Catherine McKinnell MP: speeches

Speeches

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  I can absolutely give my hon. Friend that assurance. We wish to see a change in the drive towards an inclusive mainstream as part of this new Ofsted accountability system, and the changes in the Children’s Wellbeing and Schools Bills will obviously support those endeavours. The curriculum and assessment review will also look at how barriers to inclusion can be removed in the curriculum and assessment system, and at how we can get high standards and expectations of great progress for all children, including those with special educational needs and disabilities.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  As part of its proposed reforms, Ofsted will be looking at the leadership of schools, including their governance, because good leadership is clearly the route map to children’s success within them. We are legislating for all schools to have a duty to co-operate with local authorities on place planning and admissions to ensure we have a whole schools system that works together. We encourage collaboration by outstanding, excellent, exemplary schools—trusts in particular—that can share their expertise across the board: a collaborative schools system that serves the community and, where possible, ensures that every child has access to a good local school within their community.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  I thank my hon. Friend for that question, and I commend him for his experience in the classroom, which is clearly valuable. We always want to encourage more teachers. Indeed, the whole reasoning behind these reforms is to create an accountability system that recognises good practice and identifies where improvements can be made, but also diagnoses how such improvements can be made and ensures there is the ability to create a self-improving system among our schools, so that they can support one another to drive forward those improvements in the interests of everybody. It is not about punishing schools; it is about supporting schools to create those improvements, which we know that they want and we want to see for children.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  We expect the range of structural interventions to continue as currently, at least for the next 12 months, because we will continue to intervene where schools are causing concern and to mandate structural change. We will also continue to mandate it where significant improvements are required in schools. We will, however, see a doubling of the number of schools that need significant improvement through the RISE system; so we are not reducing the number of interventions that the previous Government undertook, but doubling the number of schools being helped and supported to improve.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  I absolutely recognise the challenges that my hon. Friend sets out. Many schools right across the system, whether local authority maintained or academies, face similar challenges. The report card system will be a really important reflection of a whole school’s experience, and will laser-focus on areas such as attendance and inclusion, creating toolkits to enable schools to know the standards they need to reach, but also enabling schools to work together collaboratively, supporting one another to achieve those outcomes for children. We are not in the game of punishing schools; we are in the game of supporting them to bring about the change that we know they want to see.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  My hon. Friend is absolutely right to focus on that issue. Improving the SEND system is clearly a focal point for delivering on our opportunity mission to break the link between background and opportunity. We have made a clear commitment to inclusive mainstream education. The Children’s Wellbeing and Schools Bill includes measures to give local authorities more levers on admissions, and Ofsted has made it clear that inclusion will be a key feature of inspection—not instead of high and rising standards, but as well as. She will know that we are keeping this matter under review. Our reform plans are in progress, and we will make further announcements on them in due course.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  My hon. Friend puts it very well. We absolutely need to be laser-focused on schools that have consistently underperformed but have not received the support, help or intervention they need to succeed. We will be laser-focused on supporting those schools to achieve the outcomes that we know they want to achieve for their children but just need the support to do so.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  I encourage the teachers mentioned by the hon. Lady to feed into the consultation. Let me allay some of their concerns. Although how it conducts its consultations and reports on its inspections is for Ofsted, as a Department we are very focused on creating a self-improving system of collaboration, using the new report cards to identify exemplary practice and share that more widely. That will identify where support is required and encourage schools to work in collaboratively to deliver it. RISE teams will bolster that targeted approach, particularly for stuck schools, which we know have been ignored for far too long. I hope that the teachers she referenced will feel more confident about the system, and I encourage them to respond to the consultation.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  Children get only one childhood, so it matters deeply that they get to go to a great school while they are still children, which is why we are determined to deliver faster improvement to the schools that need it. While academisation has been successful in many places, it can be a slow process, and not all schools can be matched up with strong trusts, which is why we will utilise the RISE teams to support schools to work together, drive improvement and create that whole-system reform that we know children need to see.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  My hon. Friend spoke to my heart as he referenced areas of his constituency that I represented in this place for 14 years from 2010. He went to an excellent school in the neighbouring constituency. He is right that this really is the first step on the journey of improving our schools and making sure that every child has the best start in life and the best education possible.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  I encourage those headteachers to feed back to Ofsted as part of the consultation process. Obviously, it is Ofsted’s consultation process. It determines the mechanisms by which it will undertake the new inspections, and it sets the framework. As the Department for Education, we are responsible for implementing the findings of an Ofsted inspection, but we are interested in making sure that it achieves what we want it to achieve, which is to drive high and rising standards. We are confident that the new framework will do that. The Department for Education also has its consultation document out on how we see the reforms working in practice. If the hon. Gentleman would like to meet and discuss that, I would be happy to do so.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  The hon. Lady raises an important point and we absolutely want to hear from schools about how issues like inclusion can be successfully measured and incentivised and held accountable as part of this system. Along with the document Ofsted has produced today it has produced toolkits that set out its inspection framework, and I urge the hon. Lady and those in her constituency who are making representations to take a look. If additional issues are outstanding, of course she should get in touch.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  The determination of the report cards is within Ofsted’s remit. It has launched its consultation. The right hon. Gentleman is invited to contribute to the consultation, and I encourage anyone within his local area to do so, too. We are open to feedback. In terms of the retro question, we are very much looking forward to how these reforms can support the Department for Education in its work to target reform where we know it is needed. Our system is not working well, and we know it needs to change. That is why we have introduced the Children’s Wellbeing and Schools Bill. It is why we are designing a school system that supports and challenges every school to deliver for every child. Between our reforms and those that Ofsted is consulting on—we welcome feedback and are open to it—we are confident that together we can deliver those high and rising standards for every child.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  My hon. Friend advocates very powerfully for the families in his area who have been struggling with a SEND system that is clearly in need of reform. The changes that Ofsted and the Department are proposing are designed to create a more inclusive and effective schools system for all children, including those with special educational needs and disabilities. Indeed, we will continue to listen to their voices as we plan our reforms.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  My hon. Friend has correctly identified that we see the future of school improvement as very much driven by a whole school self-improving system, where schools will support one another to drive that improvement. We are putting the extra money in place and we really want to be laser-focused on those 600 schools that have been stuck on far too low a rating for far too long, to ensure that the more than 300,000 children in them are supported as quickly as possible with improved outcomes. As my hon. Friend says about peer support, it is important that we tap into knowledge and expertise from trusts that we know are doing an excellent job.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  Following the end of headline judgments in September, Ofsted undertook the big listen, and listened very carefully to feedback on the way it conducts inspections while also reviewing the format for reporting on those inspections. I note the hon. Lady’s comments in that regard. In the new system that has been designed, that work has paved the way for the roll-out of school report cards. Subject to consultations—both the Government and Ofsted are very open to the views of the profession—they will be rolled out in September. Alongside a reformed Ofsted, we are creating the RISE teams, comprised of leaders with a proven track record of improving school standards. Those teams will draw on bespoke improvement plans for stuck schools, with significant investment. The previous Government made £6,000 available for stuck schools; under this Government, it will be more like £100,000 per school to drive that improvement. [ Official Report , 11 February 2025; Vol. 762, c. 3WC.] (Correction) The hon. Lady’s comments in relation to SEND are well made. As I said to the Chair of the Select Committee, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), that is something that Ofsted will be judging, looking specifically at inclusion as well as—not instead of—high and rising attainment standards in schools. The reformed accountability and improvement systems very much build on the work of the Children’s Wellbeing and Schools Bill, which will: require teachers to have, or work towards, qualified teacher status; ensure that all schools teach a cutting-edge national curriculum, following the curriculum and assessment review; and restore teaching as an attractive profession through a floor, but no ceiling, for pay and conditions. All those reforms combined will drive high and rising standards and break down the barriers to opportunity for every child.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  I will happily meet my hon. Friend. I know she is committed to securing better outcomes for the schools and children in her area. We are making these reforms so that we can go further to make improvement better and faster. We want to add to the tools in our box to help schools improve. We are not taking anything away; we are only adding to the ability to ensure we get the change within our school system that far too many children desperately need.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  I thank my hon. Friend for his service, which is hugely important. We often do not recognise enough the work that governors undertake and the important role they play in our school system. We thank all school governors for their service and encourage more people to sign up. In response to my hon. Friend’s initial comment, he may be interested to know that between January 2022 and December 2024, 40% of schools in a category of concern took over a year to convert to sponsored academies. That is too long. We need to intervene more quickly, which is why we will use the opportunity of a more diagnostic Ofsted report card to identify where improvements need to happen so that we can get in there with RISE teams much earlier—as soon as a school has failed its inspection—and no longer focus solely on structural intervention, as he said, but on however school improvement can be best undertaken.

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  My hon. Friend is a powerful advocate for the children in her area, and she is absolutely right to champion better outcomes. We know that the journey towards not achieving the grades that children should achieve starts at the earliest stage, which is why, as I have said, we are investing in the early years. The Ofsted report cards will shine a light on the issue of attendance—we know that children cannot get a great education if they are not at school to get it, and attendance must be a priority for schools—but we recognise the challenges, so we want to support schools to be able to achieve better attendance figures, and we will do so by diagnosing those challenges and putting in place the self-supporting schools system that can drive those better outcomes.

• 30 Jan 2025 · Children's Wellbeing and Schools Bill (Eighth sitting) · Hansard source

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  A school would have to operate within the limits of these requirements, so it would probably choose not to introduce these things mid-year. It is really not that complex.

• 30 Jan 2025 · Children's Wellbeing and Schools Bill (Eighth sitting) · Hansard source

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  Imminently.

• 30 Jan 2025 · Children's Wellbeing and Schools Bill (Eighth sitting) · Hansard source

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  No, the two things do not follow. I said that the limit on the number of branded items applies to PE kits. However, schools still have the freedom to choose how to use that branded number allocation, including in relation to PE and sports. It does not restrict the ability of schools to loan out specific competition kit where appropriate. The intention of the measure, which amendment 91 would completely undermine, is that the cost of PE and sports kits should never be a barrier to participation in PE and sports. That is what the measure is intended to achieve—while his measure would achieve the opposite.

• 30 Jan 2025 · Children's Wellbeing and Schools Bill (Eighth sitting) · Hansard source

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  We are absolutely confident that this limit will make a difference to many families up and down the country, including in Portsmouth North. Some schools already operate within these limits; I know that many schools have gone to great lengths to operate within the spirit of the guidance already in place, to try to minimise uniform costs for families. However, that is not universal, and we think that the clarity this measure will bring will ensure that those benefits are not just for some children in some schools, but for all children in all schools right across England. We also believe that the measure balances reducing costs for parents with ensuring that schools, parents and pupils can continue to experience all the benefits that a uniform that includes a number of branded items can bring. This is not about the state interfering in the day-to-day running of schools. Schools can still choose which items to brand as long as they adhere to the legislative limit. They will also still be able to include the optional tie, if they wish. School uniforms should be designed to make pupils look and feel smarter, not to make families poorer. Schools will still be able to set and enforce appropriate uniform policies within these limits. I know that many schools and school leaders are already rising to this challenge, and I am sure that many more will welcome the clarity that this measure brings, ensuring that the cost of uniform is never a barrier to pupils accessing school life. I hope the Committee agrees that the clause should stand part of the Bill. Finally, I move to new clause 35, tabled by the hon. Member for Twickenham, which aims to remove VAT on school uniform for pupils up to the age of 16. As I have already stated, the Government are committed to cutting the cost of school uniform for families. That is why the Government have chosen to support families by limiting the number of branded items that schools can require pupils to have. Under current VAT rules, all children’s clothing and footwear designed for children under the age of 14, including school uniforms, already has a zero rate of VAT, meaning that no VAT is charged on the sale of those items. The UK is one of only two among the 37 OECD member countries to maintain a VAT relief for children’s clothing, which costs the Exchequer £2 billion a year. Going further would come at a cost to the Exchequer and I know that the hon. Member for Twickenham will be aware that we face hard choices about the best use of public money. There are therefore no current plans to go further on this issue. Tax changes are properly made at fiscal events and in the context of the overall public finances. I therefore respectfully urge the hon. Member not to press the new clause.

• 30 Jan 2025 · Children's Wellbeing and Schools Bill (Eighth sitting) · Hansard source

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  That is not what I said.

• 30 Jan 2025 · Children's Wellbeing and Schools Bill (Eighth sitting) · Hansard source

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  It really is an honour to follow my hon. Friend the Member for Bournemouth East, who made an incredibly powerful case for why we have brought forward these measures, as indeed did my hon. Friend the Member for Portsmouth North, who also shared her experience, as a mother, of battling some of these issues. I have to say that, on the way back to this Committee, after the brief break that we just had, I went past some members of staff who work in the House, and they said, “Oh, you look in a hurry.” I said, “Yes, we are about to talk about the measures that we are bringing forward on uniforms,” and, instantly, they said, “Oh my goodness, it’s a nightmare! They cost a fortune,” and expressed how challenging they find it. Indeed, when I was recently asked to find a picture of myself in my old school uniform—and I had to search hard because, while I know I look really young, it was a while ago that I was at school—I wanted a picture that would represent the school that I went to, but strangely, when I found the pictures, I realised that my school uniform had no branding. It was a plain grey jumper, a plain grey skirt and a blue generic shirt. I realised that those were the times that we lived in; we had less, and that was the reality, I think, for the vast majority of schools. I remember my school being very smart and very strict, but that was the uniform that we had. I think we did have a blazer with a badge on as well, and we had to wear that to and from school, but that was how the school dealt with the public outward projection of the school identity. I grew up as one of eight siblings, and I do not know how my parents would have managed for the eight of us growing up, given the uniforms that some families have to buy today. That is why I am delighted to speak today to clause 23, and to address the amendments that have been put forward in this group, because this Government really are committed to cutting the cost of school uniforms for families. That is why the Government have chosen, as a priority in this Bill, among many other things, to support families by limiting the number of branded items that schools can require pupils to have. I genuinely appreciate the contributions on this, some of which have been very thoughtful, and I am very happy to allay concerns that have been raised as part of this discussion. I will turn first to amendment 87, tabled by the hon. Member for Twickenham, which is to replace the limit on the number of branded school uniform and PE kit items that a school can require with a limit on the cost of those branded school uniform items. We want to ensure that any action that we take to reduce the cost of uniform provides schools and parents with clarity, and offers parents choice in how to manage the cost of uniform. Ensuring that parents can buy items from a range of retailers gives them that flexibility. However, introducing a monetary cap on branded items risks increasing schools’ reliance on specific suppliers and therefore risks reducing that choice for parents. We want to also provide parents and schools with absolute clarity about our expectations regarding branded items in schools. A cost cap on branded items would create ambiguity as to how items purchased in second-hand uniform sales, for example, would be accounted for. Lastly, a cap on the cost of branded school uniform would be complex for schools and parents to manage due to varying production costs and regional price differences. For those reasons, I kindly ask the hon. Member for Twickenham to withdraw her amendment. I now turn to Government amendment 7, which is a technical amendment to improve drafting that is consequential on Government amendment 8, which I will speak to shortly. Government amendment 7 ensures that the limits on branded school uniform items will continue to apply only to schools in England, following changes made by Government amendment 8. The territorial extent of the provision applies to both England and Wales, but the application of these measures applies to England only. Education, including requirements around school uniform, is a devolved matter, and therefore so is this provision. I turn now to amendments 29 and 30, tabled by the hon. Member for Harborough, Oadby and Wigston, which would to leave out the word “have” and insert the word “buy” in the relevant lines. As the hon. Member knows and has heard, too many families still tell us that the cost of school uniforms remains too large a financial burden. We need to remove the cost of uniform as a barrier to children accessing school and its activities. The Government therefore want to ensure that the action we are taking to reduce the cost of school uniform provides all schools and parents with clarity about what these changes will mean for families. The hon. Member’s amendment would allow schools to require pupils to wear more than three branded items of school uniform, provided parents do not have to pay for them. It could create confusion about whether a given branded item of uniform would be captured within the statutory limit. We want to provide parents and pupils with clarity about the expectations regarding branded items in schools. Allowing schools’ uniform policies to set out different requirements, depending on the school’s ability to provide or source branded items for free, would undermine this principle. Equally, we do not want to place an undue burden or expectation on schools by suggesting that they could or should be supplying core items of uniform to their pupils at no cost. That could risk increasing visible inequalities between schools and pupils, depending on their circumstances. There is also the risk that, if schools provide pupils with additional branded items at no cost, they may be subsequently tempted to charge parents for expensive replacements, if those items are ever lost or damaged. Finally, while I understand the hon. Member’s objective with this amendment, I note that accepting it in its current form would result in the drafting of the Bill implying that it would be pupils themselves purchasing branded uniform items, which is very unlikely to be the case in practice and I am sure it was not the hon. Member’s intent. I turn now to amendment 31, which was also tabled by the hon. Member for Harborough, Oadby and Wigston. It would insert a proposed new section that says: “The appropriate authority of a school may require a pupil to buy or replace branded items which have been lost or damaged, or which the pupil has grown out of.” Schools can already set standards for appearance in their uniform and behaviour policies. For example, they can require that the correct uniform be worn, including any branded items, and that uniforms must be well presented. This proposed new section enabling schools to require pupils to replace lost, damaged or outgrown branded uniform is therefore unnecessary. Schools already have the powers to enforce it at present, and it goes against one of the main aims of this measure, which is to give parents greater choice and freedoms in their spending decisions on school uniform. Furthermore, on one additional technical point, while I appreciate the hon. Member’s intent with this amendment, the current drafting would apply this proposed new section to a wider range of schools than the original measure, including non-state-funded independent schools, which I assume was not his intention. I now turn to amendments 32 and 91, which were once again tabled by the hon. Member for Harborough, Oadby and Wigston, to insert “except PE kit or other clothing or items required as part of the school’s provision of physical education lessons” and “except items of kit required when representing the school in sporting activities”. Amendment 32 would mean that, in addition to the three branded items that schools could require, with a fourth item for secondary and middle schools if those items included a branded tie, schools could also require pupils to have a potentially unlimited number of branded PE kit items. Amendment 91 would mean that schools could require those pupils who wish to represent the school in sporting activities to have a potentially unlimited number of branded items. At present, secondary schools in particular often require a large number of branded PE kit items. Almost three in 10 parents of secondary-aged children already report their child’s school requiring five or more PE kit items. That is unacceptable. Amendment 32, if adopted, would effectively nullify that entire measure, and severely limit any cost savings it would generate for parents. It is also contrary to the main aim of the measure, which is to give parents more choice over where and how they spend their money—including on PE kit.