Helen Hayes MP: speeches

Speeches

• 5 Jun 2025 · Maths: Contribution to the UK · Hansard source

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  It is a pleasure to serve under your chairmanship this afternoon, Mr Vickers. I congratulate the hon. Member for St Neots and Mid Cambridgeshire (Ian Sollom) on securing this debate. It is heartening to hear about his love of maths as well as the enthusiasm of my hon. Friend the Member for Harlow (Chris Vince). I have to confess that was not my experience of school. I was at a school which had a quirk: we had to sit maths GCSE twice—once in year 10 and in year 11. Although I can report to the House that I achieved a good grade in both exams, there was a clear narrative: that maths was a difficult subject, and definitely not for everyone. A lack of enthusiasm for the subject certainly pervaded among many of my peers and was allowed to go unchecked within the education system at large. I do not blame only my school for that; I think it was a common thing. As my hon. Friend the Member for Harlow said, we need to challenge that. I have done the best to challenge it with my daughters, the youngest of whom sat her maths GCSE paper yesterday, so we will see whether I have been successful. We must have an approach that emphasises the critical importance of maths in our primary and secondary education systems and its foundational nature for so many aspects of education and life, and that also encourages a love of maths as part of a love of learning. Maths is key to problem solving and supports logistical reasoning and analytical thinking. It develops flexible thinking and creativity. Mathematical problems often require trying different approaches and tackling a question from multiple angles. Those skills equally apply in arts and the humanities subjects as they do in the maths and sciences. Maths is therefore foundational in building those essential critical skills. The practical applications of maths matter too. Financial literacy is important for us all. The Education Committee undertook an inquiry into financial literacy in May last year, in the previous Parliament, and recommended expanding financial education at primary level, the appointment of financial education co-ordinators in secondary schools and the provision of high-quality independently provided learning materials in all schools. Budgeting and saving, planning finances for the future, understanding how loans and interest work, and contributing to a pension pot are all skills that every young person should have when they leave school. Maths is a specialist subject, and we need skilled teachers to deliver interesting and inspiring lessons from reception all the way through to A-levels and on to higher education. There have been real challenges with the recruitment of new maths teachers for a number of years, with just under three quarters of the target of 3,000 teachers recruited for the current academic year. There are so many career opportunities open to graduates with degrees with a strong mathematical component, so it is important that the Department for Education offers strong incentives to train, recruit and retain maths teachers. I welcome the Government’s commitment to delivering an extra 6,500 teachers in England. It is critical that that target includes a good level of new maths teachers, appropriately supported to be recruited and retained within our education system. I turn briefly to the question of attainment in mathematics. Last year, 65% of pupils achieved a standard pass at grade 4 or above at GCSE in English and maths, but disadvantaged pupils were less likely to meet the expected standard—only 59% of them did so, compared with non-disadvantaged pupils. That means that 35% of young people are routinely not getting a qualification in maths while they are school. That should be a concern to us all. We want every young person to fulfil their potential in maths. Currently, those who do not achieve a grade 4 or above are expected to resit GCSE maths during their post-16 education. For some students, that means multiple resits of a subject that they have already found challenging for several years at school, and it traps them in a cycle of failure, just at the point where they should be discovering a love of learning and finding their vocation. The Education Committee has been looking at this policy as part of our inquiry on further education and skills, and asking whether that really is the best approach for all young people who do not achieve a grade 4 or above. For some students who achieve grade 3, the extra work in a new environment that is different from school may help them to successfully resit their maths GCSE, but for others repeated, unsuccessful resits can be demoralising and counterproductive. We have yet to report, so I cannot draw conclusions on behalf of the whole Committee, but we have received quite compelling evidence that embedding practical maths content into the curriculum for the particular subjects needed for the student’s chosen course of study may be a better way to support students on vocational pathways to achieve the level of both English and maths that they will need to apply later on in life, rather than the endless cycle of GCSE maths resits. Moving beyond GCSEs, it is good to see that maths is the most popular A-level subject, with more than 100,000 entries for A-level maths last year, as well more than 17,000 for further maths. But within those statistics, more work is needed to tackle the gender gap, because just 37% of last year’s maths A-levels were taken by young women, and a mere 27% of last year’s further maths A-levels. Increasing the number of girls taking maths will help to tackle the gender gap in science, engineering and maths at university and beyond. Having positive role models, and improving understanding of just how many well-paid and rewarding careers are out there, for which maths can help, are definitely two important approaches, but we need to do more. There should be more practical support available in our schools to overcome that gender gap in maths. Maths is an important component of many STEM degrees and myriad careers. To underpin a high-skill, high-wage economy, we need more young people with a good training in maths. I will end there, but I will just say that the Education Committee looks forward to scrutinising the curriculum and assessment review, and to scrutinising the Government’s recruitment of teachers, and we hope to see good progress in improving maths education and attainment for all pupils, across all our demographics, in every part of the country.

• 13 Mar 2025 · Mental Health Support: Educational Settings · Hansard source

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  I congratulate my hon. Friend the Member for Redditch (Chris Bloore) on securing this important debate and on his excellent speech. The starting point for thinking about mental health services in educational settings must be an understanding of the foundational nature of good mental health and wellbeing in everything we seek to do in life. Challenges with mental health are corrosive in every aspect of our lives. Depression or anxiety can ruin the happiest of celebrations on the sunniest of days, prevent us from focusing on essential tasks, affect our relationships with friends, family members and colleagues and leave people feeling unable even to get out of bed in the morning. That is true for all of us as adults, and it is equally true for children and young people. Good mental health and wellbeing is essential for accessing and getting the most out of education, yet our children and young people are suffering an epidemic of poor mental health and wellbeing, and it is holding them back. On visits to schools in our constituencies, I am sure all Members will have heard headteachers, senior leaders and teachers in our classrooms talking about the challenges the young people in their classes face with their mental health. That is borne out by the data, too. In 2023, one in five children aged eight to 16 had a probable mental health disorder such as depression or anxiety, while the rates of probable mental health disorder among young people aged 17 to 19 have increased over just five years from a tenth in 2017 to more than a quarter by 2022. In this context, I welcome the Government’s commitment to place a mental health professional in every school across the country. However, I wish to raise some additional points that will be relevant to the effectiveness of that roll-out. The first is clarity on the level of qualification that the mental health professional in every school will be required to have, which I hope the Minister can provide. The second is on their remit: in addition to delivering services to young people, will they be expected to drive a culture across the whole school that is conducive to good mental health and wellbeing? That, as we all know, will involve the buy-in of the most senior school leaders. There are also other areas outside school that are relevant to children’s mental health and wellbeing, including the crisis in our special educational needs and disability system, which is having a profound impact on children’s mental health and wellbeing. My Committee heard this week from children who had been hospitalised and diagnosed with post-traumatic stress disorder as a consequence not of their additional needs, but of being in schools that are unable to meet their needs. I know that the Minister is aware of the urgent need to reform our SEND system. Mental health professionals in schools will also quickly be overwhelmed if we cannot get to grips with the crisis affecting our children and young people as a consequence of their addiction to smart phones and their access to social media, which we know is making them more anxious, less able to focus, more sleep deprived and more stressed out. I welcome the measures that the Minister announced in response to the Bill of my hon. Friend the Member for Whitehaven and Workington (Josh MacAlister), but I do believe that there is a need to go further with this urgent crisis, which is affecting the mental health and wellbeing of our children. Finally, I wish to touch on the vital issue of CAMHS waiting times. We have GPs to prescribe antibiotics so that infections do not become sepsis, or blood pressure medication to prevent a heart attack or stroke, but when an infection has become a critical illness, or a patient has suffered a heart attack or stroke, we would not think for one second that it was appropriate to send them back to their GP. Yet that is exactly what happens to far too many children and young people who are seriously mentally unwell. It is an unacceptable situation and, as well as looking at mental health and wellbeing support in education settings, we also need to look at how our NHS can deliver much more quickly and effectively for children whose problems are much more serious than that.

• 7 Mar 2025 · Protection of Children (Digital Safety and Data Protection) Bill · Hansard source

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  I start by paying tribute to my hon. Friend the Member for Whitehaven and Workington (Josh MacAlister) for introducing this Bill and for his work to advance the debate on the need for action to halt the harms caused by mobile phones and screen time to our children and young people. Less than a year ago, in the previous Parliament, the Education Committee published a report on the impact of screen time on education and wellbeing. Based on a careful examination of the evidence, the Committee concluded that “the harms of screen time and social media use significantly outweigh the benefits for young children, whereas limited use of screens and genuinely educational uses of digital technology can have benefits for older children.” It is worth restating the evidence that the Committee looked at. We saw a 52% increase in children’s screen time between 2020 and 2022, and it has continued to rise since that time. Twenty-five per cent of children and young people use their phones in a way that is consistent with behavioural addiction—a staggering statistic. One in five children aged between three and four has their own mobile phone. One in four children has their own phone by the age of eight, and almost all 12-year-olds have their own mobile phone. This is a very rapid change in behaviour, which has happened without any corresponding policy or regulatory framework. There is substantial evidence of the negative effects of the rapid increase in the use of smartphones by children. Research by the Children’s Commissioner found that 79% of children had encountered violent pornography online by the age of 18. Girls and young women are particularly affected by the pressure to conform with the unrealistic body images that they see on social media. It is not only girls and young women; eating disorders and body dysmorphia are also rising rapidly in boys and young men. Eighty-one per cent of girls aged seven to 21 have experienced some form of threatening or upsetting behaviour online. Mobile phone use is fuelling a rapid increase in sexual crimes committed against children online—up 400% since 2013. One in five children aged 10 to 15 has experienced at least one type of bullying behaviour online, and three quarters of them say that this has happened either at school or during school time. There are impacts on learning at home and in the classroom, too. It can take up to 20 minutes for pupils to refocus on what they were learning after engaging in non-academic activity on their phone. Children have worse working memory, processing speeds, attention levels, language skills and executive function. The sheer amount of time spent looking at screens is also contributing to our children becoming more sedentary and less active. As with all harms affecting children, it is those with the greatest vulnerability who suffer the most. Children in care, care leavers, young carers, children living in poverty and children with additional needs are the most susceptible to online harms. Vulnerable children are also at risk of criminal exploitation when using their screens. Social media and online gaming have been described by those leading the work to tackle county lines exploitation as the foundation of county lines recruitment. The crisis in the mental health and wellbeing of our children and young people is well documented. We are raising a generation of children and young people who are struggling with anxiety, depression, body image issues and eating disorders. Every generation of parents has to help their children navigate a set of challenges that they did not have to face themselves. Screen time and social media are surely the parenting challenges of our generation. We have ample evidence of the harms that are being done. We also understand much more than previous generations about children’s brain development and the way that the vital building blocks of their brains develop rapidly during childhood, and we know that screen time is quite literally rewiring young brains.

• 15 Jan 2025 · Higher Education Regulatory Approach · Hansard source

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  I thank the Secretary of State for confirming the Government’s approach to the implementation of the Higher Education (Freedom of Speech) Act 2023, and I welcome the clarity that she has provided today. The implementation of the Act will present some challenges for universities and for students. The Secretary of State will know that there can sometimes be a fine line between free speech and hate speech, and between statements of views and opinions and incitement or encouragement to violence or intimidation in the real world. Can she assure the House that she will ensure that universities and students are absolutely clear about the limits to free speech, which are already enshrined in law, and that support will be provided on the interpretation of that when it is needed? Professor Shitij Kapur, vice-chancellor and president of King’s College London, has said: “Universities are not there to function as a Speakers’ Corner where anyone can stand up and express an opinion not necessarily supported by facts. If academic freedom is to mean anything, it must be accompanied by the academic obligation for ideas and claims to be accompanied by evidence and reason. Proponents have an obligation to engage and respond to those questioning their assertions and conduct that debate and discourse in a civil manner.” How will the Secretary of State ensure—particularly as the erosion of fact-checking and moderation on social media is taking place before our very eyes—that the implementation of the Act results in a high quality of evidence-based discourse conducted in a culture of civility?

• 24 Oct 2024 · Black History Month · Hansard source

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  I congratulate my hon. Friend on leading this important debate in Government time. The Black Cultural Archives, which I am hugely proud to say is based in my constituency on Windrush Square, is the only national organisation dedicated to the preservation and interpretation of black history in the United Kingdom. It does not currently have recognition as a national organisation. Will the Minister work with me and the Secretary of State for Culture, Media and Sport to ensure that the Black Cultural Archives has that status and recognition, as well as sustainable funding, given the vital role it plays?