ Rights Bill and the Employment Rights Bill, as well as in Acts presented under the previous Administration, such as the Health and Care Act 2022, which I am sure the right hon. Gentleman is fully supportive of. I turn to new clause 10 and the contributions from hon. Members. I absolutely appreciate the case that is being made, which is why we are open-minded on the issue, but we do not intend to bring forward legislation imminently. The hon. Member for North Herefordshire spoke about the successful implementation in Wales. I am interested in how she knows that to be the case, because we are awaiting the publication of the impact assessment. We are very keen that legislation is evidence-based and has its intended effect. That is why we are waiting for the evidence that will come from Wales. The hon. Member mentioned a number of international examples. I have an example from New Zealand, which removed the reasonable punishment defence in 2007. Data suggests that 13 cases were investigated between 2007 and 2009, with one prosecution. It is important that we look at how this measure works within the context of each country that it is applying it. Obviously, we will look very closely at the implementation in Wales—the impact it has and the difference it makes—and will also then look at how that will apply specifically within an England context before proceeding with legislation.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  Clause 56 contains a provision for the Secretary of State to make changes consequential on the provisions of the Bill to other legislation, as well as to existing primary legislation. It has been drafted to allow the Secretary of State to make consequential changes to other Acts preceding this Bill or those that are passing before Parliament in this Session. It is always possible that necessary changes to legislation may be identified after a Bill’s passage. Given the breadth of legal areas that the Bill covers, it is prudent to provide a failsafe should anything have been missed. Without one, there is a risk to the coherence of the legislative landscape that the Bill creates. The clause sets out that regulations making changes to primary regulation are subject to the affirmative procedure, and that those making changes to other legislation are subject to the negative procedure. Clause 57 contains a financial provision necessary to the provisions of the Bill that require expenditure. It sets out the expectation that Parliament will fund any expenditure and any future increase in it incurred by the Secretary of State in relation to this Bill. Clause 58 sets out the territorial extent of the provisions in the Bill. It is a standard clause for all legislation. As the Committee is aware, Westminster does not normally legislate on devolved matters without the consent of the relevant devolved Governments. However, there are no provisions of this Bill that engage that process. Clause 59 sets out when the provisions in the Bill come into force. The general provisions on extent, commencement and the short title come into force on the day of Royal Assent. Subsection (2) sets out the provisions that will come into force two months after the Bill is passed. All the provisions will come into force on a day or days to be appointed by the Secretary of State through regulations. Those regulations may appoint different days for different purposes or different areas. The Secretary of State may also make regulations that provide for transitional or saving provision in connection with commencement. Clause 60 provides that the short title of the Bill will be Children’s Wellbeing and Schools Act 2025. For the reasons outlined, I commend the clauses to the Committee. On new clause 10, I am grateful for the opportunity to discuss removing the common law defence of reasonable punishment. Keeping children safe could not be more important to the Government. We are already taking swift action through these landmark reforms to children’s social care. It is the biggest overhaul in a generation. The Government are committed, through our plan for change, to ensuring that children growing up in our country get the best start in life through wider investment in family hubs and parenting support. This landmark Bill puts protecting children at its heart. To be absolutely clear, the Government do not condone violence or the abuse of children, and there are laws in place to protect children against those things. Child protection agencies and the police treat allegations of abuse very seriously. They will investigate and take appropriate action, including prosecution, where there is sufficient evidence of an offence having been committed. Local authorities, police and healthcare professionals have a clear duty to act immediately to protect children if they are concerned that a child is suffering, or is likely to suffer, significant harm. This Bill will put children’s future at the centre of rebuilding public services, requiring higher standards for all children in need of help and protection. It is a key step towards delivering the Government’s opportunity mission to break the link between a young person’s background and future success. We do not intend to legislate on the defence at this stage, but we will review the position when we have evidence from Wales of the impact since it was removed. Wales will publish its findings by the end of 2025 and we will look at them carefully. We recognise that parents have different views and approaches to disciplining their children. We need to consider their voices, and those of the child, trusted stakeholders and people who might be disproportionately affected by the removal of the defence, in making any decisions. Let us also be clear: those children who have been abused or murdered by their parents would not have been covered by the defence of reasonable punishment. Crown Prosecution Service guidance is very clear about what is acceptable within the law to justify reasonable punishment. The Bill introduces many measures to keep children safe—for example, requiring local authorities to have and maintain children not in school registers; improving information sharing between agencies; making sure that education and childcare settings are involved in local safeguarding partnerships; and making it a requirement for every local authority to have multi-agency child protection teams. Nationally, we are rolling out the vital multi-agency family health and child protection reforms through the Families First partnership programme from April 2025, and we are delivering parenting support through our family hubs programme in several local authorities. The protection of children is critical. The Bill takes important steps to improve safeguarding. On that basis, I invite the hon. Member for North Herefordshire not to press the new clause. On amendment 11, I appreciate what the hon. Member has set out in relation to having a delayed implementation for the removal of the defence of reasonable punishment. As I mentioned in response to new clause 10, we do not intend to legislate at this stage, but we will wait for Wales to publish its impact report on removing the defence, which is due at the end of 2025. We will look at the evidence of the potential impact before making such a significant legislative change. When we review the position, we will ensure that due thought and consideration are given to ensuring that there is an appropriate implementation period. On that basis, I invite her not to press the amendment.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  As the Prime Minister has made clear, we are absolutely focused on delivering justice and change for the victims on this horrific crime. On 6 January, the Home Secretary outlined in Parliament commitments to introduce a mandatory duty for those engaging with children to report sexual abuse and exploitation, to toughen up sentencing by making grooming an aggravating factor and to introduce a new performance framework for policing. On 16 January, the Home Secretary made a further statement to the House that, before Easter, the Government will lay out a clear timetable for taking forward the 20 recommendations from the final IICSA report. Four of those were for the Home Office, including on disclosure and barring, and work on those is already under way. As the Home Secretary stated, a cross-Government ministerial group is considering and working through the remaining recommendations. That group will be supported by a new victims and survivors panel. The Government will also implement all the remaining recommendations in IICSA’s separate, stand-alone report on grooming gangs, from February 2022. As part of that, we will update Department for Education guidance. Other measures that the Government are taking forward include the appointment of Baroness Louise Casey to lead a rapid audit of existing evidence on grooming gangs, which will support a better understanding of the current scale and nature of gang-based exploitation across the country, and to make recommendations on the further work that is needed. The Government will extend the remit of the independent child sexual abuse review panel, so that it covers not just historical cases before 2013, but all cases since, so that any victim of abuse will have the right to seek an independent review without having to go back to the local institutions that decided not to proceed with their case. We will also provide stronger national backing for local inquiries, by supplying £5 million of funding to help local authorities set up their own reviews. Working in partnership with Tom Crowther KC, the Home Office will develop a new effective framework for victim-centred, locally led inquiries. This landmark Bill will put in place a package of support to drive high and rising standards throughout our education and care systems, so that every child can achieve and thrive. It will protect children at risk of abuse and stop vulnerable children falling through the cracks in service. I acknowledge that the hon. Member for Twickenham is content to withdraw her new clause, and thank her for that. Allowing this Bill’s passage will indeed go a long way to supporting the young people growing up in our system and to protect them from falling through the cracks that may leave them vulnerable to this form of abuse. Indeed, across Government, we will continue to work to take forward the recommendations and to reform our system so that victims get the justice they deserve.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  I totally agree it is vital there is publicly available data regarding local authority performance on EHCPs. That is why we publish annual data on each local authority’s timeliness in meeting their 20-week deadline. Local authorities identified as having issues with EHCP timeliness are subject to additional monitoring by the Department for Education, which works with the specific local authority. Where there are concerns about the local authority’s capacity to make the required improvements, we have secured specialist special educational needs and disabilities adviser support to help identify barriers to EHCP timeliness and put in place practical plans for recovery. Furthermore, when Ofsted and Care Quality Commission area SEND inspections indicate there are significant concerns with local authority performance, the Department intervenes directly. That might mean issuing an improvement notice or statutory direction or appointing a commissioner, deployment of which is considered on a case-by-case basis. We are clear that the SEND system requires reform. We are considering options to drive improvements, including on the timeliness of support and local authority performance. We do not believe increasing the amount of published data and reporting on EHCP timeliness alone would lead to meaningful improvements in performance. We are working closely with experts on reforms. We recently appointed a strategic adviser for SEND who will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider the next steps for future reform of SEND. In response to the hon. Member for St Neots and Mid Cambridgeshire, I absolutely respect the intentions of his amendment and the desire to see much greater timeliness and support for children with SEND and their families. We are working incredibly hard—this is a priority within the Department for Education—to get much better outcomes. We do not believe that this amendment will achieve the desired outcome, although we share the intention behind the amendment.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  I thank the hon. Member for Harborough, Oadby and Wigston for tabling amendment 85. When a local authority thinks that a new school is needed in its area, it will be required to seek proposals for a new school from proposers other than local authorities. That includes academy trusts, as well as other bodies such as charitable foundations and faith bodies. Local authorities will be required to seek proposals for different types of school, including academy schools, foundation schools and voluntary schools. I appreciate that the hon. Member may be looking for assurance that proposals for new academies will be sought and welcomed as part of the new invitation process. I can absolutely reassure him on that. We are simply ending the presumption that all new schools should be academies and allowing proposals for all types of school, so that the proposal that best meets the needs of children and families in an area is taken forward. All types of schools have an important role to play in driving the high standards that we want to see in every school, so that all children are supported to achieve and thrive. I thank the hon. Member for Twickenham for tabling amendment 48, which seeks to restrict the proportion of places that can be allocated on the basis of faith to a maximum of 50% for all new schools established following a local authority invitation to establish one. In practice, it would only make a difference to a new voluntary aided foundation and a voluntary controlled school with a faith designation. I recognise that the hon. Member is seeking to ensure that new schools are inclusive and that all children have access to a good education. That is very much a mission that we share. The Government support the ability of schools designated with a religious character to set faith-based oversubscription criteria. This can support parents who wish to have their children educated in line with their religious beliefs. However, it is for a school’s admission authority to decide whether to adopt such arrangements. The removal of the legal presumption that all new schools be academies is intended to ensure that local authorities have the flexibility to make the best decision to meet the needs of their communities. Decision makers will carefully consider proposals from all groups and commission the right new schools to meet need and to ensure that every child has the opportunity to achieve and thrive. On that basis, I hope that the hon. Member for Twickenham will not press her amendment. Clause 51 will end the legal presumption that new schools should be academies. It will require local authorities to invite proposals for academies and other types of school when they think that a new school should be established and will give them the option to put forward their own proposals. The changes will ensure that new schools are opened by the provider with the best offer for local children and families. They will better align local authorities’ responsibilities to secure sufficient school places with their ability to open new schools. We are committed to ensuring that new schools are opened in the right place at the right time, so that all children have access to a core offer of a high-quality education that breaks down the barriers to opportunity. I turn to hon. Members’ specific questions. There was quite a wide-ranging debate on the amendments, which is typical of this very assiduous Committee. As I said on the faith schools cap provision, we want to allow proposals for different types of school that will promote a diverse school system that supports parental choice. As the right hon. Member for East Hampshire said, we have a rich and diverse school system. Our priority is driving high and rising standards so that children can thrive in whatever type of school they are in. We will work in partnership with all types of school, including faith schools, as part of that mission. Proposers, including faith groups, will be able to put forward a proposal in response to an invitation from the local authority and where the local authority thinks that a new school should be established in the area. As is already the case, faith groups can put forward proposals for a new voluntary or foundation school outside the invitation process, for example where they think that there is a need for particular places to replace an independent school or to replace one or more foundations or voluntary schools that have a religious character. Although designated faith schools that are not subject to the 50% cap are not restricted in the number of places that they can offer with reference to faith when oversubscribed, it is for the admission authority to decide whether to adopt such arrangements. Indeed, there is real variation: some choose to prioritise only a certain proportion of their places with reference to faith in order to ensure that places are available for other children, regardless of faith, while many do not use faith-based oversubscription criteria at all. Regardless of the admissions policy set by the admission authority, faith schools remain subject to the same obligations as any other state-funded school to actively promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those of different faiths and beliefs, and to teach a broad and balanced curriculum. That will apply to all schools as part of the changes introduced by this Bill. [ Official Report, 3 March 2025; Vol. 763, c. 4WC.] (Correction) Let me say in response to concerns about faith schools being less socioeconomically and ethnically diverse that, to be fair, it is not true of all faith schools. Catholic schools are among the most ethnically diverse types of school. Faith schools tend to have intakes that reflect wider intakes; they draw from a much larger catchment area, which can often create a more diverse intake. The Department does not collect data about the admission policies of schools with a religious character, and we do not have any data on the proportion of children admitted to a school on the basis of faith or how many are able to access a preferred place on the basis of their faith. That means that there is no data to support capping faith admissions on the ground that they are restricting children and parents from accessing the school of their choice. On the role of the adjudicator, which I think the hon. Member for Harborough, Oadby and Wigston asked about specifically, we will set out details in regulations, but it is our intention that local authorities will be able to object to the published admission numbers in another local authority. I hope that I have responded to all the concerns that have been raised. I commend the clause to the Committee.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  Clause 52 requires local authorities to publish proposals when they want to open a new maintained nursery school. It also sets out the circumstances in which local authorities or other proposers can publish proposals for other new schools outside of the invitation process described in clause 51. Local authorities will be able to publish proposals for a new community, community special, foundation, or foundation special school to replace one or more maintained schools, or to establish a new pupil referral unit to replace one or more pupil referral units. They will not be required to follow the invitation process unless they choose to, or they have already launched an invitation process that they could publish the proposals in response to. It also allows other proposers to propose the establishment of a new foundation, voluntary or foundation special school at any time, unless there is a live invitation process that the proposals could be submitted in response to. Local authorities and other proposers will not need to obtain the Secretary of State’s consent before publishing proposals, as they do now in certain circumstances. The clause also enables regulations to set out the action that local authorities must take to publicise proposals that have been published under these arrangements. These provisions give local authorities the flexibility to decide which route to establishing a new school is most appropriate when they are replacing an existing maintained school or schools. They also preserve the ability of other proposers to put forward proposals to the local authority for a new school, for example to meet the need for a particular type of place. Clause 53 applies a restriction on opening new schools under section 28 of the Education and Inspections Act 2006 to pupil referral units, so that pupil referral units can be established only by following the same statutory procedures, introduced by clauses 51 and 52 of the Bill, that apply to other types of school maintained by local authorities. That means that, where a local authority thinks that a new alternative provision should be established, it will be required to invite proposals from proposers for an alternative provision academy, and will be able to decide whether to publish its own proposals for a pupil referral unit to be considered alongside any academy proposals received. Clause 53, along with clauses 51 and 52, brings pupil referral units within the statutory arrangements for establishing new schools, providing clarity and transparency about the process by which new pupil referral units can be opened, putting them on an equal footing with alternative provision academies, and better aligning a local authority’s responsibility for securing sufficient places with its ability to open new schools. Clause 54 introduces schedule 2, which amends schedule 2 to the Education and Inspections Act 2006 to ensure that there are clear and fair processes for the consideration and approval of proposals made under sections 7 or 10 of the 2006 Act, as amended by this Bill, for the establishment of new schools. Where proposals for a new school have been invited, schedule 2 will ensure that any proposals are considered equally, without the preference being given to academy proposals that there is now. This will allow decision makers to select the best proposal that meets the needs of children and families, regardless of the type of school it is. In situations where local authorities have chosen to put forward their own proposals alongside others, or there are proposals for a new maintained school to have a foundation that the local authority would have a role in, the Secretary of State will make the decision, to ensure a fair, unbiased outcome. Schedule 2 also requires the local authority to refer any proposal to the Secretary of State that has not yet been determined, providing an effective backstop in case of concerns over any decision making or delay. Where a local authority put forward proposals outside of an interpretation process, or if there is a proposal outside the process where the authority would be involved in the proposed school’s foundation, they will be required, as now, to refer the proposal to the schools adjudicator for decision. Schedule 2 makes it clear that, before approving proposals for an academy, a local authority must consult the Secretary of State and seek confirmation that she would, in principle, be willing to enter into a funding agreement for that academy. That mirrors current arrangements and ensures that local authorities can be provided with all relevant information from the Department for Education on an academy trust making a proposal. Clause 55 puts in place transitional arrangements for moving from the current arrangements for establishing new schools to the new arrangements. Where proposals for a new school have been sought by a local authority or published by a proposer or a local authority under the existing provisions under the Education Inspections Act 2006, and a decision on those proposals has not yet been made by the time the new provisions come into effect, the new arrangements will not apply and the proposals will be determined under the old arrangements. The clause also allows consultation that has been carried out under the requirements of the existing provisions of the 2006 Act, and before the new requirements come into force, to satisfy the requirements to consult under the amended provisions.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  I thank the hon. Lady for that intervention and the hon. Member for St Neots and Mid Cambridgeshire for the way in which he presented this clause. We share the ambition for children with special educational needs and disabilities to get much better service, from their local authority and on their education journey. We recognise there are significant challenges for those who seek to deliver that being able to do so, which is why we are looking at reform in a whole-system way. We are looking to drive mainstream inclusion within our school system and to reduce the waiting times for assessments, which we know is led by the Department of Health and Social Care. This is a cross-departmental effort involving the Ministry of Housing, Communities and Local Government, the Department of Health and Social Care, the Department for Work and Pensions, and clearly the Department for Education has a key role in achieving a much better outcome for children with special educational needs. We absolutely take away the intentions of this amendment, but would appreciate it not being pressed to a vote as part of the Bill. The conversation about special educational needs and improving the outcomes for children will, however, without doubt continue.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  I beg to move, That the clause be read a Second time. As I am sure colleagues will be all too aware, homelessness levels are far too high. Homelessness can have a devastating impact on those affected. The Government are determined to address that and deliver long-term solutions to get us back on track to ending homelessness. Care leavers are particularly vulnerable to becoming homeless, with the number of care leavers aged 18 to 20 becoming homeless rising by a shocking 54% in the past five years. Young care leavers are also more likely to be found to have become intentionally homeless by local authorities, meaning that local authorities are not required to secure them settled accommodation. This Government take corporate parenting seriously, and recognise the key role that local authorities play in providing care, stability and support to care leavers—like any parent would. We are introducing the new clause to ensure that, where a council is their corporate parent, no care leaver can be found to have become intentionally homeless. [ Official Report, 3 March 2025; Vol. 763, c. 5WC.] (Correction) This is an essential step to ensure that those care leavers are not held back by their start in life and get the support they need to build a secure and successful future. I therefore recommend that the new clause be added to the Bill.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  On clause 56, it is always possible that necessary changes to legislation might be identified through a Bill’s passage. As I said, it is therefore prudent to have a failsafe should anything have been missed. This power is limited and narrow: it can be used only to make amendments that are consequential on the Bill’s provisions, which will be voted on, and it is in line with usual practice. Regulations made under the power that amend or repeal any provision in primary legislation will be subject to parliamentary scrutiny. We have carefully considered the power, and we believe that it is entirely justified in this case. It is needed to ensure that we are able to deal with the legislative consequences that may flow naturally from the main provisions and ensure that other legislation continues to work properly following the passage of the Bill.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  My hon. Friend makes an important point. It is worth looking at the data: in 2023-24 there were up to 410 households that included a care leaver who was found to be intentionally homeless. We appreciate that disapplying the intentional homelessness test means that local authorities will have much greater scope and ability to work with these young people and to support them into a more secure adult life. That clearly involves having a secure home, so I hope that hon. Members are willing to support this clause. Question put and agreed to . New clause 6 accordingly read a Second time, and added to the Bill. New Clause 57 Pay and conditions of Academy teachers “Schedule (Pay and conditions of Academy teachers: amendments to the Education Act 2002) amends Part 8 of the Education Act 2002 (teachers’ pay and conditions etc) in relation to the pay and conditions of teachers at Academies (other than 16 to 19 Academies). Part 8 of the Education Act 2002” . — (Vicky Foxcroft.) This clause replaces Clause 45 and introduces the schedule to be inserted by NS1. Brought up, read the First and Second time, and added to the Bill. New Clause 1 Implementation of the recommendations of the Independent Inquiry into Child Sexual Abuse “(1) The Secretary of State must, within 6 months of the passing of this Act, take steps to implement each of the recommendations made in the final report of the Independent Inquiry into Child Sexual Abuse. (2) The Secretary of State must, after a period of six months has elapsed from the passing of this Act and at 12 monthly intervals thereafter, publish a report detailing the steps taken by the Government to implement each of the recommendations. (3) A report published under subsection (2) must include— (a) actions taken to meet, action or implement each of the recommendations made in the final report of the Independent Inquiry into Child Sexual Abuse; (b) details of any further action required to implement each of the recommendations or planned to supplement the recommendations; (c) consideration of any challenges to full or successful implementation of the recommendations, with proposals for addressing these challenges so as to facilitate implementation of the recommendations; and (d) where it has not been practicable to fully implement a recommendation— (i) explanation of why implementation has not been possible; (ii) a statement of the Government’s intention to implement the recommendation; and (iii) a timetable for implementation. (4) A report published under subsection (2) must be subject to debate in both Houses of Parliament within one month of its publication. (5) In meeting its obligations under subsections (1) and (2), the Secretary of State may consult with such individuals or organisations as they deem appropriate.”— (Munira Wilson.) Brought up, and read the First time.

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  I will respond initially to the question raised by the hon. Member for—

• 6 Feb 2025 · Children's Wellbeing and Schools Bill (Twelfth sitting) · Hansard source

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  Keeping children safe could not be more important, and it could not be a greater priority for this Government. The question is how that is best achieved. That is the evidence that we are awaiting from Wales—to see how impactful the change made there has been. I will give another example, from the Republic of Ireland, which removed the reasonable punishment defence in 2015. There is limited data on the impact, but a poll in 2020 suggested that a relatively high acceptance of slapping children remained. Absolute clarity and an evidence-based approach is what the Government seek to take. That is why, within this legislation, we have absolutely prioritised real, tangible measures, which we can put into practice without delay, to significantly improve the chances of any harm coming to children being minimised. I listed those measures in my opening response on this clause. As the law stands, quite frankly, any suggestion that reasonable punishment could be used as a defence to serious harm to a child, or indeed death, as has been asserted, is completely wrong and frankly absurd.

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  I think it might be helpful to clarify—although I am surprised it needs to be clarified for a former Secretary of State for Education—that the current exemptions for qualified teacher status, which he will be well aware of, already apply to maintained schools and they will continue to apply as part of the extension of the same requirements to the academy system. He will be well aware of the exemptions, and he will be well aware that what he is saying is not correct.

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  I was going to answer some more specific questions, but perhaps the hon. Gentleman wants to put his question again so that I appreciate what it is.

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  I wonder if it would be helpful if I finished my comments, and then I will be more than happy to come back to the hon. Gentleman’s question if I have not answered it. I am currently responding to the amendments tabled by various Members, and then I will set out the rationale for clause 40. I would be more than happy to answer specific questions at the end if I have not anticipated them, which I hope to do. Under clause 40, schools will continue to be able to recruit teachers without qualified teacher status for any subject and then support those teachers to gain qualified teacher status through an appropriate route. We are updating the regulations to clarify that they will have three terms to secure a place on an appropriate route to QTS. We believe that will give schools adequate flexibility for circumstances in which they need to recruit a subject expert who does not have qualified teacher status, but can be on a route to gaining it under these requirements. We are focused on ensuring that we have enough qualified teachers available for schools. Obviously, the best recruitment strategy is retention, and that starts with making sure that teachers who are currently teaching have access to high-quality training and induction support. We have a range of measures beyond the Bill to address the recruitment and retention of teachers in shortage subjects, including a targeted retention incentive, worth up to £6,000 after tax, for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools. I have considered amendment 76, in the name of the hon. Member for Harborough, Oadby and Wigston, but amending clause 40 in that way would build a loophole into the changes that the clause seeks to make, so the amendment effectively seeks to remove the clause. Clause 40 demonstrates our commitment to qualified teacher status and the professional status of teaching. High-quality teaching is the most important in-school factor for improving outcomes for all children. Great teachers need subject expertise, but they also need to understand how children learn, how to adapt age-specific approaches, and how to adapt their teaching to children in their class with a range of different needs. This Bill will continue to raise standards. It builds on reforms made by previous Governments, who ensured that the essential knowledge associated with great teaching is incorporated into all primary and teacher training. We want to ensure that new teachers have the benefit of that knowledge, whichever type of school they work in. For the reasons I have outlined, I kindly ask hon. Members not to press their amendments. Clause 40 will help us break down barriers to opportunity by making sure that new teachers are prepared for a successful teaching career through high-quality, regulated initial teacher training, followed by statutory induction to support their professional development. It will reaffirm the professional status of teaching and emphasise the importance of high-quality teaching for children’s outcomes. Academies will need to ensure that new teachers entering the classroom have or are working towards qualified teacher status, followed by the completion of statutory induction. The qualified teacher status requirement will ensure that new teachers and experienced educators moving from other settings are supported to have long-term, successful teaching careers and are in the best possible position to have an impact on children’s life chances. It will not apply to any teacher who was recruited and employed before the implementation date, unless they move to a different employer. That will minimise any disruption to current academy employment arrangements. The clause will ensure that teachers who gain qualified teacher status after the implementation date complete statutory induction so that they receive a programme of support that ensures that they meet standards and are well trained at the start of their careers. It will bring academies in line with maintained schools and will standardise the approach across state-funded schools for new teachers to the classroom to have or be working towards qualified teacher status, and to complete statutory induction. I hope that answers the question about why we are doing this. To allay the concerns that have been raised, let me say that the exemptions that are currently in place for maintained schools will remain and will be extended to academies. I hope that answers that question.

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  I rise to seek clarity on how the Committee is conducting itself. The right hon. Gentleman and his colleague, the hon. Member for Harborough, Oadby and Wigston, have said a number of times that they realise that they are asking a large number of questions and do not expect answers to all of them—

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  Those are the regulations that are already in place for the maintained sector.

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  High-quality teaching is available for those who want to teach in further education settings or early years settings. Early years teacher status is available for those wishing to specialise in teaching babies and young children. There is an optional professional status, qualified teacher learning and skills status, available to further education teachers. None of those things are the subject of this Bill, which deals specifically with primary and secondary schools in the state sector, including local authority maintained schools, special schools and academies. There is a range of city technology colleges, studio schools and university technical colleges that offer a particular curriculum or focus in some respect on a particular artistic, technical or vocational education. We want to ensure that they have the flexibility that they require to employ specialist teachers with a range of expertise, knowledge and experience to deliver that education effectively. The intention of the clause is to extend the already well-functioning qualified teacher status in the maintained sector to all primary and secondary schools so that parents know that their child has a core offer—it is not just about qualified teacher status; it is about the national curriculum, which we will get on to, and I am sure we will have additional debate on the teacher pay floor and conditions—and teachers who work in state primary and secondary schools, whether they are a maintained schools or academy schools, know that there is a core offer for them to work in that environment. The purpose of the clause is to provide clarity about what both a teacher and a parent can expect from a school. I can go into more detail on specific points that hon. Members have made, but I believe I have covered most outstanding queries. I will leave it there, unless hon. Members have specific issues that they feel I have not addressed.

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  Does the right hon. Member have a breakdown of how many of that percentage are teachers in training?

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  rose—

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  As the hon. Member is aware, qualified teacher status is the professional qualification for teachers in primary and secondary schools. Currently, it applies to local authority maintained schools and special schools. Under these proposals, it will apply to all primary and secondary state-funded schools in England. As he is aware, there are currently some exceptions to that in legislation. Those exceptions will continue to apply as the requirement is applied to the academy sector. On the second part of the hon. Member’s question—

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  They will be updated to apply to the academies sector. Turning to amendment 74, I appreciate the intention of the hon. Member for Harborough, Oadby and Wigston to ensure that the clause does not impact the working arrangements of unqualified teachers already working in academies. We agree that the requirement should not impact existing employment arrangements in academies, but we need to do that in a way that does not inadvertently affect the way that legislation already applies to local authority maintained schools and special schools. We will, subject to the passage of the Bill, provide an exemption in regulations for any teacher who commences their employment with an academy school or trust prior to September 2026. Those teachers who move to another employer after that date will need to obtain qualified teacher status. We will set out an exemption in regulations for teachers who are employed to teach in a primary or secondary academy setting. That will mean that we are able to provide schools with reasonable time to prepare for any necessary changes to their recruitment procedures following changes to primary legislation. On amendments 75 and 94, I recognise the challenges around teacher recruitment that we have inherited. However, the solution should not be to embed lower standards for shortage subjects in primary legislation. The amendments would create uncertainty for schools and teachers, as the teachers that schools employ could move in and out of the requirement to hold qualified teacher status depending on each year’s initial teacher training recruitment data. They would also change the requirements for qualified teacher status in local authority maintained schools and special schools, which are already required to employ teachers with qualified teacher status. Under clause 40, schools will continue to be able to recruit teachers without qualified teacher status for any subject and then support those teachers to gain qualified teacher status through an appropriate route.

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  I have been pretty clear that we are basically bringing to the state school academy sector the same requirements that currently apply to the local authority maintained school sector and to special schools.

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  Parents and children have a right to expect that every child will receive a core education that builds the knowledge, skills and attributes they need to thrive, regardless of the school they attend. Our reforms will create a richer, broader curriculum that will ensure that children are prepared for life, work and the future. We want all children to benefit from the reformed curriculum, so the clause will introduce a requirement for academies to follow the national curriculum in the same way as maintained schools. That does not mean prescribing every last detail of what is taught and how. The reformed curriculum will allow all schools plenty of scope for innovation. It will be designed to empower, not restrict, academies and other schools, and will ensure that teachers have the flexibility to adapt to the needs of their pupils. The measures will be commenced only after the independent curriculum and assessment review has concluded and we have responded to its recommendations and developed a reformed curriculum. The clause will give every child guaranteed access to a cutting-edge curriculum that will provide an excellent foundation in reading, writing and maths, and ensure that they leave compulsory education ready for life and ready for work. I hope the Committee agrees that the clause should stand part of the Bill. New clause 44 was tabled by the hon. Members for Harborough, Oadby and Wigston and for Central Suffolk and North Ipswich. G. K. Chesterton famously said, “You should never take down a fence until you know why it was put up.” The national curriculum was established in the late 1980s to ensure that children receive a broad, high-quality education. It provides a strong foundation, regardless of background or the school attended. It is not about meeting an abstract standard; it is about making sure that all children have access to the knowledge and skills necessary to thrive in society and the economy of the future. The national curriculum also enables credible national qualifications, facilitates smoother school transitions and supports accountability. However, it is not, and was never intended to be, prescriptive. Kenneth Baker—now Lord Baker—said when introducing the national curriculum: “We want to build upon…the professionalism of the many fine and dedicated teachers throughout our education system… The national curriculum will provide scope for imaginative approaches developed by our teachers.” Much has changed since then, but that principle still very much applies. By taking away that curriculum fence, the new clause could undermine the consistency and equity of education across state-funded schools at a time when we are trying to assure it. Allowing maintained schools to deviate from the national curriculum could lead to a more fragmented system, in which the quality and content of education varies widely. It was that problem, and the lack of transparency in and accountability for what our children were being taught, that led to the curriculum fence being erected in the first place. We must not return to curriculum decisions being taken in what James Callaghan famously called a “secret garden”. As drafted, the new clause could also place an unimaginable burden on Ofsted to assess the curriculum of any school deviating from the national curriculum to ensure high quality. Intentionally or otherwise, the new clause would also remove the requirement to deliver national curriculum assessments, including the phonics screening check and SATs. That would undermine key quality measures, making it harder for parents to compare how well schools teach pupils and harder for schools to be held to account. On that basis, I invite the hon. Members not to press the new clause to a vote. New clause 53, also tabled by the hon. Members for Harborough, Oadby and Wigston and for Central Suffolk and North Ipswich—

• 4 Feb 2025 · Children's Wellbeing and Schools Bill (Ninth sitting) · Hansard source

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  Excuse me. I am speaking. We would be more than happy to answer all of the questions that are being asked, but it may be helpful if the right hon. Gentleman and his colleague were more clear about what questions that do require specific answers have not been answered while we are discussing the specific clause. We would be more than happy to furnish them with responses.