Juliet Campbell MP: speeches

Speeches

• 13 Apr 2026 · SEND Provision and Reform · Hansard source

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  I congratulate the hon. Member for Farnham and Bordon (Gregory Stafford) on bringing forward this debate. This Government have set forward an ambitious plan to reform the SEND system in the SEND White Paper. I am proud of the commitment that the Government have made to ensuring that children with SEND are supported to thrive and achieve by bringing about the changes that parents and educators deserve and need. Ask any parent about their experience of navigating the current SEND system and they will tell stories of being pushed from pillar to post and not being listened to. The trust and confidence of parents and carers in the SEND system that we inherited from the previous Government has been completely undermined. Last Friday, in my constituency of Broxtowe, I met parents and educators who spoke of their own heartbreaking experiences. They told me of their families being traumatised and their children often being excluded from education altogether. They welcome the White Paper and express their support for all that it seeks to do, but they have concerns about accountability and the legal status of parents who seek to get support for their families. They support the Government in wanting early interventions and support provided closer to home. They are particularly happy that there will be additional occupational therapists, speech and language therapists and educational psychologists, and upskilling for staff in every school. Parents and educators seek further detail about how we can reform the current teacher training curriculum so that newly qualified teachers and educators are trained with the skills and expertise they need in every classroom, including for dyslexic pupils and the neurodiverse. As we know, dyslexia is one of the most common forms of learning difficulty and learning difference, yet under the current system, support is inconsistent or non-existent, or simply depends on an overstretched classroom teacher who may not have received specialist training. It is my hope that the White Paper will be a vehicle for developing a national dyslexia strategy, and I am confident that the Government will take that into consideration alongside all their other excellent work to improve the education outcomes and life chances of those with SEND.

• 25 Feb 2026 · Student Loan Repayment Plans · Hansard source

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  It is a pleasure to serve under your chairship, Ms Lewell. I thank my hon. Friend the Member for Ilford South (Jas Athwal) for securing this debate. The University of Nottingham is on my doorstep, so many graduates who make their home in Beeston and Bramcote in my constituency. One of my constituents said: “My salary is never going to go up at the same rate as the interest, you have to pay back huge amounts every month to match the interest being charged.” Another said that they took out a loan of £37,000 and yet, “since graduating 8 years ago, I have paid back just £600 and accrued £18,000 in interest. Because until a year ago, my salary did not meet the repayment threshold. This means that I currently owe £55,000. Bearing in mind, I have been working the whole time since graduating.” She said to me, “It is ludicrous,” and I agree. Students should never end up in a position where their monthly repayments are significantly less than the interest they accrue. The inequalities in the system are stark. Borrowers only repay student loans while they are earning, but the interest will accrue nevertheless. That puts an unfair penalty on those who work part time, take breaks for maternity or are carers. The message from my constituents in Broxtowe is loud and clear: “This simply isn’t fair.” I call upon the Government to make urgent reforms.

• 19 Jan 2026 · Sale of Fireworks · Hansard source

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  It is a pleasure to serve under your chairship, Mr Pritchard. I thank the hon. Member for Keighley and Ilkley (Robbie Moore) for introducing the petition for debate. It is a pleasure to speak on behalf of constituents who have contacted me on many occasions about this very issue: the impact the widespread sale and use of fireworks has on their lives. The issue clearly resonates not just in my constituency but for people across the country. I have received correspondence from residents, pet owners and farmers who are deeply concerned about the wellbeing of animals. I have a cat myself, and she is left inconsolable by the noise on bonfire night, which can cause lots of distress to pets and livestock. However, the problem is not just limited to animals; I have had emails from veterans, people with PTSD, elderly people and others who are sensitive to loud noises, who find fireworks just too distressing. I have had emails from people from Eastwood, Chilwell, Beeston, Bramcote, Cossall, Trowell and Awsworth—from across my whole constituency. Some constituents have also written to tell me that there have been injuries from fireworks. I will give two examples. One constituent described an incident in which a misfired rocket headed towards a child’s pram. It was only because of the quick thinking and actions of a bystander that the child was unharmed, although that courageous bystander suffered burns himself. Another constituent described how her son was shot at with fireworks on his way home from school. We can only imagine the distress that that caused. I am sure that many Members around the room will have equally troubling accounts from their constituents. Stories such as those show us why stronger measures are now essential. That said, I do acknowledge the importance of fireworks in community celebrations such as new year’s eve and bonfire night. Those occasions bring people across Broxtowe and the UK together, so it is vital that we do not diminish them, but it is clear that we need regulations.

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

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  It is a pleasure to serve under your chairship today, Ms Butler. I begin by thanking the hon. Member for Yeovil (Adam Dance), my co-sponsor of the debate, for his continued support and tireless campaigning on the issue of dyslexia. I rise not only as the Member of Parliament for Broxtowe but also as chair of the all-party parliamentary group for dyslexia, a group I have been a member of since 2016—some eight years before becoming an MP—and now have the pleasure of chairing. After my son was diagnosed with dyslexia, I set up a not-for-profit organisation to raise awareness of dyslexia and to train educators in how to identify dyslexia in the classroom, and to offer support to dyslexic children and their parents, which is something that my family did not receive. Sadly, despite that being many years ago, in the UK we are still remiss at early identification of dyslexia. Many children and young people are still not being identified and are still struggling. Too many children go through their childhood feeling disempowered, confused and sad because they do not receive the support, the understanding or recognition of how hard they are working because dyslexia has not been identified. In the UK, around 10% of the population is dyslexic, yet despite its prevalence, dyslexia remains underdiagnosed and parents often struggle to get their children the support they need. Dyslexic people often face barriers that affect their self-esteem and educational outcomes, result in a loss of the love of learning, reduce their earning potential and mean they are over-represented in the prison system.

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

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  I absolutely agree that the support that young people need is crucial, not just for their education but across and throughout their lives. The challenges that dyslexic people face should not be an inevitable part of being dyslexic. The British Dyslexia Association’s recent report “Set up for somebody else” was a disheartening read. It identified that 70% of young people said their dyslexia makes them feel bad about themselves; 78% said people assume they are not clever because they are dyslexic; 59% had been bullied or teased about their dyslexia, and 65% hide their dyslexia. It does not stop there. Parental income makes a difference: 90% of young people in high income households are diagnosed, compared with only 43% in the lowest income households; and only 30% of young people in lower income households say the support they receive in school is good, compared with 86% of young people in higher income households. Embracing the strengths of dyslexia is essential to changing the trajectory of the lives of the current and future generations. People with dyslexia often shine in creativity, problem solving and verbal reasoning, and have excellent entrepreneurial skills. During Dyslexia Awareness Week this year, I called on the Government to introduce a national dyslexia strategy to even the playing field for dyslexic people by reforming the teacher training curriculum so that educators are equipped to recognise and support dyslexic learners; standardising dyslexia identification and interventions across schools; and prioritising early identification and assessments so that tailored support can be given as early as possible in a child’s educational journey. Those steps would help create a more inclusive and effective education system that recognises that neurodiversity can also be a strength. It is 130 years since Rudolf Berlin coined the term dyslexia, which means “difficulty with words”. In 1970, a report entitled “The Dyslexic Child” identified developmental dyslexia as an issue requiring urgent official attention. In 1972, another scholar argued: “Preventive and supportive steps taken early are immeasurably more humane and fruitful than attempts to remedy a problem which becomes increasingly complex as the child grows older.” That is still relevant today. Precise definitions of dyslexia have changed over time, but it is agreed that those with dyslexia struggle to break down words into their smallest constituent parts, making the use of phonics in school close to useless for dyslexic pupils. It was the last Labour Government who set out how to understand and improve provision for dyslexic children. In 2008, they tasked Sir Jim Rose to lead a review to make recommendations on the identification and teaching of children with dyslexia. In 2009, the final report of the Rose review defined dyslexia as “a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.” It is poignant that Sir Jim Rose provided that clear definition under the last Labour Government, and fitting that this Labour Government should produce the first national dyslexia strategy to take forward what he began back in 2008 and 2009. Dyslexics face inherent societal inequalities, which fall into four categories: educational attainment, career progression, over-representation in the criminal justice system and proportionately higher use of mental health services. In education, children fare much worse. In the 2023-24 academic year, only 22% of pupils with specific learning disabilities such as dyslexia achieved grade 5 or above in English and maths, compared with 52% of their peers. A strategy would significantly upgrade the teacher training curriculum, in partnership with universities and unions, so that teachers are properly equipped to teach dyslexic children. Turning to career progression, it is clear that the 15-year-old Equality Act 2010 has largely failed dyslexics in the workplace. A strategy would outline specific expectations of the public sector and other sectors in terms of what adjustments need to be made, and what difference those adjustments are expected to make, with the opportunity to review. Our prison system fails to recognise and address the deeply troubling statistic that between 30% and 50% of our prison population are dyslexic, which is way higher than the 10% of the general population who are dyslexic. Dyslexia does not predispose people to crime, but a lack of early support can lead to educational failure, social exclusion and loss of confidence, all of which heighten vulnerability. Finally, on mental health outcomes, many dyslexic people experience high anxiety and low self-esteem, with many of them also experiencing depression. These outcomes are preventable. With early identification, understanding, adjustments, support, and a culture that supports neurodiversity, we can prevent a lifetime of avoidable emotional, educational and workplace distress. Those are the reasons why I am calling for a national dyslexia strategy. Such a strategy would call on the Government to set out how they can improve the life chances of dyslexic people, supporting schools and workplaces, and in that way also benefit our health system and our criminal justice system. It would focus on early identification, consistent standards in the classroom, and greater teacher training in kinaesthetic and adaptive teaching methods, and it would ensure that those born with a learning difference are not socially excluded. This is about investing in our children and young people. I ask the Minister to commit to a national dyslexia strategy, so that we begin the process of changing so many people’s lives. Enabling people to have the best start in life is a key ambition of this Government and I hope the Minister includes dyslexic people in that ambition.

• 8 Sept 2025 · Indefinite Leave to Remain · Hansard source

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  It is a pleasure to serve under your chairship, Sir Jeremy. I thank the Petitions Committee for securing the debate and my hon. Friend the Member for South Norfolk (Ben Goldsborough) for his opening remarks. I rise to speak in support of retaining the five-year pathway to indefinite leave to remain for BNO visa holders. My constituency of Broxtowe is home to more than 2,500 BNO visa holders, many of whom have written to me to raise their concerns. Our community is being culturally and socially enriched by our Hongkonger residents, who continue to make a valuable contribution to society. Research shows that 59% of BNO visa holders have a degree or postgraduate degree, but despite their skills and eagerness to settle in the UK, they face challenges to fully integrating, settling and feeling secure here.

• 8 Sept 2025 · Indefinite Leave to Remain · Hansard source

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  I absolutely agree that that will impact how we can employ people in our communities. A report by British Future found that only about half of BNO visa holders of working age are currently employed, and 47% of those working say that their current job status does not match their skills or qualifications. This creates barriers to individuals achieving their full potential and impacts their self-esteem. On top of those challenges, BNO visa holders face heightened anxiety and uncertainty because of the changes proposed in the immigration White Paper. Although the Government’s proposals to regulate the immigration system are a good step forward, some of the proposed changes have led to a reduction in the trust placed in the Government by those from Hong Kong. My residents in Broxtowe acted in good faith and took the Government at their word when they said, as part of their commitment to Hongkongers who wanted to come to the UK, that they would have indefinite leave to remain after five years. Extending the pathway for indefinite leave to remain from five to 10 years means that many will be unable to access retirement saving funds, creating financial insecurity for many. Without ILR, my Hongkonger residents in Broxtowe cannot qualify for home fee status at UK universities, delaying academic opportunities. Delaying ILR will also lead to delays in acquiring citizenship, which will impact eligibility for consular protection and emergency foreign assistance, and could leave those affected at risk of transnational repression. I urge the Government to retain the five-year pathway for BNO visa holders, who moved to the UK on that promise. That is fair, and it is the right thing to do.

• 21 Jul 2025 · Teacher Recruitment · Hansard source

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  I thank the Secretary of State for her response and for the Government’s commitment to recruiting 6,500 new teachers. However, as we know, dyslexic children tend to leave school or education with disproportionately lower attainment levels. They are also over-represented in the criminal justice system and often have low self-esteem, with much of that coming from their experience in educational settings. Will the Secretary of State outline how she will ensure that the recruitment of new teachers will bring in those who can meet the education needs of dyslexic and neurodiverse children?

• 21 Jul 2025 · Teacher Recruitment · Hansard source

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  3. What steps she is taking to recruit new teachers.

• 9 Jul 2025 · Early Years Providers: Government Support · Hansard source

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  It is a pleasure to serve under your chairmanship, Mr Pritchard. I thank my hon. Friend the Member for Sherwood Forest (Michelle Welsh) for securing this important debate. I welcome the Government’s efforts to make early years provision more accessible, and I am proud that they have taken the necessary steps to better support young families and give every child the best start in life. The importance of early years providers is well understood. Studies have shown that high-quality early years support influences later wellbeing for both mental and physical health, as well as building resilience. We know that high-quality early years support affects attainment during the early years and future education. However, families in disadvantaged areas tend not to access early years services as frequently as families in more affluent areas. Currently, only 36% of families in the lower income bracket use formal childcare services during the early years, compared with 73% of those from higher earning families. Children who do not receive early years education and support can be significantly disadvantaged. They are more likely to experience developmental deficiencies and deficits, leaving them lagging behind. That should not be the case. The economic gap in accessing early years provision can mean that some children begin primary school or early education without the necessary skills they need to effectively transition to that stage. The early years foundation stage statutory framework sets out the specific skills that children should have developed by the time they arrive at school, including being toilet trained, simple letter recognition, and socialising with their peers. Children who do not access early years provision are less likely to be equipped with those skills, which means that teachers face increased pressure to bring those children up to the required standard. When children arrive without the necessary skills, teachers are forced into the role of parent in an environment where their role is to be an educator. That can reduce the quality of teaching for the whole classroom, and the delivery of the curriculum is slowed down. I therefore welcome the Government’s commitment to ensure that every child has the best start in life. That involves providing support to parents, and children, from pregnancy to age five, and making early years services more accessible to lower-income families. To echo the words of my hon. Friend the Member for Sherwood Forest, someone’s background should not determine their outcome. However, there is still work to be done. For example, I would like to see dedicated outreach efforts in areas of deprivation to help close the inequality gap between those who access early years services and those who do not. Every child should arrive on their first day of primary school with the skills that they need to thrive. Will the Minister therefore commit to implementing dedicated outreach and parenting programmes for the most deprived areas, as an essential part of making sure that support reaches families who need it the most? In doing so, we help both parents and teachers provide the best start in life for every child.