Saqib Bhatti MP: speeches

Speeches

• 2 Jun 2026 · Children: Development of Essential Skills · Hansard source

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  It is a pleasure to serve under your chairmanship for the first time, Dr Allin-Khan, and may there be many more. I thank the hon. Member for Bracknell (Peter Swallow) for opening the debate, and for his thoughtful contributions that we have heard throughout. I know that he is a long-standing champion of this issue, for which he made his case, and I am sure we will hear more from him. I also thank all Members across the House who made contributions. In particular, I want to single out the hon. Member for Bolton North East (Kirith Entwistle), who I thought made a really valid contribution. Having just welcomed my third child, and having seen the sacrifice that mums make, I can attest to the fact that she made some very valid points, and she will certainly get a lot of sympathy from me. My good friend the hon. Member for Strangford (Jim Shannon) talked about screen time. With three children under five, I can tell him that the battle of the screen time has already begun; I know the anguish that parents face, so I have a huge amount of sympathy. While I am always careful not to talk about silver bullets in politics, I believe that education is a silver bullet that can transform a child’s life and their chances. School is an essential part of a young person’s development, equipping them with the skills they need to succeed in life. The academic lessons we learn in the classroom prepare us for the world of work, and the social lessons we learn in school teach us so much that will be needed later in life. The official Opposition are very clear that our children deserve a first-class education, and I am proud that the previous Conservative Government delivered a world-class curriculum to facilitate that. Under previous Conservative Governments, England became one of the top performing countries in education; children in England were named the best in the west for reading, and we were ranked the best at maths in the western world in 2023, according to international standards. At the heart of those results was the previous Government’s rigorous curriculum, which raised standards and helped pupils soar up the international league tables. This debate has centred on some of the softer but equally important skills that a good education can instil in a young person. While I believe that we cannot underplay the importance of academic rigour, this debate plays a vital role in getting our young people ready for life—or the school of life, shall we say. There is no doubt that so much more needs to be done to ensure that our young people are equipped with the right essential skills. I would like to go back a few years. I believe that the pandemic played a huge role in some of the outcomes that our young people are facing. Many of them spent time away from home and outside the classroom, which really impacted on skills. With that in mind, I invite the Minister to comment on whether the Government should be working to fill those gaps and ensure that those people are supported into adulthood. The Opposition are clear that a rigorous curriculum that demands high standards is vital to developing critical skills, which is important in areas such as maths and literacy, and the previous Conservative Government are really proud of our legacy of driving up standards. However, I am concerned about some of the changes in the curriculum review. While I agree with many of its principles, I worry that if everything is a priority, nothing is a priority. I want to talk about the practical implementation of the curriculum to see whether the Minister can shed some light on it. We all want to see our children equipped with the skills that are needed in life. The hon. Member for Leeds Central and Headingley (Alex Sobel) talked about getting our children ready for the digital age, especially with the onset of AI and the waves of disinformation we are seeing online. As a former tech Minister, I share those concerns. I invite the Minister to discuss what she thinks the new curriculum will do to ensure that our children are ready for the advent of AI, as it is already upon us. Does she worry that we risk diluting the core education that I mentioned, which underpins our academic success and those high standards? What will be sacrificed to deliver some of that extra work? This will also be incredibly important because, as has been mentioned, the Government have decided to push down the voting age to 16. If millions of young people are enfranchised in that way, how will the Minister be confident that they will have the skills to engage in our democracy? How will they be encouraged to critically analyse the information they are given? In addition, I would like clarity from the Government on the time being taken away from core education. How will they ensure that time is given to the new aspects of the curriculum review to ensure that high standards are achieved? When the Government have been challenged previously by Opposition Members, they have not been forthcoming on that issue. Parents and students are anxious about how the reforms will change their education in the long term, so I invite the Minister to give a bit more clarity, specifically on the citizenship curriculum. As for teaching, what training will teachers require to be ready for those changes? On financial literacy and education, we can all recognise the benefits of ensuring that young people enter adulthood knowing how to manage their money. In 2023, the “Building Beyond Barriers” report by the all-party group on financial education for young people found that more than half of teachers did not know that financial education was already part of the curriculum. As the former Prime Minister, my right hon. Friend the Member for Richmond and Northallerton (Rishi Sunak), made clear in a report last week, the importance of financial education cannot be overstated. That report found that “Four in ten people in the UK have poor financial literacy”, which is holding back our economy. The APPG’s report also found that one of the barriers to delivering financial education was a feeling that there is simply not enough time in the school year to deliver those lessons—a similar argument to the one I just made about citizenship lessons. So I ask the Minister: how will they be implemented? Other Members asked about the standards that will be expected. What assessments will be in place to make sure that the quality of the education is of the highest level? Focusing on core skills does make sense in this regard because good maths is a gateway to lifelong financial stability. That is not just my opinion; the programme for international student assessment found a strong correlation between performance in financial literacy and performance in mathematics. I have no doubt that our hard-working teachers are keen to play their part in delivering the skills education that we have discussed today in an appropriate way in the classroom. But a key part of that is innovation, and the Government’s compulsory curriculum risks inhibiting that innovation from teachers. The Government’s curriculum review praised innovation in teaching and made clear the benefits of flexibility for teachers, but I worry that the opposite will happen in practice. Lastly, in my regular meetings with stakeholders—both in education and industry— and when I have spoken to students, I hear time and again about the importance of better career support in schools. Understanding the world of work and what steps are needed to get to where a person wants to be in later life are essential. Young people are seeing profound and substantial changes in the world of work, none more so than the impact of AI on professional careers, such as accountancy and law. With that in mind, it is more important than ever that young people are equipped with the right skills to navigate a changing world of employment and the economy at large. I invite the Minister to elaborate on the work that she will do with the Department for Work and Pensions to make sure that young people get the quality career advice that they need. Children deserve a world-class curriculum that sets them up for the best possible chance in life. I support a knowledge-rich curriculum and will continue to urge the Government to answer some of the constructive questions that the Opposition have put forward. We all want to ensure that our young people have the best chances in life and also have the skills to live their lives and thrive.

• 1 Jun 2026 · Health Bill · Hansard source

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  It is a pleasure to follow the hon. Member for Birmingham Erdington (Paulette Hamilton), not least because I agree with a lot of what she just said, especially around accountability and the impact on integrated care boards and Healthwatch. I will try to speak quite swiftly in the time allocated to me. I campaigned for ICBs, because when I was a new Member of Parliament I had to deal with clinical commissioning groups. In summer 2020, the CCG that I was dealing with told me that I was going to get two new urgent treatment centres at the cost of about £1 million each, but I had a call with the same CCG a month later and it denied ever saying that to me. Luckily, one of my staff members had been on that call. I went to see the Health Secretary at the time, and I thought, “This is not possible.” I am not a health expert, but I have been in business, and accountability and transparency really matter. That is why I supported the Health and Care Act 2022 and the introduction of ICBs. The consequence of the Act was much more local accountability and delivery. That is why, since 2020, we have seen the introduction of an urgent treatment centre at Solihull hospital, a locality hub, state-of-the-art surgical units with robotics, and the second-largest community diagnostic centre in the country. That was opened under this Government, but it was allocated and instigated by the previous Government. I am a big advocate for transparency and accountability, which is why I have great concerns about the Bill. I have great respect for the Minister, but I hope she will appreciate that the cross-party concern on the legislation is very valid. There is a bit of a power grab going on here; the central pillar of the Bill is to centralise powers. Despite the Secretary of State—I would welcome him if he was in his seat—saying that the Bill is not about politicisation, it is inevitable that that centralisation of power will be a politicisation. In fact, the integrated care boards in the form that we created them reduce politicisation. I will not stress that point more than the hon. Member for Birmingham Erdington did, because I was in total agreement with her. Moving on to Healthwatch, I will start with a compliment to the Department of Health, because I wrote to it last year on 12 September and had a response on 15 September. That is pretty good going—long may it continue—but my compliments will stop there, because I am greatly concerned about the abolition of Healthwatch. The Secretary of State kept talking about integrating it into ICBs, but the response I had from the Minister clearly says that the changes will close local healthwatch organisations. I do not agree with the term “integrated”; a new mechanism is being created that will take away patient voices and patient independence. Healthwatch plays an important role in gathering local intelligence. The hon. Member for Birmingham Erdington talked about inequality, and I have great concerns about that. Two of the most deprived wards in the country are in my constituency, and Healthwatch also plays an important role in giving a voice to the voiceless. I was not reassured by the Secretary of State that that role will be preserved as those powers are taken into the ICB or centralised into the Department of Health, where the Secretary of State will be an important arbiter. There was one question that I wanted to ask the Minister. The inequality I referred to includes huge amounts of digital exclusion, another area in which Healthwatch plays an important role. When I talk about the voiceless, I mean the people who do not have the strength or confidence to address those issues. What work has the Department of Health done regarding the digitally excluded? That is a really important question, and I share the concerns about accountability and transparency that have been expressed. I hope the Minister can address them.

• 19 May 2026 · Lord Mandelson: Government Response to Humble Address · Hansard source

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  When Parliament passed the Humble Address, it was very clear that the House did not trust the Government on this issue, which is why we wanted the ISC involved. It is clear that there are redactions happening beyond the will of Parliament. If that is the case, does the Minister accept that he has to come to the House to ask for permission, and if he does not do so, then he needs to tell us why?

• 23 Apr 2026 · Young Adult Carers: Education and Training · Hansard source

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  It is a great pleasure to serve under your chairmanship, Mrs Harris. I pay tribute to the hon. Member for Harlow (Chris Vince) for securing this important debate. He is proving to be a formidable parliamentarian and—I can say this as a friend—a decent human being, all in all. I also pay tribute to the young carers across our country. There are an estimated 1 million young carers aged up to 18 in the UK, with many carers aged under 10. I agree with my good friend, the hon. Member for Strangford (Jim Shannon) and I suspect we are of one mind; I remember the carers who come to see me in my surgeries. I remember their strength and resilience, but also how often they go about their responsibilities so quietly and unassumingly. From this debate, I want them to know that we in this House see them and that they matter. During this debate it is critical that we do not lose sight of the sacrifices that young carers make every single day. The responsibilities of caring mean that young people miss out on social plans, extracurricular activities and their schooling to help support those they care for. Young carers give time after school, at weekends, and live with the constant worry about the wellbeing of those under their care. Those are enormous burdens, especially for children. I want to reflect on some of the work done by the previous Government to support young carers. It was the view of the previous Government that young people should be protected from inappropriate and excessive caring responsibilities. We recognised that the important roles they played often went unnoticed, putting their education and childhood aside to care for others. We committed to amending the school census so that it included young carers. That raised the visibility of young carers in the school system and gave us a wealth of demographic evidence on the young carer population. That allowed schools to better understand the impact of caring in education, particularly on issues including attendance and absenteeism. In addition, the previous Government introduced the pupil premium in 2011. That gave schools additional funding to improve outcomes for children facing disadvantages, and helped young carers gain critical extra support. The previous Government also introduced bursaries to help with the cost of education, including travel, books, childcare and residential costs where needed. In the academic year 2023-24, more than £160 million of bursary funding was allocated to institutions to help disadvantaged 16 to 19-year-olds. Furthermore, the previous Government introduced the Young Carers in Schools programme, which addressed the need to ensure that schools do more to identify young carers and increase their engagement in school. The programme set out 10 key steps to help schools to identify and support young carers, and each step provides a key practical tool that can be adapted to support the individual school. Lastly, in 2018, the Conservatives published the carers action plan, which contains proposals to support young carers. It aimed to improve the identification of young carers, which built a rich and informative evidence base to better identify how support can be provided. As we have heard, despite that, young carers are still under extreme pressure. In all our constituencies, there are hundreds—perhaps thousands—of young carers. In the borough of Solihull, of which is my constituency is part, the average age of a young carer is 11 and it is estimated that one in five young people is a carer. Although there are fantastic organisations that do excellent work in raising awareness about young carers and what they go through, including Solihull Young Carers, debates such as this are critical in raising awareness among parliamentarians. Young carers often put their lives on hold for others. They are responsible for cooking, cleaning, supporting with schoolwork and many more tasks, as has already been laid out in this debate. That makes their lives a constant battle, balancing an array of different possibilities. In the education and training context, balancing schoolwork can be particularly hard. It is all too easy to put off that bit of homework because you have had to be up early to care and just want to catch up on a bit of sleep or get some well-deserved rest. The Carers Trust’s most recent report from January highlights the concerning fact that three quarters of young adult carers say that their caring roles make it difficult to take part in training or educational opportunities. That research shows that young carers are missing on average 23 days of school every year—one month in total. Come secondary school, over half of young carers are persistently absent. Some of the information we have on this topic is down to the previous Government and our steps to better identify young carers in school settings. I am more than happy to work on a cross-party basis to help our young carers. What work is the Minister doing to help add to the data? What conversations is he having with school leaders to ensure that we build on this important evidence base? The evidence shows that young people who care are missing out on available learning opportunities. In reality, that means they will be struggling to keep up with their peers and will fall behind for the rest of their lives. When it comes to taking exams, the time spent out of the classroom will no doubt mean that their grades are lower than their peers’. What steps are the Government taking to help support young carers in school settings? What plans does the Minister have in that regard? We have heard today that the Carers Trust has proposed that every school has a young carer lead—a point made by the hon. Member for Harlow. Has the Minister considered that? Will it be part of the Government’s plans going forward? While in Opposition, the now Education Secretary said: “a Labour Government would ensure that young carers’ voices, needs and rights and the support that should be made available to them are taken seriously.” —[ Official Report , 23 January 2024; Vol. 744, c. 206.] I noted that in the post-16 education and skills White Paper—this has been mentioned to me by a number of carers—there were no references to young carers. Would the Minister be able to explain his thinking? Perhaps it is to do with the Milburn report, which he might want to elaborate on. In response to a written question about additional support for young carers in schools, the Minister for School Standards stated: “The Government is preparing a cross-Government action plan for unpaid carers which we plan to publish later this year.” On behalf of the Opposition, I ask the Minister whether he will be able to expand on the timeframe for that and what the key principles in those plans will be. In November 2025, the Government commissioned Alan Milburn to author a report into the number of people not in education, employment or training, and part of that will include a call for evidence from parents and carers for young people. Given the pressures that young carers are facing, it is essential that that inquiry finds ways to better support young carers in education and training. I am sure the Minister will agree that young carers cannot be left behind at school, because the knock-on effects are substantial, and it will lead to more young carers struggling to get into work. Does he recognise the correlation between NEET numbers and the number of young carers? Will he highlight the engagement he has had with the DWP in that regard? We have heard some excellent speeches. Once again, I praise the hon. Member for Harlow, who set out the case for young carers so eloquently. I finish by paying tribute to young carers, who give up so much to care for those in need. Every single one of them makes an amazing sacrifice. I hope that many of them are watching, and that they recognise that we think they should be very proud of themselves. I look forward to hearing from the Minister about what steps the Government are taking.

• 4 Feb 2026 · Lord Mandelson · Hansard source

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  Well, it is not bizarre, because we have been here many times before. The Government have been dragged along time after time, scandal after scandal. I say to Government Back Benchers: this is a Prime Minister who is flailing. He has admitted, after months and months of pushing, that he knew—he knew about the relationship that Mandelson had with Epstein, and yet he thought it was a risk worth taking anyway. I made this point earlier, but that “risk” was not just in denigrating the experience of the victims; it was in marching all those Labour Members up the hill and risking their careers. We are Members of Parliament; it is okay that we care about our careers, wherever they may end up, but the truth is that the Prime Minister did not care about them. That journey is not over yet, because he is going to use those people over and over again; he will throw other people under the bus before he throws his chief of staff under the bus—but that will happen too, I can almost guarantee it.

• 26 Jan 2026 · Key Stage 1 Curriculum · Hansard source

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  It is a pleasure to serve under your chairmanship, Mrs Barker, and to take part in this debate on play in the key stage 1 curriculum. First, I thank the 106,082 signatories of this petition, including the 200 signatories from my constituency. I thank the hon. Member for South Cotswolds (Dr Savage) for her opening remarks, and I also wish the son of the hon. Member for St Helens North (David Baines) a very happy birthday, on behalf of His Majesty’s official Opposition. I am sure that is all he ever wanted. I praise the contributions from all hon. Members. It has been a thoughtful debate, which covered a whole array of issues. We may not agree on all aspects, I found it very fruitful to consider the different points of view. In particular, I commend my hon. Friend the Member for South West Devon (Rebecca Smith), who made an excellent contribution, highlighting the need for consistency; I echo her question for the Minister on that point. Having heard hon. Members at length today, it is quite clear that we all accept that play has an important role in children’s cognitive and social development, particularly in their early years. There is strong evidence to suggest that play is an important factor in a child’s development. It teaches young people resilience, problem solving and social skills, enhances cognitive development and so much more. Dr David Whitebread of the University of Cambridge argues: “Play in all its rich variety is one of the highest achievements of the human species, alongside language, culture and technology. Indeed, without play, none of these other achievements would be possible.” That is why the early years foundation stage statutory framework includes play in delivering learning and development. The official Opposition support that framework, which sets out this responsibility for early years education providers. As a father of two young children, I recognise the importance of play. I know that key stage 1 is a crucial time in a child’s learning and development, when children are set up for future academic success based on the foundation of knowledge and learning skills they receive when they first start school. It is thanks to the knowledge-rich curriculum, underpinned by phonics, introduced by the last Government under the excellent leadership of Lord Gove and Sir Nick Gibb, that primary school children in England are now the best readers in the western world, with 80% of six-year-olds now reaching the expected reading standard, compared with only 58% in 2012. Millions more children are in good or outstanding schools, with tougher exams, better teaching standards, a rigorous curriculum and thousands of new academies. I say that because, having heard the debate, it is important to be clear about what we are discussing. While play should certainly be part of that delivery, we believe that schools are best placed to decide how the curriculum is delivered to their pupils, and it is important that precious time in the classroom is not missed out on. I know that many hon. Members have pointed out that that is not what they are talking about, but there must be clarity about how play is delivered, because we all agree that we are preparing our children for the future. That desire for freedom is why the official Opposition strongly oppose parts of the Government’s Children’s Wellbeing and Schools Bill that restrict academy freedoms and seek to impose a one-size-fits-all approach on our education system. Why does the Education Secretary think that centralising decision making in Whitehall is more effective than empowering school leaders? The transfer of power from headteachers to unelected officials at the Department will be deeply damaging for children, and will see their education suffer as a result. It is not just the Conservatives who believe this. It was Sir Tony Blair whose Government championed the initial academisation of schools. I know he is greatly concerned about this, because it is a reversal of 30 years of consensus around academic achievement and development. Although we also welcome the curriculum review, I have worries. It was a relief that the Government chose not to follow the example of their counterparts in Labour-run Wales by dropping phonics from the curriculum. However, as the Opposition have stated at the Dispatch Box, if everything is a priority, nothing is. If the Government want more play, they need to make clear which part of the curriculum has to be pushed to the side, and will stand to suffer, as a result. If the Government truly want to give children the freedom to learn and grow through play, they should confirm that they are committed to ensuring that the core skills of reading, writing and numeracy, which children need to succeed, will be part of that. If more play is needed for children, there is another way of achieving that. I would like to talk about the use of screens by children. According to Ofcom, 25% of children—

• 26 Jan 2026 · Key Stage 1 Curriculum · Hansard source

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  Absolutely, Mrs Barker. The point that I was going to make was that if children are not using social media, that will free up more time for play. That is why that issue is really important. We all want to achieve the same things: more resilience and more capability. Hopefully the Minister will confirm whether the Government agree with us that the use of screens at such a young age can have a detrimental effect, and confirm whether they will progress with the evidence. I accept that many parents are simply trying to do their best, and they want to have the best opportunities for their children. That is why I implore the Government to take a deep, hard look at the official Opposition’s approach to the use of screens and social media, and to the use of phones in schools. We have called for the use of phones in schools to be officially banned to allow for greater standards in schools. We are worried about the fact that children now spend more time online. Just last week I read reports that some young people try to swipe, and even tap, on books because they use digital devices.

• 26 Jan 2026 · Key Stage 1 Curriculum · Hansard source

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  I made that very clear. We support the education statutory framework as it is, but I think that the questions around social media and the use of phones are really pertinent. That is what parents are writing to us, as Members of Parliament—

• 10 Dec 2025 · Seasonal Work · Hansard source

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  On a point of order, Madam Deputy Speaker. I bring to the House an issue of grave concern. At Prime Minister’s questions this afternoon, the Leader of the Opposition asked the Prime Minister how many more teachers there were since the Education Secretary came into office in 2024. The Prime Minister replied that there were “More than when the Conservatives left office”. The Department for Education’s website makes it clear that the Prime Minister was wrong: there are 400 fewer teachers under Labour. This is more than an inaccuracy, and it is exactly why the public lose faith in our parliamentary democracy. Can you advise on how the Prime Minister can come to the House and correct the record?

• 1 Dec 2025 · National Curriculum Reform · Hansard source

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  Last month’s curriculum review demonstrated that the Government are fixated on watering down the curriculum, whether that is scrapping the English baccalaureate or changing Progress 8. These changes will lower standards for our children and harm them in the long term. The Minister thanked Professor Becky Francis, and she was right to do so, so why have the Government ignored the independent curriculum review and decided to change Progress 8 and lower outcomes for our children?

• 24 Nov 2025 · Ministerial Code · Hansard source

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  The Minister said that the Government’s defining mission is to uphold the highest standards, but he is failing to answer simple questions about transparency. How much did the Prime Minister receive in donations from David Kogan, and did he adhere to the ministerial code in declaring those donations?

• 28 Oct 2025 · Stamp Duty Land Tax · Hansard source

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  My right hon. Friend makes a good point, and I am sure the Liberal Democrat spokesperson will address it, but that speaks to the economic incoherence of what they have presented. Fundamentally, we believe in property rights. We believe in the ownership of property and the rights that derive from it, which are among the freedoms—the fundamental freedoms—in this country. It was a moment of great pride when I got the keys to my first house, and I am sure it is the same for others. Cutting stamp duty is the right thing to do, and if we win the next election, that is exactly what we will do.

• 27 Oct 2025 · Victims and Courts Bill · Hansard source

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  What a privilege it is to follow those powerful speeches from the hon. Members for Knowsley (Anneliese Midgley) and for Bolsover (Natalie Fleet). They are clearly two very formidable parliamentarians, and it is a privilege to be in the same debate as them. I stand today to speak on behalf of my constituent Bethan and her parents, who are in the Gallery today. I am going to do that rare thing on the Opposition Benches of thanking the Government for making changes to restrict the parental responsibility of convicted sexual offenders. It is hugely important and clearly the right thing to do. When Bethan, whose story was covered by the BBC, learned that her ex-husband had been convicted of some of the most serious child sex offences imaginable, she also learned that he retained access to her child. I am sure it is not lost on parliamentarians across this House that in those instances, for those paedophiles and sexual offenders, that access is the last bit of coercive and toxic control that they retain. In the previous Parliament, when Baroness Harman and the Minister for Violence Against Women and Girls, the hon. Member for Birmingham Yardley (Jess Phillips), pushed for a new clause on this matter in the Criminal Justice Bill, I had the privilege of watching with my constituents from up in the Gallery. Sadly, that Bill did not make it through the parliamentary wash-up, so the work was not completed at that time. Bethan’s family had to spend £30,000—not a resource accessible to all—of their own money to get their case through the family courts. They have gone on this journey so that more victims—parents and mothers—can take advantage of this legislation and be protected even if they do not have that resource. I speak to be the voice of Bethan and her family. Although I will not take up much of the House’s time, they wanted me to place on the record their gratitude to Baroness Harman and to Alex Chalk, the former Secretary of State for Justice, who stayed in touch with them while there was work to be done. I am pleased we have got to Report stage. They also wanted me to place on the record their thanks to Laura Farris, to both Ministers present, the Under-Secretary of State for the Home Department, the hon. Member for Birmingham Yardley, and the Under-Secretary of State for Justice, the hon. Member for Pontypridd (Alex Davies-Jones), and to the Justice Secretary, because they really have protected vulnerable mothers and innocent children and spared them from excruciating distress. While I do place on record my gratitude, it would be remiss of me not to ask a couple of questions on behalf of Bethan and her parents. They have queried the restriction to four-year sentences and the sexual harm prevention orders, which kick in with a two-and-a-half-year sentence. Could the Minister provide clarity on that? The measure refers to the children of sex offenders and the restriction of parental rights, but I do not think it refers to future children. [ Interruption. ] I see the Minister nodding her head. Perhaps she will state that on record for clarity. Today I have the very easy task of being the voice of Bethan and her parents in saying thank you. This Bill is a really important measure to pass.

• 20 Oct 2025 · International Baccalaureate · Hansard source

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  I welcome the Minister to his new role. I have been listening to him closely, but I have to say that the rhetoric does not match the actions. In fact, the headteacher of Ashcroft academy wrote to the Secretary of State saying exactly that the IB cannot be delivered because the additional funding has been cut. The international baccalaureate is recognised globally and allows British students to compete internationally. Cutting funding will mean that those who can afford it will have access to it, but those who cannot—namely in our state sector—will not. Why is the Minister scrapping funding for the IB and undermining standards in our state schools?

• 15 Oct 2025 · Educational Assessment System Reform · Hansard source

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  I can assure the hon. Lady that I listened to every speech. As I make progress, I hope to answer her question; if I do not, I will happily take another intervention from her. The examination and assessment system has ensured that children are learning the basic skills and knowledge needed to succeed in life, that children are improving their understanding in a knowledge-rich curriculum, and that England’s position as an educational world leader in international league tables is secured. The wealth of evidence showing the benefits of exams as a means of assessment is clear, even in the very review of the curriculum and assessment system that the Government commissioned. The interim report, published earlier this year, highlighted that national assessment and qualifications are “working well”, and that examinations such as GCSEs play an important role in driving high standards and ensuring fairness, “reducing the risk that assessment of students’ performance is influenced by their gender, ethnicity or background.” Even more encouragingly, polling conducted for the interim report made it clear that students themselves value the role of exams as an “opportunity to demonstrate everything they have learned in their studies”. That students themselves recognise the value of exams shows that they understand what this Government seemingly struggle to: that exams offer students of all backgrounds the very best chance to succeed. Our educational system is designed to be a tool of social mobility and to allow the most disadvantaged children to demonstrate their potential—something that replacing exams with coursework would fundamentally undermine. In an instant, every advantage that some children have, such as access to a laptop at home, a tutor or a subscription to an artificial intelligence service, and some children from other backgrounds do not would be baked into our assessment of educational attainment. Students would no longer be rewarded for hard graft in the classroom, which they demonstrate in answering an exam question, but rather for the perks that can access outside school and pass off as their own work.

• 15 Oct 2025 · Educational Assessment System Reform · Hansard source

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  Let me address that point directly. First, I am not sure that narrowing the curriculum to that degree would lead to better PISA results. I think the hon. Member for South Devon (Caroline Voaden) spoke about that, and I was nodding my head. I agree that we should have those investments in music that the Government have not committed to— [ Interruption. ] Let me finish, because it is important to recognise for the hon. Member for Montgomeryshire and Glyndŵr (Steve Witherden)—hopefully I have got his constituency right—that Wales, which is run by Labour, has much lower standards. That means less positive outcomes for children, which means less positive outcomes in the rest of their life. It is clear that those children are being let down by Welsh Labour. We want extracurricular activities. That is why, when I visited Coppice academy in my constituency, which also has a forest school, I was heartened to see all the work that the kids are doing in those schools. Narrowing the curriculum is not what we are talking about. We are talking about something that is wholly rounded, but we must have a standardised and anonymised test system that allows a better level playing field for people from any background to be able to challenge and to thrive in life. Let me return to the topic at hand. It is almost a month to the day that I welcomed the Minister to her seat, and we had a fantastically packed Chamber where we addressed special educational needs. I wrote to her after that debate, but I have still not had a response. Perhaps she could provide some clarity on the schools White Paper, say what will happen with the SEND reforms and also the curriculum review—I look forward to hearing from her on that, perhaps when she winds up the debate. The world’s best-performing educational systems test to ensure that all students have a strong grasp of reading, writing and arithmetic in their early years, setting up children for future success at the earliest opportunity in their education. The widespread adoption of phonics testing in year 1 in England has seen English pupils rise up the international league tables, while the Welsh Government’s blind adherence to the widely discredited cueing method and its rejection of phonics testing has seen thousands of Welsh pupils leaving primary school effectively unable to read. Students and parents alike have plentiful cause for concern if that is the sort of education system that the Government want to create in England. I hope that the Minister can wholeheartedly reject the Welsh educational system—one in which thorough assessment of students’ progress has been replaced with a union-influenced aversion to testing in any form. If the Government do go ahead with banning exams in favour of coursework and formal assessments, they could undermine every major achievement of our education system over the last decade and a half. Academies have changed the lives of their students through the initiative of their leadership. They are already being deprived of the freedoms that they have been used to in leading the way to school improvement and providing a knowledge-rich curriculum that has given every student the opportunity to access quality academic education. That is already being threatened with being dumbed down. If that were to happen, our education system would be left in an even sorrier state. I hope that the Ministers listen to the views of students and parents. The Conservatives reformed education, and by the time we left, it was one of the best systems in the world. I hope we can keep it that way.

• 4 Sept 2025 · Early Education and Childcare · Hansard source

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  I thank the Minister for advance sight of his statement, and it is a pleasure to be at the Dispatch Box for the very first time as shadow Education Minister. Education is the greatest enabler of success and opportunity in this country. All Members of the House regularly visit our local schools, colleges and universities, and we see at first hand the power of a good education. Britain has some exceptionally talented young people. I look forward to working constructively with the Minister to help drive up educational standards across the country, so that those young people can get the very best start in life. Of course, when we were in government, we were ranked fourth in the world for reading, and top in the western world for maths. It is fantastic news that, from this week, parents will benefit from 30 hours of funded childcare a week for children aged from nine months to four years. I am proud that this Conservative plan—our policy—is having its final roll-out to provide childcare for working parents, which is what they need and deserve. This Conservative policy will save parents £7,500 a year per child. I also welcome the extension of the holiday activities and food programme, after its long-term future has remained unclear for many months. It is fantastic to see how enthusiastic the Education Minister is about the plan. I remind the House that only two years ago when we announced our childcare policies—the policies that are having their final roll-out announced now—the Secretary of State for Education herself labelled our childcare plans “broken” and a “total mess”. Only one year ago, she refused to commit to rolling out our childcare plan altogether, so I am grateful for the change of heart and that she has put party politics aside to deliver the support that working parents need. Our children should always come first. We welcome the expansion of childcare, but the announcements mean little when the industry itself is crumbling as a result of the actions taken by this Labour Government, most notably the damaging jobs tax. Earlier this week, 27 leading organisations representing children, parents and childcare providers wrote to the Education Secretary calling for urgent action following the hike in national insurance contributions. Without such action, the sector has warned that it will not be able to provide the final roll-out of childcare, with one in 10 childcare providers saying that they will face closure within the next two years without help, leaving the sector at risk of collapse. The Early Education and Childcare Coalition stated that the hike in national insurance has created a “perfect storm”, leaving many providers in a position where offering childcare is simply unviable. Instead of listening to the experts and organisations tasked with looking after our children, the Department’s shameful response was to label the claims as lies and “utter nonsense”. How disrespectful to parents, children and the childcare sector. What is utter nonsense is the fact that the Minister expects childcare providers to absorb the national insurance increases without the financial support needed, while keeping fees the same. We need to be clear: it is not just the sector that will be punished because of the Minister’s lack of coherent planning; hard-working parents and their children across the country will suffer too. Will the Minister outline what engagement he has had with the sector to ensure that providers are not forced to shut their doors or reduce the hours they provide? Will he finally admit how damaging the jobs tax has been to the childcare sector, and what the impact and costs will be? Will he update the House on the impact of the jobs tax on childcare provision, and how he will continue to monitor its impact? On the detail of the Minister’s announcement, will he clarify how the Department is identifying the most disadvantaged areas, and how he plans to make the biggest impact? Will he put parents up and down the country at ease and confirm that the Chancellor will not fill her £50 billion black hole with the education budget? While we welcome the expansion of childcare, the reality is that Labour’s decisions are making childcare less accessible and more expensive. The Education Secretary says she is standing up for hard-working parents, but they are the ones who will suffer as a result of this Labour Government—our children will suffer, too. It is time for her to stop making broken promises and to ensure that early years provision is her No. 1 priority.

• 21 Jul 2025 · Victory over Japan: 80th Anniversary · Hansard source

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  It is always a great privilege to be intervened on by the hon. Gentleman, and I could not agree with him more. I thank him for his intervention. In the far east in particular, there were troops from all different faiths: Christians, Muslims, Sikhs, Jews, Buddhists and many others all fought as one to defeat Japan. I have learned that my wife’s grandfather received the Indian Distinguished Service Medal as part of the 7th Battalion of the 16th Punjab Regiment. While moving through the Burmese coastline, he was suddenly surrounded by Japanese soldiers. My wife’s grandfather was Lance Corporal Samundar Khan. His platoon was ordered to attack uphill so that the lead platoon could retreat. Carrying a Bren gun, Lance Corporal Khan led his men up the steep slope as heavy Japanese grenades rained down on them. With the gun at his hip, and despite being seriously wounded in the chest, he led the charge and drove the Japanese from the top. Khan, who was 18 and who lied about his age so that he could enlist to fight and to defend our nation, was wounded three times in two months. Khan’s story of bravery and heroism, though special, was not unique. To all those who fought against tyranny and defended democracy so that we can stand here today in the mother of all Parliaments, I say thank you. As we look at the increased instability in the world, we should remember those brave soldiers who fought for our liberty and our freedom, and for the principles and freedoms that were underpinned in the Atlantic charter: freedom of speech and expression, freedom of worship, freedom from want and freedom from fear. They all matter today, as they did then. Those principles set a new world order. Although there are those who seek to divide us and who try to prey on our differences, we must draw inspiration from the heroes who sacrificed everything and who gave their lives for a better world. They rejected populism, they rejected tyranny, and they rejected the politics of hate. Those who fought and died in the second world war truly were our greatest generation. I urge the Minister, on top of everything else the Government are doing, to encourage her colleagues in the Department for Education to ensure that the stories and lessons from the war, including the struggle against Japan, are never forgotten. I also ask that the Government build on the deep-rooted relationships with our allies who stood with us, so that we can stand up to those who would divide us today. As we reflect on the war’s conclusion, I look forward to colleagues’ contributions. We must remind ourselves that our right to be here and to represent our constituents is possible only because of the brave men and women from across the world who laid down their lives for this country. Once again, I say thank you.