Catherine McKinnell MP: speeches

Speeches

• 3 Sept 2024 · Ofsted · Hansard source

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  As the Government explained in the written ministerial statement that was laid yesterday, and as was outlined in our manifesto, single headline grades will no longer be issued by Ofsted when it inspects state-funded schools. Our landmark reform will drive high and rising standards for children, and will increase transparency for parents. Today Ofsted published the outcome of its Big Listen consultation exercise, the largest engagement with parents, children and professionals in its history, which, as the right hon. Member for East Hampshire (Damian Hinds) will know, began under the last Government. The Big Listen contains some difficult messages. It is clear that significant change is needed, and Ofsted has responded by committing itself to improvements. Holding schools accountable for children’s education is vital, but single headline grades are low information for parents and create high stakes for schools, so this Government are acting, making inspections both more powerful and more transparent. For this academic year, parents will continue to see four inspection grades for the existing sub-categories, and from September 2025 the introduction of school report cards will provide a more complete picture of a school’s performance. We will develop those over the coming months, working closely with parents and schools. We want high and rising standards for every child, and we will act decisively when those standards are not being met. We will continue to intervene when performance is a serious concern. Ofsted’s legal duty to identify schools causing concern will remain. They will still be required to notify the Secretary of State of these inspection outcomes, and she will retain her legal duty to issue an academy order to local authority-maintained schools when that is required. However, we will change the way in which schools are supported to help them succeed. From early 2025, we will introduce regional improvement teams, which will partner with struggling schools to drive improvement quickly and directly. This marks the beginning, not the end, of our journey towards an accountability system that is fit for purpose and will help to break down the barriers to opportunity for every child throughout the country.

• 3 Sept 2024 · Ofsted · Hansard source

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  I concur with my hon. Friend that this is about ensuring we have an inspection system that drives high and rising standards for every child, which includes supporting our aim to see an inclusive school system that delivers the outcomes that we want to see for children with special educational needs. It is about providing greater transparency in our school system and an inspection regime that focuses on a whole variety of areas where schools should be striving for improvement. We know that schools work incredibly hard and are doing an incredible job for our children, but every school can always do better, and an inspection system that supports and drives improvement will be welcome across the board.

• 3 Sept 2024 · Ofsted · Hansard source

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  I thank my hon. Friend for his intervention and I wish his wife, and all teachers starting their new school term, well. It is an incredibly exciting time. It is a little bit daunting for some, but it is an important opportunity to reset their school life at the beginning of a new year. Similarly, this is an opportunity for us to reset our relationship with the sector. In doing so, we must ensure that we can recruit the necessary teachers. We must make teaching the attractive, respected and admired profession that it should be, to ensure that we meet the pledge to recruit 6,500 new teachers. We have already started the work. We have reset the relationship and the tone, we have obviously made progress on the pay review, and we will continue to strive to reach our target to ensure that every school has the teachers it needs, and that every child has the teachers they need, especially in the subjects that require specialist teaching.

• 3 Sept 2024 · Ofsted · Hansard source

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  The shadow Secretary of State was a Minister in the Department for Education, and he knows these issues well. He also knows that the work we are announcing today is about clearing up the mess that the previous Government left. The Big Listen was announced under his Government, and his former colleague, the previous Chair of the Education Committee, was persuaded of the case for reform of the single-headline grades. Labour is a party of high and rising standards for all our children in all our schools. Reforming inspection to enable improvement in our schools is urgent. Inspection and accountability are crucial tools for achieving better outcomes for all our children. We will take no lessons from a party under whose watch one in four children left primary school without meeting the standards expected in maths and reading. One in five children are persistently absent from school, and it is not good enough. We are determined to fix it, and the announcement that we have made is the first step on that road.

• 3 Sept 2024 · Ofsted · Hansard source

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  My hon. Friend puts it incredibly well, although those on the Opposition Front Bench seem to protest against his appreciation of the reality that schools up and down the country have been facing, which has been letting children down. That is our key focus today. Yes, it is about schools, it is about an inspection framework, and it is about the organisation, Ofsted, that delivers that, but actually this is about children. It is about ensuring the best outcomes for every child. If we get this system right and we put education back at the heart of national life again, we will deliver on our pledge to break down the barriers to opportunity for every child, wherever they are in this country.

• 3 Sept 2024 · Ofsted · Hansard source

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  The hon. Gentleman makes a characteristically thoughtful point, and I do not disagree with anything that he said. In fact, the report card system should give a much more holistic picture of school life. A parent knows their child, and they know the sort of school environment that will suit them. A report card system will enable the highlighting of areas where a school may be doing particularly well, and the areas where it may need to strive to improve. That will be useful for parents. It will also be useful for schools to know where they can improve, and it will be useful in driving high and rising standards for every child. We are absolutely determined to deliver that, and we see this as a key part of ensuring that that happens.

• 3 Sept 2024 · Ofsted · Hansard source

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  I thank my hon. Friend and very much welcome the opportunity to thank all our teachers as they go back to school this week. They will be putting in a really hard and rewarding year ahead, and will give the best to the children in their care. I absolutely echo what my hon. Friend says. We were clear from day one in government that we want to work in partnership with the sector. We know that the Government do not deliver education to children: our teachers do; our schools do; our support staff do; and the parents who make sure their children get to school do. We support them all in that endeavour, but where we can do more to support them in delivering that, we will. The announcements that we are making are part of that endeavour.

• 3 Sept 2024 · Ofsted · Hansard source

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  My hon. Friend is right. We have delivered at pace and hit the ground running when it comes to improving our education system. Just as every day at school matters, every day in government matters for driving high and rising standards for every child. My hon. Friend rightly identifies attendance as a key issue, and we share that concern. The previous Government talked a lot about that, but did very little to turn the tables. We want to see attendance prioritised, as we know that far too many children are missing far too much school, which is harming not only their educational opportunities but their life chances and the whole school community. We want to send the message loud and clear, in this first week back at school, that every day at school matters and every child should be attending school.

• 3 Sept 2024 · Ofsted · Hansard source

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  I agree, and I wish my hon. Friend’s children all the best as they start school today. Many children across the country are having their first day back at school. I remember my first day at school very well; I remember it being terrifying and not dissimilar from one’s first outing at the Dispatch Box. I concur that this Government’s priority is to drive high and rising standards—not in some of our schools and for some of our children, but for every child in every one of our schools—and we will work tirelessly to deliver that. The reforms that we are announcing are a crucial part of ensuring that it is delivered.

• 3 Sept 2024 · Ofsted · Hansard source

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  I thank the hon. Lady for welcoming today’s changes, which are welcomed by many people in the sector and across the country, who rely on a strong inspection system that is fair, clear and transparent. I echo her comments about the death of Ruth Perry, which was a tragedy. I take this opportunity to pay tribute to her sister Julia, who has fought so hard over the past year to ensure that lessons are learned. We know that Ofsted has reported on its Big Listen today, and copies will be available in the House of Commons Library. It is a very large report. Ofsted has undertaken a huge exercise, which shows that it is listening. It will take time to see the changes implemented, but Ofsted is determined to change and, as the hon. Lady says, we are determined to work in partnership with it to deliver the changes required. That applies across the board in our education sector, where we want to work in partnership with schools and those who are delivering the excellent education that we want to see for every child. The hon. Lady mentioned the curriculum review. I may get in trouble for the length of response that her question requires, but the curriculum review is a key part of reforming our education system and ensuring that it gives a breadth and depth of experience to young people, their teachers and their schools.

• 3 Sept 2024 · Ofsted · Hansard source

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  The right hon. Gentleman makes a characteristically thoughtful point. As part of our consultation, we will look at how best to deliver our aim, which is to provide greater transparency, greater clarity and greater information for parents, for schools and for the staff who are working to drive improvement. As he says, no child would be given a single grade for their overall school performance, which begs the important question of why we have been doing that for schools.

• 3 Sept 2024 · Ofsted · Hansard source

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  The hon. Gentleman has very much set out our aim and intention, and that is why we will consult extensively on this. We have given ourselves till September 2025 to have the report cards in place, and we want to ensure that we have input from education experts, parents and children, and that we maximise this opportunity to, as he put it, maximise the information that parents will find useful and the information that schools will find useful, to drive the improvement that they want for their children.

• 3 Sept 2024 · Ofsted · Hansard source

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  Yes. We know that the current system is not working for anyone, which is why the changes we have outlined are so important. We know that we need to spread best practice and drive standards across all of our schools, including for children with special educational needs, who are a key priority for this Government, and we will consult on the best ways to do that.

• 3 Sept 2024 · Ofsted · Hansard source

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  The right hon. Gentleman raises an important point, and we will work with Ofsted on developing the new report card system over the next year. We will engage and consult as part of that process, because we want to get it right. He is right to suggest that where there are serious failings in schools, we will continue to intervene in the best interests of children, and we will continue to intervene where the Government currently have a legal duty to do so. We will continue to intervene but, through our regional improvement teams, we will also look to put improvement support in place for schools that are struggling, because no child should be left in a school that is letting them down.

• 3 Sept 2024 · Ofsted · Hansard source

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  The hon. Lady raises an important point, and her experience is obviously valuable to the House for the lessons that we can learn. She is absolutely right to say that a good inspection regime drives improvement and identifies in all schools not only those areas where they are doing well—which should be celebrated—but those where there is room to improve. We will consult on the report card system extensively over the next year. We want to make sure we get this right, and we want to do it in partnership. We will look to see how this is done elsewhere to make sure that we learn from best practice, and we will continue to ensure that this is an inspection system that should be welcomed by schools, as it helps them to identify how they deliver for their children, as she rightly says. I know that that is the priority for every school.

• 3 Sept 2024 · SEND Provision: Somerset · Hansard source

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  It is a pleasure to serve under your chairmanship, Mr Efford. I congratulate the hon. Member for Glastonbury and Somerton (Sarah Dyke) on securing a debate on this incredibly important subject. She is right—three such debates are scheduled for this week, which shows how important and pressing the matter is. The hon. Lady has a keen interest in special educational needs and disabilities, which she has expressed today in her comments, and she demonstrates strong advocacy for the children and families in her constituency. She described the SEND system as broken, and I agree. She made some very thoughtful comments on how we can seek to address some of the current challenges, which I will come on to. As a Government committed to breaking down barriers to opportunity and giving every child the best start in life, we know that that means ensuring that all children and young people, including those with special educational needs and disabilities, receive the right support to succeed in their education and lead happy, healthy and productive lives. There are more than 1.6 million children and young people in England who have special educational needs. For far too long, too many families have been let down by a system that is not working. The previous Secretary of State for Education said the system was “lose, lose, lose” and she was right. For years, the Conservatives knew the system was not working, but they left families to be failed. Despite high needs funding for children and young people with complex special educational needs and disabilities rising to higher and higher levels, confidence in the SEND system is low. Tribunal rates are rising, as the hon. Lady described, and there are increasingly long waits for support. Far too many children with special educational needs fall behind their peers and do not reach the expected levels in fundamental reading, writing and maths skills. Just one in four special educational needs pupils achieve expected standards at the end of primary school. Families are struggling to get their children the support they need and, more importantly, deserve. This must change. After years in which parents have been frustrated by empty promises and by reform programmes that have been delayed time and again, this Government will be honest with families. We are utterly committed to improving inclusivity and expertise in mainstream schools—as the hon. Lady highlighted, that is an important part of solving this issue—as well as ensuring that special schools can cater to those with the most complex needs. We are determined to restore parents’ trust that their child will get the support they need to flourish. We know that effective early identification and intervention can reduce the impact that a special educational need or disability may have in the long term. That is why in July we announced that funded support for 11,100 schools registered to the Nuffield early language intervention programme would continue in the year 2024-25. That will help pupils who need extra support with speech and language development to find their voice. There are no quick fixes for these deep-rooted issues. After 14 years, I can scarcely see a system that is not broken or in desperate need of reform, and which is so important that we fix. Let me be clear. We have started the work already. Fixing our SEND system will be a priority for this Department, but it will take time. A decade of national renewal is what we must deliver to give every child the best start—one that they deserve. However, the Government cannot do it alone. We will work with the sector as an essential and valued partner, to ensure that our approach is fully planned and delivered with parents, schools and councils, and with the expert staff who go above and beyond to help children. We are acting as quickly as we can to respond to the cost pressures in the SEND system, which are causing real financial problems in some local authorities, including in Somerset. Before the parliamentary recess, we announced a new core schools budget grant, which will provide special and alternative provision schools with over £140 million of extra funding in this financial year of 2024-25, to help with the extra costs of this year’s teachers’ pay award and the outcome of the negotiations on an increase for support staff. That is in addition to high-needs funding allocations for children and young people with complex special educational needs and disabilities, and to the existing teachers’ pay and pension grants, which total £10.75 billion this year. The Department for Education budgets for 2025-26 have not yet been decided, and how much high-needs funding is distributed to local authorities, schools and colleges next year will depend on the outcome of the first stage of the Government’s spending review, which is due to be announced at the end of October. That means that next year’s allocations of high-needs funding to local authorities have not been published within the normal timescale, but we are working across Government and we will announce next year’s funding allocation for Somerset and all other local authorities as soon as we can. We are acutely aware not only of the financial pressures that local authorities are facing because of the increasing cost of supporting young people and children with complex needs but of the financial pressures that the Government as a whole are facing because of the economic climate that we have inherited. As I have said, resolving these problems will not be quick or easy, but I am keen that we develop long-term solutions and I welcome contributions across the House, such as the one by the hon. Member for Glastonbury and Somerton, on these very important issues. It is important that there is a fair education funding system that directs funding where it is needed and where it can best provide support. One aspect of that is the national funding formula that is used to allocate high-needs funding to local authorities, so we will take time to consider whether or not to make changes to the formula and the impacts of any such changes on local authorities, including in Somerset. Every young person with special educational needs or disabilities should have access to high-quality services, and local authorities are critical in ensuring that children and their families can access the support they need. Ofsted and the Care Quality Commission jointly inspect local authorities’ SEND provision to ensure that there is joined-up support for children and young people. These inspections enable the Department for Education to intervene in cases of significant concern and to work with local authorities and professional advisers to address areas of weakness. We therefore welcome the publication of the Big Listen response today. We will work with Ofsted to consider how outcomes for children with special educational needs and disabilities or in alternative provision are better reflected in the educational inspection framework and the area SEND inspection framework in the future. I am concerned that a joint local area inspection of Somerset’s SEND services, which was undertaken by Ofsted and the Care Quality Commission in March 2020, identified nine significant areas of weakness. Following the actions that were taken, the CQC has subsequently confirmed that seven of the nine areas have made sufficient progress and were therefore stepped down. Somerset was required to produce an accelerated progress plan to address the two remaining areas, and progress against the plan is being closely monitored by officials from the Department for Education and NHS England. The Department has implemented a support programme in Somerset, which included workshops and support focused on the importance of the data in joint commissioning. Somerset has drawn on the specialist advice of a SEND adviser, whom the Department commissioned earlier this year, and it also receives ongoing support and challenge from the Department and NHS England at six-monthly accelerated progress plan meetings. The combined impact of these interventions has shown improvements over the last three years. As the hon. Member for Glastonbury and Somerton also expressed, we want a holistic approach to school place planning, which considers how mainstream settings can offer high-quality support to children and young people with SEND, alongside sufficient special school places for those with the most complex needs. Local authorities are able to use their high needs capital funding allocations to deliver new places in mainstream and special schools, as well as other specialist settings. That will also be used to improve the suitability and accessibility of existing buildings. Somerset council, for example, has been allocated just under £20 million in high needs capital funding between 2022 and 2025. A new special free school, Hillview school, opened this month in Martock, in the constituency of the hon. Member for Glastonbury and Somerton. It joins the eight existing special schools in Somerset. In addition, seven mainstream schools in Somerset have established resource provision that provide access to a mainstream curriculum and classroom, alongside specialist support. Enhanced learning provisions have also been created in five mainstream secondary schools to provide informal support to young people with moderate learning difficulties as they transition from primary education. This Government are committed to working with Somerset council, school leaders, and other sector partners, as well as their national counterparts, to develop and improve inclusive education in mainstream schools. The hon. Member for Glastonbury and Somerton mentioned the challenges around exclusion, and I appreciate her concerns. Every pupil deserves to learn in a safe, calm classroom and we will always support our dedicated, hard-working teachers to make this happen. Schools can use sanctions as a measure to improve behaviour. In the most serious cases, a suspension or permanent exclusion may be necessary to ensure that pupils are protected from disruption and can benefit from education. Our statutory guidance is very clear in all cases: decisions to exclude a pupil must be lawful, reasonable, and fair. The guidance sets out that headteachers should consider underlying causes, or contributing factors of misbehaviour before issuing an exclusion, including where a pupil has special educational needs. That should ensure appropriate support is put in place when concerns are raised about a pupil’s behaviour, rather than waiting for it to trigger action. The hon. Lady also referenced the letter sent to the Secretary of State for Education by Somerset council. I thank Somerset council for writing directly to the Secretary of State to set out its thoughts on the SEND system. The Government recognise that, for too long, the education and care system has not met the needs of all children, with too many parents struggling to get their children the support they need and deserve. My officials will be pleased to meet representatives from Somerset council, who have set their thoughts out very helpfully, and they will be in touch in due course to organise a meeting. I want to thank the hon. Member for Glastonbury and Somerton again for bringing this matter forward, and also those who have contributed and attended the debate. Somerset SEND services, along with SEND outcomes across the country, are issues we all care passionately about. I absolutely recognise that the SEND system needs to improve. I acknowledge the hardship that too many families face when seeking to secure the right support for their children with special educational needs and disabilities. I am determined that this will change. I also want to acknowledge the hard work taken on by so many working in education, health and care, to support children and young people with special educational needs, both in Somerset and right across the country. I thank them for their commitment and service. Question put and agreed to.

• 24 Jul 2024 · Education and Opportunity · Hansard source

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  Thank you, Madam Deputy Speaker. I warmly welcome you to your place in the Chair, and I warmly welcome the hon. Member for South West Hertfordshire (Mr Mohindra) to his place. I also welcome the shadow Secretary of State, whom I previously shadowed. I thank hon. Members who have made contributions to this afternoon’s debate, and pay tribute to those who have made their maiden speeches today. They do themselves and their communities proud. I pay tribute to my hon. Friend the Member for Folkestone and Hythe (Tony Vaughan), the first Member of Filipino heritage to stand in this Chamber; my hon. Friend the Member for North West Cambridgeshire (Sam Carling), the youngest Member of the House, who spoke about his education, which was fairly recent; my hon. Friend the Member for Birmingham Selly Oak (Al Carns), who has rightly been recognised in this place for his experience; and my hon. Friend the Member for Rugby (John Slinger), who is forgiven for all his rugby analogies after making an excellent speech. In this House, we come together with a common goal: to give every child the best start in life and equip them with an education that sets them up for their lives. We are the Department for opportunity at the Department for Education. We are bringing education back to the centre of national life again, and we will work tirelessly to spread opportunity across our country, so that every child can thrive in a school with high and rising standards, and with a broad and rich curriculum that they can enjoy. Like every parent, I want that for my children, and I am so pleased that we have a Labour Government who are ready to deliver it. I know what a brilliant school and education can mean. Unlike my hon. Friend the Member for Southampton Itchen (Darren Paffey), who made an excellent maiden speech today, I am not one of three Darrens, but I am a Sacred Heart girl, and I am not the only one in this Parliament. The parliamentary Labour party boasts three alumni of my old school, Sacred Heart Catholic high school in Newcastle; my hon. Friends the Members for Newcastle upon Tyne East and Wallsend (Mary Glindon) and for Cramlington and Killingworth (Emma Foody) went there, too. My hon. Friend the Member for Derby North (Catherine Atkinson), who made an outstanding maiden speech today, also attended a Sacred Heart school. It means that there are now as many state-educated Sacred Heart girls in the House of Commons as there are old Etonian boys—a tangible demonstration of the radical redistribution of opportunities that this Labour Government represent. My hon. Friend the Member for Paisley and Renfrewshire South (Johanna Baxter) gave an account of her school trip to Parliament, which reminded me of my own trip at the age of 17, when I got in trouble for sitting down on these Benches. Clearly, such trips work to break down barriers to opportunity. The journey starts in a child’s early years, when their development and education begin. Under successive Conservative Governments, however, the attainment gap has widened. It is now some years since I served on the Treasury Committee, but I still recall our inquiry into childcare as a part of national infrastructure. It was ground-breaking at the time and acknowledged that childcare is a fundamental service to our economy; it is not a “nice to have”. It is fundamental to allowing parents to work longer hours to provide for their families, and it is fundamental to people’s life chances. That is why this Government will deliver 3,000 more primary school-based nurseries, making them widely accessible to parents and unlocking opportunity for our youngest. In answer to the shadow Secretary of State’s question earlier, that will be delivered in partnership with the sector to ensure that it meets the needs of children and parents. We know that childcare needs do not end when school starts. When a child moves up to primary school, in England, they will benefit from the roll-out of free breakfast clubs in every primary school in England. This will drive up attainment, improve behaviour and attendance, and enable parents to start work on time and support their families. It will set children up for the day and set them up to achieve, because it is as much about the club as it is about the breakfast. Being in the classroom at the start of the day matters. Schools have a unique power to open up enormous opportunities for their pupils, with teachers and support staff who make a mark on every child’s life. That includes supporting children with special educational needs and disabilities to flourish, but across that system we have to acknowledge the many challenges that we face. Our buildings are substandard, our children are too often unhappy in school and our support staff feel underappreciated. We have to do better. So many Members today have touched on the crisis in support for those with special educational needs and disabilities, including my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), who I know has worked tirelessly on this issue for many years, and my hon. Friend the Member for Dartford (Jim Dickson), who also spoke passionately today. This Government will help schools to take a community-wide approach to SEND, improving their capability to accommodate pupils in mainstream settings and supporting them to flourish. Last week, I visited the brilliant Croftway academy in Northumberland. It demonstrates how children of different abilities and needs can have the highest standard of education in a mainstream setting, but we also need to ensure that special schools can cater for those with the most complex needs. For those struggling with the pressures of school life, this Labour Government will fund mental health support in every secondary school and in every community so that they can access support before problems escalate. I know that mental health is a priority for many in this place, as was powerfully described by my hon. Friend the Member for Aylesbury (Laura Kyrke-Smith) in her speech. As shadow Schools Minister, I heard many stories of decisions being taken about our schools that just did not factor in the needs of communities. There was delay that turned to disappointment and frustration. I have seen this in my own constituency with a lack of proper planning causing chaos to school admissions in Gosforth this year, and countless stories of failure are replicated across the country. So under Labour, schools will need to co-operate with their local authority on school admissions, on SEND inclusion and on place planning. No more of the chaos that we have seen over the last few years. We want children to leave school with the skills and knowledge to set them up for life. That means a broad and balanced curriculum that encourages them to try new things, ask questions, express themselves and be creative while also gaining an excellent foundation in reading, writing and maths. So we are establishing an expert-led review on the curriculum and will collaborate with the sector to allow schools, teachers, parents and students to contribute and to plan ahead. On the question of removing exemptions for private schools, which has been raised, this change will enable vital investment in more teachers and improved nursery provision. I commend the contribution from my hon. Friend the Member for Harlow (Chris Vince), a former maths teacher. While we are delighted that he is in his place, we need to ensure that we have more maths teachers in our state schools. My hon. Friend the Member for Monmouthshire (Catherine Fookes) spoke about being a school governor, and we need more of those too. My hon. Friend the Member for Montgomeryshire and Glyndŵr (Steve Witherden) gave a powerful testimony to his dear late mother. We share his grief and we share her pride. Ultimately, education is about preparing children and young people for life and giving them the skills they need to get on, but these opportunities do not end at the school gates. For too long, post-16 education has been poorly matched to the ambitions of young people and the needs of businesses and employers, allowing talent to go untapped and the economy to flag. That is why, earlier this week, we announced Skills England, a transformative new body to match post-16 education to the needs of the economy. By deploying skills investment strategically, we will bring employment opportunities to the parts of the country where young people need a break and businesses need their skilled labour. My hon. Friend the Member for Derby South (Baggy Shanker) spoke powerfully about his apprenticeship and his passion for ensuring those opportunities for others. My hon. Friend the Member for Milton Keynes Central (Emily Darlington) spoke about the need to not have to leave the place you love to get on in life. My hon. Friend the Member for Gravesham (Dr Sullivan) wants to see a curriculum for life. My hon. Friend the Member for Birmingham Selly Oak has rightly been recognised, as I mentioned earlier. All of this work will require a partnership approach. None of the challenges we face can be addressed by one person or one body alone. That is why we are resetting the relationship between Government and the sector. We are listening to professionals. We are learning from best practice. We are working to improve standards across the board. It is also why I want to take this opportunity today to pay tribute to all those who work in our schools, to thank them and to wish them a restful and restorative summer break. Under this Labour Government, neither a person’s place of birth nor the income of their parents will determine what they can achieve, how they find fulfilment, how they discover their skills and talents, or how they grow in confidence, because breaking down the barriers to opportunity is Labour’s guiding focus. It is the job of this Government, and it is one that we are committed to delivering. Question put and agreed to. Resolved, That this House has considered education and opportunity.