Georgia Gould MP: speeches 2025

Speeches

• 1 Dec 2025 · Speech and Language Therapies · Hansard source

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  The Department is working closely with the Department of Health and Social Care and NHS England to improve access to community health services, including speech and language therapy for children and young people with special educational needs and disabilities, and we have extended the early language support for every child programme.

• 1 Dec 2025 · Speech and Language Therapies · Hansard source

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  In this financial year we have already put £1 billion into the high needs budget and £740 million into specialist places around the country. We are committed to helping schools to provide an inclusive service, and we will be setting out more plans in the schools White Paper.

• 1 Dec 2025 · SEND: Specialist Schools · Hansard source

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  The Department has invested £740 million in high needs capital in 2025-26 to support place creation for children and young people with SEND. Local authorities can use this funding to create specialist places in mainstream schools, enhance accessibility and provide special school places for pupils with the most complex needs.

• 1 Dec 2025 · SEND: Specialist Schools · Hansard source

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  The last Government approved a huge number of things that were not funded, which is why this Government were left with a black hole that we are sorting out. I have travelled around the country talking to parents, and we have heard time and again about how they were failed by the last Government. We are investing in the SEND system. In answer to the hon. Member’s specific question about the school, we will be coming forward with more plans shortly.

• 12 Nov 2025 · SEND Provision: Kent · Hansard source

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  As an action from today, I commit to write to MPs setting out more detail about that continuing scrutiny so that they can share it with their constituents. Wider questions were raised about the curriculum and assessment review and ensuring that the curriculum and the provision in school support inclusion. I hope that my hon. Friend has read the Government’s response, which talks about not only some of the pressures that she mentioned, but the importance of enrichment. In Camden, whose council I used to lead, there is a school that has a phrase: “School should be unmissable”. We want to ensure that young people have high standards and the academic basis that they need, but also experiences in the arts, the outdoors and civic education. Those wider reasons to come to school are so important for a broad range of young people. I thank Members for this important debate. It is an ongoing conversation and I welcome all the contributions that have been made. I am very committed to working cross-party on this issue: I had a meeting with the hon. Member for Yeovil (Adam Dance) this morning to talk about his advocacy and I will continue to hear from Members on both sides of the House. This is about the future of our young people and it is critical that we get it right, so I am keen to hear from everyone and to work in partnership with parents and young people. I look forward to continuing this conversation in Kent and beyond.

• 12 Nov 2025 · SEND Provision: Kent · Hansard source

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  It is an honour to serve under your chairship, Sir John. I congratulate my hon. and learned Friend the Member for Folkestone and Hythe (Tony Vaughan) on securing this important debate and bringing the voices of young people, parents and teachers in Kent into Parliament so powerfully. I am grateful to all the Kent MPs who have engaged so widely with their constituents. I have received many letters and reports from those here and others who could not attend today, setting out some of the concerns we have heard. Some key themes, which I have heard time and again, include parents feeling that they have to battle through the system in order to get support; the lack of early intervention and help; and concerns about communication and parents not being listened to. I was pleased to see Members from further afield—from Wokingham and even Northern Ireland—join the debate. It is telling that we saw more representation here today from Northern Ireland than we did from Reform, which is running Kent county council. I share some of the concerns that I think Members collectively have raised about the language being used by national Reform politicians—language about the system being “hijacked” and attacking parents and sometimes children. It is very difficult for families to have confidence when their legitimate fight for support for their children is being attacked. I am deeply committed to working alongside families. I assure the hon. Member for South Devon (Caroline Voaden) that I wholeheartedly understand the urgency and the need for reform. As I have said before, I ran a council and I saw every day the huge pressures in the system. I have talked to parents, young people and teachers across the country and heard some of the same stories and concerns. We need to change things, but, as the hon. Member said, we need to work with them, because we saw what happened when the system did not really think about the consequences of decisions. The last Government left office talking about a “lose, lose, lose” system, but we want a system that allows young people to thrive, gives parents confidence in their children’s support and allows teachers and other professionals to give young people the support they need. We are working intensively with parents, teachers and other parts of the system to get this right. We will bring forward our wider reforms as quickly as we can, but we are not waiting for those reforms in order to act. We have already begun making changes, including creating new places in special schools through a £740 million capital investment for 2025-26, of which £24 million has been allocated to Kent county council. We have heard about the need to have resource bases in communities so children do not have to travel for support, so that investment is incredibly important. I will write to the hon. Member for Meriden and Solihull East (Saqib Bhatti) about the free schools that he mentioned, and I am sure that he will follow up if that is not speedy enough. We are investing in multimillion-pound programmes such as the partnerships for inclusion of neurodiversity in schools and early language support for every child—new partnerships at a local level that bring together support—and reinvesting in early intervention, because we know how important early years support is for young people’s long-term outcomes. We are making sure, as we roll out the Best Start hubs, that there is specialist SEND support in them to intervene and support families as early as possible. We have worked with Ofsted to create changes in accountability and we are firmly focused on inclusion within the school system. It should not be possible for people to get a good mark from Ofsted if they are not delivering on inclusion. As I have said, we are taking forward further work around co-creation, working with families and experts around the country, to make sure that we are getting reform right. However, we have already set out some clear principles: supporting early intervention and help; moving to greater inclusion so that more children can be educated locally, close to their families; ensuring fairness, because I have heard from many about a postcode lottery and different support in different parts of the country; and ensuring that the support that is in place is well evidenced and consistent. This is a shared endeavour that includes health, local government, schools and communities. We all need to work together to support young people to thrive. We heard in some contributions about interventions that have already happened within Kent. Kent’s SEND services were inspected by Ofsted and the Care Quality Commission in January 2019. That inspection identified nine significant areas of weakness requiring the local area to produce a written statement of action. A visit in 2022 judged that the area had not made sufficient progress in addressing any of its weaknesses. The council was issued with an improvement notice in March 2023. The progress was closely monitored and in August 2024, following a robust review, the Department lifted the improvement notice on the basis that Kent county council had met the conditions set out within it. I assure the Members who raised concerns about the improvement notice being lifted that it does not mean that scrutiny has been lifted. We are working very closely to maintain that oversight of services and drive further improvement to make sure that every young person with special educational needs has access to high-quality services. That includes regular review meetings, attendance at Kent’s SEND partnership boards, close working with NHS England and the continued support of a DFE-commissioned SEND adviser. We take seriously all the points that have been made today.

• 11 Nov 2025 · Support for Dyslexic Pupils · Hansard source

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  It is a pleasure to serve under your chairship, Ms Butler. I am sure you will cough at the appropriate time if I am going on. I thank my hon. Friend the Member for Broxtowe (Juliet Campbell) and the hon. Member for Yeovil (Adam Dance) for securing this important debate. As others have said, they are both really important champions on this issue. The hon. Member for Broxtowe has huge experience from their previous life in training teachers and parents, and they have brought that into their work for the APPG. Since I have had the privilege of taking on this role, I have seen the hon. Member for Yeovil at almost every debate, which I think says something about their passion. The way that they speak about their own experience and the challenges they have overcome is inspiring for many young people. As we have heard from many across the Chamber, dyslexic people and parents of dyslexic children are important voices in the debate, and this place is stronger as a result. I appreciate the constructive tone of everyone in the Chamber. As has been said, this is a critical issue for many young people around the country. In my own experience as a council leader, I have seen the huge challenges in the system and am deeply motivated to change it. We are not waiting for the schools White Paper: interventions are already happening to support the SEND system. Mention was made of Ofsted; changes to include inspection on inclusion are already happening. Changes are being made to teacher training to help teachers support young people with SEND, in particular on adaptive teaching. We have invested an extra £1 billion this financial year into the high-needs block and an extra £740 million into specialist places across the system. Those changes are happening, but we recognise the need for wider reform. I support the desire to work cross-party and we wish to hear from Members across the House to help us shape those proposals and to scrutinise them as we go forward. On the issue of dyslexia, which Members spoke about powerfully, recently I attended a parliamentary reception hosted by the British Dyslexia Association, where we heard some of the stark research referred to in the debate. The statistic that stays with me is the 70% of children and young people who feel bad about themselves because of their dyslexia. Earlier, we heard a powerful story about Lucy and her experiences. At the event, I spoke about my dad’s experience. He was severely dyslexic and failed his 11-plus, later leaving school with only one A-level. He talked to me about how he felt like a failure at school, but he was one of the most creative and brilliant people I have known. I have heard from too many young people who still feel that same way so many years on—that sense, which someone described as humiliation, that they are not good enough and that their huge creativity and contributions are not recognised. That has to change. This debate and the ideas we have heard are important within that. On Thursday, I will visit the constituency of my hon. Friend the Member for Bracknell (Peter Swallow), who was present earlier, where the British Dyslexia Association is based, to meet young people to hear their experience, to feed into the White Paper. As I said, however, we are not waiting and work is already happening to improve things on dyslexia while we look at the wider reforms. I want to start with the focus on reading that we heard about, and on identifying needs around reading. Many MPs talked about early identification, which is vital. We heard about phonics and some of the great successes with that: 80% of young people pass their phonics screening checks, but 20% of young people do not. Putting in more support and intervention for those young people is a key priority for us. In the curriculum assessment review response, we set out a new reading test for all pupils in year 8. That is focused on identifying young people who are struggling at key stage 3, because given some of the statistics, by the time we get to GCSEs, it is too late.

• 11 Nov 2025 · Support for Dyslexic Pupils · Hansard source

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  I could not agree more. As the daughter of a publisher, that was very much the mantra that I was brought up on. Reading gives us access to so many different worlds and brings so much joy; the Government are taking forward the National Year of Reading to inspire young people to enjoy reading, as well as accessing the full curriculum. That is why we are strengthening existing programmes and introducing new ones to ensure that all children can secure the essential skills of reading and writing. I have talked about phonics; in the academic year 2024 to 2025 the Government launched a new Reading Ambition for All training programme for primary school teachers. The programme aims to improve reading outcomes for children who need additional support, including those with dyslexia, drawing on the latest research about how children learn to read and the effective approaches to teaching those who need specific adaptions. Following its pilot year, we are now working with the British Dyslexia Association to refine the programme to further support children with dyslexia. We expect the new programme to reach more than 600 schools. The Government’s reading framework, which was updated in 2023, includes guidance on teaching reading to pupils with additional learning needs and offers guidance for schools on providing pupils with timely, focused support related to their needs. We are also working on a writing framework. Those who saw the curriculum assessment review will have seen the focus on oracy within it and the links between reading, writing and speaking. The Government’s Reading Ambition for All programme is delivered by our 34 English hubs. It was launched in 2018 and builds on the work of the last Government. Those English hubs are dedicated to improving the teaching of reading, with a focus on supporting children who are making the slowest progress in reading, many of who come from disadvantaged backgrounds—as we have heard today. Those hubs are outstanding at teaching early reading. Since its launch, the English hubs programme has provided targeted support to over 3,000 schools across England. This year, the English hubs are delivering intensive support to over 1,200 partner schools, reaching over 140,000 pupils in reception and year 1. Some £26.6 million has been committed for the English hubs programme this academic year. We know how important the transition from primary to secondary is and that is a key area of focus for support. Today’s debate has focused on early identification, intervention and the importance of early support. We know how critical that is for outcomes. The SEND code of practice makes it clear that meeting the needs of children with SEN should not require a diagnostic label. We want teachers to be able to offer support at the earliest possible point and where it is needed regardless. In an inclusive education system, settings should be confident in accurately assessing children’s and young people’s learning and development and meeting their educational needs with evidence-informed responses. We have had a good discussion about some of the areas where the evidence is strong, but also areas where we need to see more evidence, including around assistive technology. I welcome the focus on evidence and research, which is something that the Government are committed to. Recently published evidence reviews from University College London will help to drive inclusive practice. It highlights what the best available evidence suggests along with the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The What Works in SEND research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people. In closing, the depth and thoughtfulness of this debate has been incredibly important. As we look to reform the special educational needs system, I hope to discuss all these issues further. I am meeting the hon. Member for Yeovil tomorrow, and I hope we can have further conversations about some of the ideas that were set out today. As we move towards publication of the White Paper, which sets out a broader strategy for young people with special educational needs, I hope that it will build on the important issues raised today about teacher training and early intervention. We are determined to deliver reforms that stand the test of time, rebuild the confidence of families and, crucially, ensure that all young people are thriving at and enjoying school, and getting the support that they need.

• 11 Nov 2025 · Support for Dyslexic Pupils · Hansard source

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  I do agree. Teaching assistants play a vital role in supporting children with special educational needs, which can include reading, and there is good evidence that that support is working. Today, we have heard about some of the huge challenges, but I want to mention a school I visited in Amber Valley, which had brilliant support for young people struggling with reading. I spoke to a child who said that, in the transition into year 7, he had had the reading age of a four or a five-year-old. He talked about trying to access the curriculum, but getting increasingly frustrated and not listening. The school had put in place a small nurture group, focused on supporting young people with reading, with a range of children—some had dyslexia and some did not. He is now 14, and that extra support and intervention means that he is fully accessing the curriculum and thriving. That was a teacher-led intervention.

• 27 Oct 2025 · Holidays During School Term Time · Hansard source

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  It is a privilege to serve under your chairship, Ms Lewell. I thank the hon. Member for Keighley and Ilkley (Robbie Moore) for his thoughtful and nuanced introduction to the debate. It was brilliant to hear that he consulted a whole range of parents, headteachers and others. He set us up for what has been a very thoughtful discussion, with views from Members on all sides of the debate. We have heard how passionately people feel about the importance of holidays to families. Many families, for a variety of reasons, wish to avoid busier and more expensive periods. I thank Natalie Elliott for her work on raising these issues and for ensuring that they could be debated here. A number of young people have joined us in the Public Gallery—during their half-term—and I commend them for being part of the discussion.

• 27 Oct 2025 · Holidays During School Term Time · Hansard source

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  I thank my hon. Friend for making that point and all hon. Members who have done copious research on the various travel companies and prices at different times. I hope that those companies watch the debate and hear the strength of feeling. The Chair of the Education Committee, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), made a suggestion that I welcome and will explore further, because it is important that they hear about the impact on many families. We have heard about not only the importance of family life, but how critical school attendance is for children and young people. Sadly, we still face an absence epidemic in this country. The shadow Minister, the hon. Member for Meriden and Solihull East (Saqib Bhatti), has been collegiate today, so I will point out only gently that had the Conservative Government listened to their education recovery commissioner and invested what was needed to support children post covid, we might not be in such a perilous position, with one in five children persistently absent, missing the equivalent of a day each fortnight. We are committed to tackling the problem. As we have heard from many, absence is one of the biggest barriers to opportunity, damaging learning, health and wellbeing, future earnings and employment. Each day of lost learning can do serious harm. That is why we will not allow pupils to miss 10 days of school without good reason. However, that does not mean that we are not committed to working alongside families. This Government introduced the national framework for penalty notices, which defines a “support first” approach, working alongside families. The shadow Minister asked what the Government have done to reduce absence. Thanks to hard work and partnership, there has been progress: more than 5 million more days were spent in school last year than the year before. That is the biggest improvement in a decade, but we remain a long way off pre-pandemic levels of attendance. If children are not in school, it does not matter how effective or well supported teaching and learning are; they will not benefit. We are working hard to ensure that school is the best place to be for every child. We heard about some of the interventions on the cost of living crisis, free breakfast clubs, the extension of free school meals and the 30 hours of free childcare, which have made a meaningful difference for families. We are also supporting better mental health through access to specialist mental health professionals in every school, and inclusion for children with special educational needs and disabilities within mainstream settings right across age ranges. We want to continue to work with families of children with special educational needs. We heard about how those families face some of the biggest issues with persistent absence and about how important that partnership is. I am happy to meet my hon. Friend the Member for Amber Valley (Linsey Farnsworth) and her constituent, whose petition led to this debate, to talk about that in more detail, given the importance of hearing from families as we think about support for young people with SEND. I have to admit to being somewhat surprised to hear the hon. Member for Great Yarmouth (Rupert Lowe) championing the views of parents. I had wondered whether he agreed with the hon. Member for Boston and Skegness (Richard Tice) that SEND provision is “being hijacked by…parents who are abusing the system, taking it for a ride.” I wholeheartedly disagree with that and want to work with parents.

• 27 Oct 2025 · Holidays During School Term Time · Hansard source

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  I am very concerned by that. I welcome the fact that so many more young people are being diagnosed and getting their needs met. In previous generations, they might never have received that support. I am very concerned about that language. I also want to echo the points that have been made across the Chamber about the strength of the evidence on attendance. Recent research shows that just an extra 10 days out of school halves a pupil’s chance of getting a grade 5 in English and maths, compared with a similar child with strong attendance. We have also seen research showing that children who are persistently absent during their GCSEs earn £10,000 a year less by the age of 28. Based on the most recent census data, a child who misses 10 days of school each year for a two-week holiday, and also has the average number of days off for sickness and medical appointments, will have missed the equivalent of a full year of school by the time they finish year 11 at age 16. That is worth repeating: a child who takes a fortnight’s term-time holiday each year, and also has the average number of days off due to illness, will miss a full school year over the course of their education. We should be very concerned about that. My hon. Friend the Member for Amber Valley also made a point about consistency of application. The national framework is designed to improve consistency. I hope that new data in January will tell us about our progress in removing the postcode lottery. In the year prior to the introduction of the framework, 26 out of 153 local authorities accounted for half of all penalty notices issued. Our work is intended to reduce that inconsistency. There were a range of questions about flexibility in term time. Schools and local authorities have flexibility to plan term dates and to hold inset days and other occasional days at less busy times of the year, which can help families plan breaks at times that suit them. I know, for example, of councils that have trialled a two-week half-term in October or slightly shifted their summer holidays. Those flexibilities exist at the moment. We also heard of concerns about the ability of young people with special educational needs to travel at busy periods. I am aware of steps taken by the travel industry to improve their experience, with airports and airlines increasing their autism awareness and producing procedures for affected families. That is an important area to explore further. I thank all Members for their contributions, and I hope we can continue this conversation. I acknowledge the strength of feeling expressed during the debate. The Government are determined to support children to attend school. As we heard, lack of attendance is one of the biggest barriers to supporting children to achieve and thrive, and it particularly impacts those from disadvantaged backgrounds. We will continue to work with parents, teachers, schools and local authorities to raise attendance levels and support opportunity.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  The Secretary of State was telling me just this morning what a wonderful visit she had to Golborne All Saints Catholic primary and pre-school, and about the amazing practice there. I read with interest the report from my hon. Friend’s constituents at her recent SEND roundtable. The review is looking closely at what affects children’s learning in mainstream schools, including those with SEND, ADHD and those without a formal diagnosis, making sure that every pupil can access a broad and balanced curriculum.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  My hon. Friend is absolutely right. I have spoken to too many parents who have had to fight so hard just to get the support that their children need. The support should be available when children need it, which is why we are so determined to invest in early intervention and to back parents to get the support they need.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  The previous Government had 14 years to deliver this reform. Where was any of this urgency when they were in power? I ran a council in which I saw every day the broken system we were left to operate—the one that the last Conservative Secretary of State for Education called “lose, lose, lose”. I can assure the hon. Gentleman that this is urgent for me. I have seen the problems and heard stories from across the House about the challenges that we face. We are determined to work with families, teachers and experts to get the reforms right and ensure that we do not make the mistakes that the previous Government made.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  The Government have invested an extra £1 billion into the high-needs block, and we have changed the teacher training package to ensure that it includes material on supporting children with special educational needs. The PINS programme—partnerships for inclusion of neurodiversity in schools—is working across the NHS and education to provide more training for teachers on neurodiversity. We are absolutely aware that teacher training is a huge issue and will continue to listen to ideas from both sides of the House.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  I have been very clear that we want to invest in early intervention and nurturing provision for children with special educational needs. If the right hon. Member would send me more details of the case, I would be happy to look into it.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  I am proud to follow on from the previous Schools Minister, and would be delighted to visit that school with the hon. Member.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  I have visited bespoke resource centres. I was recently in a resource centre in Southwark that provides that kind of brilliant provision. The £740 million we have set out is exactly to provide more specialist places that allow children to get the right support they need, often within mainstream schools and within their local communities.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  My hon. Friend has already reached out to me several times to advocate for his constituents and the importance of specialist places. I very much look forward to working with him to increase provision in his constituency.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  By prioritising early intervention, training and inclusive support in mainstream schools, we are expanding the capacity to deliver timely, consistent and high-quality SEND provision. This will improve support for children and families. We are engaging with children, parents and experts about the challenges in the system and how we can work together to make sure that every child has the right support when they need it.

• 20 Oct 2025 · Children with SEND: Mainstream Schools · Hansard source

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  One of the best parts of my new role has been getting letters from people across the House who have had conversations with their communities. They bring stories of challenges but also of some of the great practice that is happening around the country. I read my hon. Friend’s letter about those challenges with interest, and I am committed to working alongside her. As I set out, we have invested £740 million to increase the number of specialist places around the country. I look forward to a conversation about how that can benefit her constituency.

• 20 Oct 2025 · Topical Questions · Hansard source

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  I look forward to working with the APPG. We agree that we need to equip young people with key knowledge and skills to adapt to a rapidly changing world, and the curriculum and assessment review will say more about the wider curriculum.

• 20 Oct 2025 · Topical Questions · Hansard source

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  Teacher training is an incredibly important part of mainstream inclusion and, from this September, we have changed the core teacher training to ensure that it includes SEND content. We are also supporting early years provision to have specialist SEND support, alongside the wider work to support mainstream inclusion.

• 20 Oct 2025 · Topical Questions · Hansard source

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  We are determined to have high standards for children in every part of the country. I am very happy to talk to the hon. Member about his specific concerns for that community.