Catherine McKinnell MP: speeches

Speeches

• 23 Jun 2025 · Draft Combined Authorities (Adult Education Functions) (Amendment) Order 2025 · Hansard source

  More

  I appreciate the hon. Member’s interest in this issue, and his support for the outcomes of the draft order, which, as he acknowledged, is technical in nature. I appreciate his concerns about devolution, and the extent to which local areas are empowered to maximise outcomes from the funding. The intention is very much to give local areas the freedom to use the funding as best suits the needs of their local area, and to make sure that local areas can maximise the effectiveness of those resources to deliver the greatest benefit to local people. As the hon. Member agrees, adult skills have a vital role to play in driving economic growth, but tough decisions have had to be made across Government on how we target spending. He asked specifically about how local areas are spending the funding. As he will know, the context of each local area is different, by design, so that local areas can manage their overall budget, make their own choices and allocate funding towards the priorities that they regard as the most important. I will certainly take away the hon. Member’s question, and see whether that information can be presented in the way that he asked for, given that the measure is particularly about devolution, and local areas do have the ability to make decisions in their own context. I will take his question back to the Department, as he asks, and see to what extent that information is available to be provided to him. I thank again our partner organisations and colleagues in the combined authorities for their time, expertise and input. To be clear, the draft order will give combined authorities the ability to fund new technical qualifications from August 2025. Our priority is to deliver a skills system that will drive forward opportunity and deliver the growth that the economy needs, and for local areas to be empowered to make decisions to address specific challenges in their area. We really want to see all adults become active participants in the workforce and deliver on that growth agenda, and empower combined authorities to target support in local areas in a way that we know will unlock opportunity for more people. I think that is what we all want to see. I commend the draft order to the Committee. Question put and agreed to.

• 23 Jun 2025 · Draft Combined Authorities (Adult Education Functions) (Amendment) Order 2025 · Hansard source

  More

  I beg to move, That the Committee has considered the draft Combined Authorities (Adult Education Functions) (Amendment) Order 2025. It is a pleasure to serve under you as Chair, Mr Stuart. The draft order was laid before the House on 19 May 2025. If it is approved, the Department for Education will transfer an additional funding power to nine existing combined authorities to enable them to use their adult skills fund allocation to fund new technical qualifications that have been approved for adults, starting from the new academic year on 1 August 2025. The function being transferred to those combined authorities is under section 100(1B) of the Apprenticeships, Skills, Children and Learning Act 2009. Namely, it is the power to secure the provision of financial resources “in connection with approved technical education qualifications or approved steps towards occupational competence.” The power will be used by each of the combined authorities in respect of their area, concurrently with the Secretary of State. It will enable combined authorities to fund new technical qualifications for adults approved for funding at levels 2 and 3 from 1 August 2025. The new technical qualifications are high quality, aligned to occupational standards and offer learners clear routes into skilled employment. There are 110 reformed technical qualifications at levels 2 and 3 that have been approved to be first taught in the next academic year. The qualifications are based on occupational standards that have been co-designed with employers. That will ensure that the skills needs of business and industry are better served, and that clear progression pathways are created, delivering the outcomes learners need either to enter into a skilled job or to progress within a skilled career. Learners deserve high-quality qualifications that meet their needs. If the draft order is approved, combined authorities will have the freedom to fund these qualifications in order to meet the local needs of learners and employers. It is important that local areas are empowered to make decisions that address the specific challenges in their area, so that more people of all ages and backgrounds are given opportunities to develop the skills and experience they need. Adults should be able to access the same learning offer regardless of where they live. Transferring this power will enable combined authorities with an existing devolution deal to fund new technical qualifications. Ensuring that all authorities have access to reformed, high-quality qualifications is key to reducing regional disparities. If the draft order is approved, the nine combined authorities will be able to choose to fund new technical qualifications available for delivery from August 2025 onwards. It is a statutory requirement for public consultation to take place before changes are made to combined authorities’ existing arrangements. The Department for Education carried out a public consultation in November last year, and 85% of respondents agreed that the Secretary of State should transfer this additional power to the existing combined authorities. Each of the combined authorities affected, and all their constituent councils, have also consented to the transfer of the power and to the making of the order. Such an order can be made only if the appropriate consent is given and the Secretary of State considers that it is “likely to improve the economic, social and environmental well-being of some or all of the people who live or work in the areas to which this Order relates”. These combined authorities have been delivering adult education functions for some time already, and have demonstrated effective administration of the adult skills fund allocated to them in respect of their area. The Secretary of State has considered the views expressed by the relevant combined authorities, as well as those received in response to the public consultation, and is satisfied that it is appropriate to make the order to transfer the power under section 100(1B) of the 2009 Act to these authorities. The draft order is likely to improve the economic, social and environmental wellbeing of some, or all, of the people who live or work in the areas to which it relates, because it will enable adults to access reformed qualifications that are designed to lead to sustainable occupations. It is appropriate to make the order, as it will enable combined authorities to provide the full range of technical qualifications that have been approved for adults. I therefore confirm that we have concluded that the statutory tests have been met. I thank all our partner organisations, colleagues and the relevant combined authorities for their time, expertise and input. To conclude, the draft order will give nine combined authorities the ability to fund the delivery of new technical qualifications from August ’25 onwards to meet local skills needs, enhance economic growth and bring greater prosperity to their region. I commend the order to the Committee.

• 16 Jun 2025 · Topical Questions · Hansard source

  More

  Labour is delivering a new era of high and rising school standards, because we know that when standards slip it is disadvantaged children who suffer, and we will not let that happen. That is why Labour’s regional improvement for standards and excellence teams are spearheading a stronger, faster system, prioritising stuck schools, sending in advisers with a proven track record of turning schools around, and backing that up with up to £20 million—

• 22 May 2025 · School Teachers’ Review Body: Recommendations · Hansard source

  More

  My hon. Friend rightly remarks on his service as a teacher. It is incredibly valued. The one message we want to send to the school system is about the extent to which we value the teachers and the headteachers who support their schools to thrive, and the extent to which we support the support staff who are the beating heart of schools in every community. We will continue to do so.

• 22 May 2025 · School Teachers’ Review Body: Recommendations · Hansard source

  More

  Pay negotiations for support staff are done through the National Joint Council for Local Government Services. We recognise the challenge that the hon. Member identified, and the strong role that support staff play in our schools. We have legislated for the school support staff negotiating body, which the last Government abolished, to be re-established, to ensure that they have a strong voice in these conversations.

• 6 May 2025 · Dedicated Schools Grant · Hansard source

  More

  The hon. Lady identifies an important issue. Yes, we have a big challenge in relation to special educational needs and disabilities, but we also face much wider challenges relating to young people’s mental health right across our school system. The Government are committed to ensuring that we have mental health professionals in every school and community so that children and families can get that support, whether it be within a school setting or outside if that is where they want to access it. Hon. Members will appreciate that the spending review is ongoing. It is due to conclude in June, but our objective is to ensure that local authorities, schools and colleges can deliver high-quality services for children and young people with SEND. We will set out in more detail how local authorities will deal with their historical deficits as part of that consideration. I again thank the hon. Member for Tewkesbury for bringing this matter forward, and all those who contributed to what has been a very thoughtful debate. I think there is a large amount of consensus on what we want to achieve for children and young people: getting the best outcomes from our dedicated schools grant. The Government have made clear our commitment to addressing the challenges as part of supporting children and young people to achieve and thrive. I am determined that progress will be made. I want to give my final word of thanks to all those who work in our school system in the interests of our children and young people, in Gloucestershire and across the country. Indeed, I realise I meant to come back to my hon. Friend the Member for Hexham to particularly commend the staff at Prudhoe community high school, who have been working incredibly hard to minimise the impact on the children and young people who are taking their GCSEs, A-levels, BTECs, T-levels and all the assessments going on this summer. We know that school leaders and teachers are working tirelessly, regardless of any debate we have in this place about school funding or otherwise, to deliver the best outcomes for the children in their area. They should know that they have a Government who are on their side, who will support them to deliver that, despite the very challenging economic circumstances that we have inherited. We need to deliver the very best for all our children and young people. We have pledged to review the funding system to help to support and achieve that.

• 6 May 2025 · Dedicated Schools Grant · Hansard source

  More

  I think the hon. Gentleman will appreciate that I cannot get into the detail of a particular local authority area, or indeed a particular aspect of the funding. He will also appreciate that the national funding formula is fairly complex and obviously any changes to it will be very carefully considered, so that we make sure that it is allocated fairly. Nevertheless, I appreciate the issues that various hon. Members have raised today about the different challenges faced by different parts of the country, different demographics and different geographies. Obviously, all those factors will need to be taken into consideration. Members have also touched on the issue of pay. In its written evidence to the review body, the Department proposed a 2025 pay award for teachers of 2.8%. We were clear that schools will be expected to fund that award from the overall funds they will receive next year, including the additional £2.3 billion provided in the autumn Budget. The schools’ costs technical note, which was published in March, forecast a £400 million headroom in school budgets nationally in this financial year before staff pay awards. As I said at the beginning, I recognise that individual schools will have to balance funding and costs differently, which will matter in how any staff pay award might affect their budget. We will continue to support schools as they navigate these decisions, which are in line with the asks of the rest of the public sector, too.

• 6 May 2025 · Dedicated Schools Grant · Hansard source

  More

  The hon. Gentleman makes his point well. As a Government, we are determined that local authorities will be able to deliver those high-quality services for children and young people with special educational needs and disabilities, but in a financially sustainable way. Those two elements go hand in hand to create a stronger and more prosperous future for children and families. Many hon. Members have spoken about their constituents’ experiences, and we recognise that too many families and children are not experiencing the quality of SEND services and provision that they should expect, and that the rising cost of SEND provision is putting a significant strain on both local authority and school finances.

• 6 May 2025 · Dedicated Schools Grant · Hansard source

  More

  I appreciate the challenge that the hon. Gentleman faces. I also appreciate that some of these capital challenges, which are obviously revenue challenges as well for some schools, are a big challenge. We have seen chronic under-investment in our school estate over many years. However, my hon. Friend the Member for Hexham (Joe Morris) and his constituents have sadly experienced that a school built only eight years ago also appears to be crumbling now. We have a significant backlog of repairs and maintenance, and support that has to be given to schools to get them up to a standard whereby they can deliver the education that we know children deserve. Obviously, we will continue to look at these issues as we navigate a difficult financial situation. We are acutely aware of the challenges that many schools face in maintaining their estate. Fundamentally, each of our decisions is based on the determination to build a firm foundation upon which to rebuild our public services; some of that is about what we deliver and some of it is about the infrastructure. That is because we are determined that all children and young people with special educational needs and disabilities also receive the right support, so that they can succeed in their education and as they move into adult life. High needs funding will increase by £1 billion in 2025-26, which will bring the total to over £12 billion. Of that total, Gloucestershire county council is being allocated over £105 million through the high needs funding block of the dedicated schools grant, calculated using the high needs national funding formula, which is an increase of over £8 million. The high needs allocation is an 8.3% increase per head in the two to 18-year-old population compared with 2024-25. That funding is to support the ongoing costs of special educational needs and disability provision. To be clear, we do not expect local authorities to use that increase in high needs funding to pay down historical deficits. The structure of the high needs funding formula is largely unchanged. As I said, we need to take time to consider what changes might be necessary in future years to ensure that the system is fair and directs funding to where it is needed, and supports any reforms that we want to bring forward in relation to special educational needs and disabilities. The Government recognise the strain that the rising cost of special educational needs and disabilities provision is putting on local government, and particularly the impact on councils’ finances. The statutory override is a temporary accounting measure that separates out local authorities’ dedicated schools grant deficits from their wider financial position to help them manage their deficits, and we are working with the sector to find a way forward. We will set out plans for reforming the SEND system in more detail later this year, which will include supporting local authorities to deal with historical and accruing deficits as part of any period of transition from the current SEND system to any new system. That will also inform any decision to remove the statutory override.

• 28 Apr 2025 · Pupil Referral Units · Hansard source

  More

  I agree that it is important that funding is available to support young people back into mainstream education. Staffordshire county council is being allocated, through the high needs funding block, over £143 million of its 2025-26 dedicated schools grant, and will need to consider how best to deploy that funding to achieve this aim. I know that my hon. Friend’s constituents will be best served by a Labour council delivering on this issue and will want to think about that ahead of this Thursday.

• 28 Apr 2025 · Topical Questions · Hansard source

  More

  I appreciate the concerns that the hon. Gentleman raises. I know that the Isle of Wight local authority is working to address the issue of surplus primary places in the best way. I recognise the challenge around funding. It will take some time to look at that, but the system is designed not to give every school the same amount of money but to address some of the needs that he outlines. I am more than happy to continue this discussion, as I appreciate the issue is very important in his constituency.

• 28 Apr 2025 · School Costs and Employer’s National Insurance Contributions · Hansard source

  More

  I absolutely recognise the challenges Prudhoe community high school is facing, in particular those due to sit their GCSE and A-level exams. I wish good luck to them and to all young people who over the Easter holidays have been working very hard towards their exams. Officials have been working closely with the school to ensure they are accommodated in the right way, but my hon. Friend raises a really important point about how a school built eight years ago is crumbling, and indeed all the schools across the country that are crumbling, after 14 years of a Tory Government that did not prioritise education.

• 3 Apr 2025 · Access to Sport: PE in Schools · Hansard source

  More

  I congratulate my hon. Friend the Member for Stafford (Leigh Ingham), who represents Stafford, Eccleshall and the villages, on securing the debate; I will henceforth refer to her as my hon. Friend the Member for Stafford. I thank her for her powerful opening speech. I was hoping that her application for this debate would be granted, as it is a subject that I feel incredibly passionate about, and I know that every Member in the Chamber who has spoken feels that way, too. Every child deserves an enriching and rounded education, and PE and sport play a key part in achieving that. As many have said, access to sport improves health outcomes, boosts wellbeing and builds resilience. As was shown by Tane, the student my hon. Friend mentioned, that is not just a theory; I know that from personal experience. My experience was the opposite of that of my hon. Friends the Members for Hertford and Stortford (Josh Dean) and for Lichfield (Dave Robertson). The days from school that I remember best are the days I spent with friends playing hockey, tennis and netball. Those days built my confidence, and got me through the school gates in the morning when, quite frankly, the academic subjects were not appealing. That is why I believe that we need to break down the barriers that prevent children from accessing and enjoying sport and PE; that is key. The importance of accessing and enjoying PE, sport and physical activity at school came out very strongly in today’s debate. I know my hon. Friend the Member for Hertford and Stortford wholeheartedly agrees, as he went on to explain, because we cannot deliver on our ambitious plan for change as a Government without it. Our mission-led Government have committed to putting children and young people at the heart of our priorities, ensuring that every child can achieve and thrive. As part of the opportunity mission, we will get more children active by protecting time for PE and supporting the role that grassroots clubs play in expanding access to sport. I have really enjoyed listening to the contributions of hon. Members today, particularly on their personal experiences of sport, including those from my hon. Friends the Members for Cannock Chase (Josh Newbury), for Weston-super-Mare (Dan Aldridge) and for Lichfield, who were very honest about their experiences of sport. I agree with them that we have to broaden opportunities so that every child can find an activity they enjoy. We are not alone in that mission, as I have heard so clearly from young people, schools, charities, national sporting bodies and hon. Members. In recent weeks, I have had the pleasure of meeting with the Sports Minister, with sporting bodies and, just this morning, with Baroness Campbell, who speaks with great passion about ensuring that sporting opportunities are available for everybody, not just the privileged few. In 2023-24, fewer than half of children and young people met the chief medical officer’s guidelines to be active for 60 minutes a day. It is clear that there are inequalities and disparities among those less likely to participate, whether they are girls, children from poorer backgrounds or children from black and minority ethnic groups. I have seen numerous examples of schools and their pupils benefiting from resources, teacher training and exclusive offers provided by sport governing bodies. There are some fantastic examples, such as the Lawn Tennis Association’s youth school portal and Chance to Shine in cricket, which I had the pleasure of joining in with at a school last year—I even got to bat with Ben Stokes. However, we cannot leave this to chance, and that is especially the case for those who face additional barriers, such as those with special educational needs or disabilities. That was rightly raised by a number of hon. Members, including my hon. Friend the Member for Beckenham and Penge (Liam Conlon), who spoke from very powerful personal experience, and the hon. Member for Thornbury and Yate (Claire Young). The Department has funded the Inclusion 2024 grant programme, which utilised a network of 50 lead inclusion schools to upskill teachers, teaching assistants and other members of staff to deliver inclusive PE and sport. An open procurement for the new grant from April 2025 is in its final stages, and the outcome will be confirmed soon. The school games mark, which is funded by the Government but managed by the Youth Sport Trusts, has introduced mandatory equality criteria for PE, school sport and physical activity participation in 2024-25. Schools get support to review their provision to ensure that they are overcoming barriers that children might face and that best practice will be shared with schools to enhance the equal access of girls to sport. More widely, high-quality PE must be the starting point to ensure opportunities for all children. PE is rightly compulsory at all four key stages of the national curriculum, which makes PE time a crucial opportunity in a child’s lifetime to establish a positive relationship with sport and physical activity and help them to develop the skills we know they need throughout school and in life. As I mentioned earlier, we are committed to protecting high-quality PE time, ensuring that all pupils have the best start on their journey towards leading active and healthy lifestyles. High-quality teaching is essential in that too, in order to harness the energy and attention of pupils and ensure that sport is a vital and enjoyable part of a child’s experience at school. It needs to be fun, accessible and beneficial for all, so we need to raise standards and ensure that every child has equal access to opportunities. We also need to start valuing a skilled and qualified workforce that is confident in delivering PE and plays a crucial role in the wider school community. Many have outlined the lengths to which teachers go to support children to be active both in the school day and beyond. We need to ensure that teachers have the right support and professional development to understand how to develop the movement skills that are the basis for taking part in sport and physical activity safely, confidently and competently. We also need to make effective use of the networks that exist across sport. Members—particularly my hon. Friends the Members for Mid Cheshire (Andrew Cooper) and for Harlow (Chris Vince)—referenced the big community that can exist around sport, which also supports its effective delivery within schools. To build on that network, schools have to provide further opportunities to play sport and take part in other activities. The vast majority of schools offer extracurricular sport and physical activity, and the DFE school and college panel survey reported in 2023 that 99% of schools surveyed offered some sort of sport and physical activity. School games organisers play a crucial role in ensuring that all children can engage in accessible and inclusive sport and physical activity across the country. The network of 450 school games organisers provided 2.3 million sporting opportunities in academic year 2023-24, spanning 40 different sports and activities. It ensures that competitive opportunities are available for young people and empowers them through pupil voice and leadership, offering them the chance to co-create and lead activities as well. The Government recognise the impact of that network and have confirmed funding to the end of the 2024-25 academic year. We are exploring future models for school sport delivery and will publish our findings in the coming months, because we need to make sure that our future investment in sport is used as effectively as possible. However, I can reassure Members that the school games organisers network is a hugely valued part of the sector, and we will announce funding shortly. More widely, the PE and sport premium should be used by eligible schools to make additional and sustainable improvements. The Government have provided £320 million through the PE and sport premium for academic year 2024-25, with over 18,000 eligible schools and around 3.9 million pupils benefiting from it, and we are very aware of the need to provide as much certainty as possible for schools. We will confirm further information on budgets for the next academic year as soon as we can. To conclude, I thank my hon. Friend the Member for Stafford and everyone who has contributed to what has been a really enjoyable debate, but also a really important one. We all share an appreciation of what PE and sport can do to transform children’s lives, whether that is improving their health and wellbeing, instilling a sense of resilience, perseverance and achievement, or building skills such as teamwork and leadership. Only by ensuring that every pupil in every school has access to high-quality PE are we truly investing in their future, and this Government remain committed to breaking down the barriers that we know still exist for far too many children and ensuring that great sporting opportunities are truly available for every child in every community.

• 1 Apr 2025 · Relationship Education in Schools · Hansard source

  More

  It is a pleasure to serve under you as Chair, Sir Jeremy. I congratulate the hon. Member for Epsom and Ewell (Helen Maguire) on securing this debate on relationship education in school, and I thank her for highlighting the vital role that education plays in preventing violence, including violence against women and girls. I know that she has fought long and hard for justice for victims of violence and domestic abuse, and that she recently spoke about these issues in this main Chamber. She stood alongside members of her community after the tragic murder of her constituents Emma and Lettie Pattison, and I take this opportunity to offer my sincere condolences to everyone affected by that. As a schools Minister and a mum, I know it is vital that we reach children early, before harmful attitudes take root. The classroom must be a place where they learn the values of respect, equality and consent from the very start, and the aim of relationship education is to support all young people to build positive relationships and to keep themselves and others safe. That education must equip them for adult life, and to make a positive contribution to society. It really is a top priority for the Government, and it is central to our mission to make the country’s streets safer. I want to get straight to the heart of the problem and acknowledge the important role of not only schools, but all services that support young people to thrive. The Government’s opportunity mission is dedicated to setting up every child with the best start in life, helping all children to achieve and thrive in school, and building skills that will allow young people to forge happy, healthy and fulfilling lives. “Opportunity”, “thriving”, “belonging” and “purpose” are not just nice words; they are the foundations of healthy individuals and a healthy society, and they are the best tools we have for helping young people to build healthy relationships and for combating violence and prejudice, including misogyny. Misogyny is not innate. It is learned behaviour, which is why I agree that we must not talk as if boys and young men are the problem. The rise of misogynistic influencers online is a symptom of a number of wider issues that we must address. As part of this mission, we will equip our young people and children with the skills they need to form strong, positive relationships. We will support them to learn about kindness and respect. We will equip them to navigate a world in which 79% of young people have seen violent pornography before they turn 18, in which social media platforms routinely expose young people to misogynistic and violent content, and in which more and more of our social interactions are online. Our review of the statutory guidance for relationship, sex and health education has young people and their wellbeing at its heart, and we are working as quickly as we can to publish revised guidance as soon as possible this year. We have spoken to teachers, experts and young people, and we are determined to harness their collective wisdom and change the conversation about relationships. Young people have told us that they want their relationship education to be interactive and participatory and to reflect the real complexities of building positive relationships. Experts have told us that they need support to help young people to develop the skills for healthy communication, empathy and emotional regulation. Telling young people about consent is not enough. Telling them about the law is not enough. Young people deserve better than that. They deserve to have teachers who will role-model honest and kind communication about sex, emotions, empathy and kindness. Let us not pretend relationships are easy. Children need support, starting in early primary, to develop the skills they need for handling disappointment, for paying attention to the needs and boundaries of others and for understanding their own needs and feelings. In secondary schools, teachers must step up to the challenge of opening difficult conversations with their pupils. We know that many teachers already do that brilliantly. Young people need to learn that romantic and sexual relationships are about care, kindness and generosity and about communication, listening and connection; they must also learn that pornography is not a true representation of sex. Our revised statutory guidance will ensure that relationships and sex education reflects the reality of young people today. Artificial intelligence, the dominance of social media, the availability of pornography and the rise in online misogyny—we cannot ignore the impacts of these trends on young people. Our revised statutory guidance for RSHE will be clear that teachers must be equipped to open conversations with boys and girls about what positive masculinity and femininity mean today and to help young people to develop positive role models that support their self-esteem and their sense of purpose.

• 19 Mar 2025 · Supported Internship Provision · Hansard source

  More

  It is a pleasure to serve under you in the Chair, Mr Turner. I congratulate my hon. Friend the Member for Nuneaton (Jodie Gosling) on securing this debate on an incredibly important topic. It is clear from her speech and the work she does that she has a keen interest in supporting children and young people with special educational needs and disabilities, and supported internships in particular, and it is clear from the other contributions that her passions are very much shared. Supported internships are excellent study programmes that provide 16 to 24-year-olds with EHCPs with the skills they need to transition to paid employment. Over the last couple of months, events have been held in each region to celebrate the progress made on supported internships in local communities, after three years of Government investment. A few weeks ago I had the pleasure of speaking to interns, parents and carers when I attended an event celebrating success in London. At that event I met Rayhan, who had a work placement with Transport for London, and whose confidence had grown hugely thanks to the supported internship programme. I met and spoke to many of the young people at that powerful event; they were very proud, but the parents who were with them were even prouder. It was wonderful to see good practice being shared around the country. Looking ahead to one week tomorrow, the third National Supported Internship Day will take place on 27 March, with more events scheduled throughout the country, including a youth parliament and webinars to raise awareness of supported internships among young people, their families and employers. Many interns, education providers and employers will also be planning local events to show the incredible achievements and capabilities of young people on the programmes. To shine a light—literally—even further, Harry Georgiou, who works at DFN Project SEARCH and is CEO of the charity 6 Percent & Rising, has led the drive to have national monuments such as the University of Derby and the Northern Spire bridge, which is not far from my constituency, lit up in orange to celebrate supported internships on National Supported Internships Day. What a fantastic way to mark the day! I know how important it is to ensure that young people with special educational needs and disabilities are prepared for adulthood and employment. In my own city, Newcastle City Learning has a partnership with Northumbria University and Sodexo, whereby young people complete work placements in various roles, including in ground maintenance and sports centres. There are also placements in hospitals in Newcastle, run by Project Choice; my hon. Friend the Member for Nuneaton mentioned that there are in her area too. These opportunities provide young people with practical experience and valuable skills that help them to secure paid employment. It is so good to witness all the innovative approaches that have been taken, including in my own area, to champion the inclusive practice we need to see everywhere. Since 2022 the Department for Education has invested up to £18 million to build capacity in supported internships, to support more young people with education, health and care plans to gain the skills to needed transition into employment. The Internships Work consortium—made up of the National Development Team for Inclusion, the British Association for Supported Employment and DFN Project SEARCH, which I mentioned earlier—has been delivering the investment programme. It has worked closely with local authorities to establish SEND employment forums, focused on improving local supported internship provision; rolled out a quality framework and facilitated peer reviews; trained more than 760 job coaches to provide high-quality support to interns while they are on work placements; and recruited almost 800 employer ambassadors, who advocate for establishing supported internships in businesses. The data from local authorities shows that we are on track to reach our aim of doubling the number of supported internships to 4,500 when the funding ends at the end of this month. That is a great achievement and will provide real employment opportunities for many people. We know that high-quality programmes achieve employment outcomes, because 60% to 70% of their cohorts go on to employment. That is why the investment has also been focused on improving the quality and consistency of the offers across the country. The indicative data we have from local authorities shows that last year more than 1,500 young people secured paid employment following their internship. The interim report from the evaluation of the programme also shows progress. It shows that the majority of supported internship providers reported offering more supported internships and an improvement in the quality of intern placements with employers. Although it was from quite a small sample, nearly half the interns surveyed had jobs six months after finishing their internship, with three quarters of them working more than 16 hours a week, which is fantastic news for them. We know that the right preparation and support are essential, and that with that the overwhelming majority of young people with SEND are capable of sustained, paid employment. But not enough people are getting the support they need. To build on the investment, the Department has been running a pilot in 12 local authority areas to test the supported internships model with young people with learning difficulties and disabilities who are furthest from the labour market but do not have education, health and care plans, to see whether that can be an effective way to support them into employment. Indicative data from the Internships Work consortium shows that, across this year and last, about 240 young people have enrolled on non-EHCP pilot programmes, with at least 60 people gaining employment last year. This shows there is demand for this kind of pathway and that it can lead to good outcomes. I know my hon. Friend the Member for Nuneaton is keen to know about funding. The funding for Internships Work and the pilot for interns without education, health and care plans is committed up to the end of March 2025. It was designed as a three-year investment to build capacity in the system to deliver more high-quality supported internships throughout the country. We have seen huge progress towards achieving those aims, thanks to the hard work of Internships Work and the commitment we have seen from local authorities, education providers, job coaches, employers and, of course, the interns themselves. The Department received a settlement for the 2025-26 financial year in the autumn Budget, and we are still working through, with the Secretary of State, how we will allocate the budgets for specific programmes. We hope the process will be completed soon, but unfortunately I do not currently have any further information on budgets for next year. It is fantastic to hear that, despite the financial pressures that many local areas face, some plan to continue their SEND employment forums and value the important work that is taking place on supported interns. A challenge raised by many stakeholders involved in delivering supported internships is the delays that interns can face when they claim DWP Access to Work funding, which can fund interns’ in-work support needs during their work placements. Demand for Access to Work has been growing, and the personalised nature of the scheme means that it can take longer to identify a customer’s specific needs. Several measures have been put in place, including on streamlining delivery processes and recruiting additional staff, and the DWP has been taking steps to modernise the Access to Work customer journey, with all core parts of the scheme having been fully digital since April 2024. Access to Work has a dedicated supported internship team in the DWP, which manages all the intern applications. That provides a central point of contact and a direct route for applications. To enable supported interns to have confidence that support will be in place before they start their internship, they can submit Access to Work applications up to six months before they start their work placements. Despite the DWP having a dedicated team within Access to Work to process supported intern applications, delays are still occurring due to the high demand for Access to Work funding. To make it easier for supported interns to apply, the DWP is working to reduce the administrative burden and paperwork for learning providers. Work is under way to develop a claims process whereby learning providers can claim Access to Work funding for multiple interns using one claim form. The DWP is also working to improve the supported intern application process and the support plan, to reduce the need for additional contacts. My Department is working closely with the DWP on these issues. Every child and young person, regardless of their individual needs, deserves the opportunity to thrive, succeed and achieve. However, we are aware that there are challenges in the SEND system, and the Government have made a clear commitment to addressing them. We are prioritising early intervention and inclusive provision in mainstream settings, as we know that early intervention prevents unmet needs from escalating and supports children and young people to achieve their goals while still being alongside their peers. We are committed to working with the sector to ensure that that approach is fully planned and delivered in partnership. We have already begun the work by appointing a strategic adviser on SEND to engage with sector leaders, practitioners, children and families; we have established an expert advisory group on inclusion, to improve the mainstream-education outcomes and experience for children with SEND; and we are setting up a neurodivergence task and finish group to provide a shared understanding of what provision and support in mainstream educational settings should look like for neurodivergent children and young people, within an inclusive system. We recognise that these are complex issues, and we need a considered approach to deliver the change we want to see in a sustainable way that will deliver the outcomes we want for young people. I again thank my hon. Friend the Member for Nuneaton for bringing this matter forward, and all who have contributed to the debate. I know we all care passionately about ensuring that there are high-quality pathways to employment for young people with special educational needs and disabilities. I have seen at first hand the great work done by employers, local authorities and education providers to break down the barriers for young people with additional needs. Supported internships are a key part of the Government’s mission to ensure that all young people are supported to achieve the skills they need to be successful in the workplace, regardless of their background. We have made a clear commitment to address the challenges raised today, to support all children and young people to achieve and thrive, and to improve the wider SEND system. I am determined that progress will be made. I conclude by thanking all those who work in education and employment in the interests of children and young people with SEND throughout the country. I know that they share the desire—and we are determined to work with them—to deliver the very best for all our children and young people, including those with SEND. Question put and agreed to.

• 18 Mar 2025 · Children’s Wellbeing and Schools Bill · Hansard source

  More

  Try as the Opposition might to make their straw man argument, this Labour Government will demand high and rising standards for all our children. Recent polls of the profession show that, despite all the scaremongering, trust chief executive officers agree that there is nothing to fear from our sensible, pragmatic and common-sense measures, which will drive standards up in every school. Academies have grown from a Government-backed insurgency in our schools, and now make up well over 50% of our school system. That is not about to change. The shadow Minister will be pleased to hear that conversions to academy status are progressing faster under Labour Ministers than at any time since she joined this House, but it is right to look forward and consider how we will build a system fit for the next 20 years. The Bill is a step on that path. It recognises, in the words of one multi-academy trust leader, that parents deserve clarity and confidence in the standards that their children’s school upholds, and that is what this Government will secure. The Under-Secretary of State for Education, my hon. Friend the Member for Portsmouth South (Stephen Morgan), led yesterday’s debate on part 1 of the Bill. I will use my opening remarks to speak to the Government’s amendments to parts 2 and 3. Members commented yesterday on the number of amendments, but the number of substantive amendments is small, and I shall focus on them today. Many Members have a great interest in city technology colleges and city colleges for the technology of the arts, and they have raised with me the excellent practice supported by those institutions. The Government amendments ensure that these schools can be named on school admission orders, and make it clear that families with children attending those schools will benefit from other measures in the Bill, such as those tackling the cost of school uniform. Just as we are committed to working with all our schools, so too are this Government determined to work with the devolved Governments to deliver higher standards of education and care in all parts of the UK. The majority of today’s amendments concern the extension of the “children not in school” provisions to Wales. The Minister spoke yesterday of our pride in working with the Welsh Government. Labour Governments in both Cardiff and London will deliver our shared ambition for a society where all children receive high-quality education, wherever they grow up. We will build a Britain where children come first. These 91 amendments will extend all the “children not in school” measures to Wales. There is a legislative consent motion on this change, on which we are working very closely with the Welsh Government. Amendment 140 will include the Scottish definition of schools in the definition of “relevant schools” for the “children not in school” register clause. This amendment ensures that only those children who are intended to be captured by “children not in school” registers are eligible for registration. Without the amendment, a child who lives in England, but who attends school full time in Scotland, would be required to be registered on their English local authority’s “children not in school” register, despite being in school full time. The previous Government said that there was no space in their King’s Speech to ensure our children’s safety and education, but for this Labour Government, our children are a priority across the whole of the United Kingdom. Amendments 189 and 170 will ensure that the amendments made on corporate parenting extend to the whole of the United Kingdom. Education is an essential protective factor, which can shield our most vulnerable children from harm. The “children not in school” measures include the new requirement for parents of children subject to child protection plans or inquiries to seek local authority consent. However, not every child subject to these inquires will be at risk indefinitely, so it would not be appropriate or proportionate for those home-educated children who are not at risk and who are receiving suitable education to be placed in a school if it is not their parents’ preference. This Government will respect parents’ rights to opt for home education, while keeping children safe from harm and securing their right to education. Amendments 141 to 148 will ensure that this intention is reflected through the school attendance order measures in the Bill.

• 13 Mar 2025 · Young Carers: Educational Opportunities · Hansard source

  More

  My hon. Friend is absolutely right that people with mental health issues, including young carers and indeed the family members who they are caring for, are just not getting the help, support or care that they need. We are absolutely determined to fix the broken system. We are already recruiting 8,500 more mental health workers, introducing access to specialist mental health professionals in every school, rolling out Young Futures hubs in every community, and looking to modernise the Mental Health Act 1983. We recognise that we must address the significant challenge that my hon. Friend raises, and if we are going to tackle that issue and achieve the differences that we want to see for the young carers we are talking about today, that is a good place to start. An important part of that jigsaw is our manifesto commitment to introduce a single unique identifier to improve information sharing and link multiple sets of data between Government Departments and organisations more quickly and accurately, as my hon. Friend the Member for Stafford (Leigh Ingham), who is no longer in her place, rightly referenced in her intervention. That is why the Children’s Wellbeing and Schools Bill introduces provision for that identifier in law. The Bill will pave the way for the consistent identifier to be specified and for organisations to be required to use it, and to create a clear legal basis for sharing that information where we know that it will promote the welfare, wellbeing and safeguarding of children, including young carers. We fully support the “No Wrong Doors for Young Carers” memorandum of understanding developed by the Carers Trust on behalf of the Local Government Association. It is vital that we improve joint working between adult and children’s social care services, health and other key organisations. We strongly encourage local authorities to sign up to that. For the first time, the school census data is evidencing the impact on attendance, exclusions and suspensions. We know that young carers are far more likely to be absent from school and to have higher rates of exclusion and suspension than their peers. We recognise that absence from school is almost always a symptom of wider needs within a family. It is often the best early indicator of an unmet need that is manifesting in school—or, indeed, by that child not being in school—in a family that may not be in contact with other services. Our guidance on school attendance highlights that schools should see absence as a symptom and prioritise attendance with strategies such as attainment, behaviour and support for disadvantaged pupils, including the use of the pupil premium and support for young carers. Schools should also consider whether additional support from other external partners—including the local authority; children and young people’s mental health services, which were rightly referenced; and GPs and other health services—would be appropriate and make referrals where necessary. That is of particular importance for young carers. Schools might be the first place to identify where there is a lack of needed support for a family. As other hon. Members have, I pay tribute to the contribution of my hon. Friend the Member for Bexleyheath and Crayford (Daniel Francis), who spoke very powerfully about his family’s circumstances. We have no idea what may be going on in somebody’s home or life. Where that manifests in school, it is important to have the mechanisms in place to provide extra support where it might be needed. My hon. Friend the Member for North Ayrshire and Arran (Irene Campbell) spoke powerfully about that too. There is an awful lot of agreement in the Chamber today about what we want to see. Daily attendance data collection has been established to ensure consistent recording and monitoring of pupil attendance. We need to support the identification of patterns of absence so that we can help schools and local authorities to make the appropriate interventions. We are absolutely determined to have more children in school; children cannot get an excellent education if they are not in school. Where that is because of responsibilities at home or because a child is a young carer, it is absolutely right that we use the available data to target that support effectively to ensure that every child can be in school and to unlock opportunities for them and their families. We have allocated £2.9 billion in pupil premium funding this year to improve the attainment of disadvantaged children. As has been discussed, young carer status does not attract pupil premium funding, but evidence suggests that around 60% of young carers are eligible through free school meals entitlement. The guidance to school leaders is absolutely clear, however, that pupil premium funding should not be restricted to just those who have eligibility for the funding; schools must use it to support all pupils where they identify needs. That will include young carers. Access to higher education should be based on ability and attainment, not background. Opportunity has to be available to all. We must ensure that no group is left behind; everyone should be able to fulfil their aspirations. In the summer, we will set out our plans for changes to higher education, which will include the part that we expect higher education providers to play in improving access and outcomes for all disadvantaged students. In the meantime, I welcome the development at the Universities and Colleges Admissions Service, better known as UCAS, to include young people with caring responsibilities. That inclusion, along with the school census, highlights the need for much better support for young carers. We especially want to ensure that they can make the best of their opportunities and possibilities beyond key stage 4. I thank my hon. Friend the Member for Harlow again for raising this important matter, and all hon. Members who have taken part in the debate. I also thank my hon. Friend for his many years of campaigning and work on the issue. Young carers contribute enormously to the wellbeing of their families and communities, and to society at large. That is why we are all here: they deserve to be championed and to be assured that society will reciprocate and support them in return. I acknowledge that the education system, in partnership with agencies, needs to improve to meet the developing needs of children, especially our young carers. They must be at the heart of our opportunity mission. Finally, I thank all those committed professionals and volunteers who support young carers—may they continue to do so. As a Government, we will continue to work with them to improve outcomes. To the many teaching and pastoral care staff in schools, to the early help, youth and social work professionals, to those working in local councils and in carers organisations throughout the country: I feel confident that, with your continued dedication and a Government who are committed to improving the lives of young carers, we will make strides to support this important group.

• 12 Mar 2025 · Swann Report: 40th Anniversary · Hansard source

  More

  I congratulate my hon. Friend the Member for Liverpool Riverside (Kim Johnson) on securing this important and, indeed, timely debate on the 40th anniversary of the Swann report. The report is an important and stark reminder of the unacceptable treatment of young people, the majority of whom were from the Caribbean, who were inappropriately placed in so-called educationally subnormal schools during the 1960s and 1970s. My hon. Friend spoke passionately when sharing the experiences of Noel, Maisie, Rene and Denise, ensuring that their voices are heard. The report serves as a timely reminder to all of us that the mistakes that were made must never be repeated and that we must never be complacent. No children or young people today should suffer from the structural barriers and entrenched racism that held back many in previous generations, and that legacy prevails today. Let it be clear that there is no place for hate or prejudice in our education system, and this Government are determined to root out structural inequality, as well as direct discrimination, to create a genuinely level playing field. We cannot reflect on the Swann report without acknowledging the history of so-called educationally subnormal schools. We owe it to the campaigners who exposed this and refused to accept that these children were somehow less capable but rather the victims of racism. My hon. Friend mentioned people like Bernard Coard, and more recently the campaign has rightly received renewed attention through the work of the filmmaker Sir Steve McQueen, whose documentary “Subnormal: A British Scandal” shed light on the impact of these policies. It has also sparked important conversations about the ongoing challenges faced by black and ethnic minority students in our education system. Britain has made strides in tackling overt racial discrimination over the past half century, but despite progress, there is no room for complacency or, indeed, self-congratulation. That is why this Government want to ensure that whoever you are and wherever you come from, Britain will respect your contribution and give you a fair chance to get on in life. Our opportunity mission will build opportunity for all by setting up every child for the best start in life, helping them to achieve and thrive at school, build skills, and achieve growth and family security. Our work on the opportunity mission will focus cross-Government attention and collaboration on ensuring that every child and young person truly believes that success belongs to them. We are more committed than ever to tackling the disparities in educational outcomes that persist. The picture of educational achievement across ethnic groups is complex, and different social, economic and cultural factors contribute to that, including parental income, parental career and educational achievement, geography, family structure and attitudes to education in the family and wider community. While overall the outcomes of some ethnic groups now compare positively with national average outcomes, for some groups, outcomes are significantly below average, or worse than for other groups throughout the education system, and that includes black Caribbean children. One of the most significant factors affecting pupil attainment, which cuts across all ethnicities, is economic disadvantage. International studies show that attainment has broadly improved or remained stable over the last 30 years. However, disadvantaged pupils persistently perform significantly worse on average than their peers at all stages of their education, and there is considerable variation in attainment by region and ethnicity. That is just not acceptable, and it why this Government’s opportunity mission will break down barriers and the unfair link between background and success. We are determined to help all children achieve and thrive. High and rising standards are at the heart of the mission, and are key to unlocking stronger outcomes. We will deliver those improvements through excellent teaching and leadership; a high-quality curriculum that seeks to deliver a rich, broad, inclusive and innovative education that readies young people for life and work, but that reflects the issues and diversities of our society, ensuring that all children and young people are represented; new regional improvement for standards and excellence—RISE—teams; and a system that removes the barriers to learning that hold far too many children back. The Department for Education acknowledges that some groups of children have a greater likelihood of exclusion than others. Local context means that there are different patterns across the country, but we are determined to get to grips with the causes of exclusions to ensure that every child, no matter their background, can succeed. We have already committed to providing access to specialist mental health professionals in every school. We want earlier intervention in mainstream schools for all pupils, but particularly those at risk of exclusion. We are absolutely committed to improving inclusivity and expertise in mainstream schools, and to strengthening accountability by reforming Ofsted. We will enhance the inspection regime by replacing the single headline grade with a new report card system, telling parents how schools are performing, and introducing a new annual review of safeguarding, attendance and pupil movement, including off-rolling.

• 10 Mar 2025 · Topical Questions · Hansard source

  More

  The Government are working closely with local authorities to ensure that consideration is given to all options for utilising space, whether that is for early years provision or SEND provision, including merging provision where that is in the best interests of the community, and we will continue to do so. I or the early years Minister, my hon. Friend the Member for Portsmouth South (Stephen Morgan), would be happy to meet my hon. Friend to discuss the proposals.

• 10 Mar 2025 · Multi-academy Trusts: Management Accountability · Hansard source

  More

  The right hon. Lady appears to have misunderstood both the aims and impact of the Children’s Wellbeing and Schools Bill. We recognise that parents must have an opportunity to have good schools in their area, and that schools must be able to set admission numbers to meet the requirements of the local community. That is why we expect local authorities to co-operate with schools in their area, and expect all schools to co-operate with the local authorities, to ensure that the right number of school places are available in the areas where they are needed.

• 10 Mar 2025 · Reading for Pleasure · Hansard source

  More

  Last year, under the previous Government, we saw the steepest year-on-year drop in the number of children and young people enjoying reading. The hon. Member should look at the record of his Government before pointing the finger. Phones should not be out in schools; it is a simple as that. Heads have the power to impose rules that suit their school community. Just a year ago, his Government claimed that they were “prohibiting” mobile phones in schools, and that their guidance meant a “consistent approach” across schools. Those were their words. The then Secretary of State said: “We are giving our hard-working teachers the tools to take action”. Was that Secretary of State right back then, when they backed the Tory Government’s measures, or is the hon. Member?

• 10 Mar 2025 · Schools: Exceptional Funding · Hansard source

  More

  I am proud that while this Government have made tough decisions, we have protected key education priorities. There is additional investment in breakfast clubs, we are rebuilding and improving our special educational needs and disabilities system, and we are doing much more. After 14 years of decline, dither and delay, we are putting education back at the heart of national life and breaking down barriers to opportunity for every child in every community. In response to the hon. Lady’s specific question, exceptional funding will continue to be allocated through local authorities on a case-by-case basis.

• 10 Mar 2025 · Schools: Exceptional Funding · Hansard source

  More

  I would be happy to arrange a meeting for the hon. Lady to discuss this matter further. Buckinghamshire requested for a local authority-owned facility to be funded, and, in line with the published guidance, rental costs for local authority-owned facilities are out of scope of the exceptional funding. However, local authorities should organise such provision within the cost availability for schools. I would be happy to discuss the matter further.

• 10 Mar 2025 · Special Educational Needs and Disabilities Funding · Hansard source

  More

  I know that the hon. Gentleman raises his concern in all sincerity. We will continue to work with all partners, parents, teachers, local authorities and indeed the NHS on how we reform our SEND system and ensure that the support that is needed reaches every part of every community. Our ambition is for a more inclusive mainstream school system that draws on the right education and health specialists to ensure that every child receives the support that they deserve.

• 10 Mar 2025 · Special Educational Needs and Disabilities Funding · Hansard source

  More

  The hon. Gentleman described the challenge that resulted from 14 years under the previous Government. We recognise the strain that the rising cost of SEND provision is putting on local government, which is why we will be setting out plans to reform the SEND system, with further details to come this year, including how local authorities will be supported to manage their historical and accruing deficits. Decisions on new school provision and buildings will also be made in due course.