Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
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The Parliamentary Under-Secretary of State for Education (Josh MacAlister)
It is a pleasure to serve under your chairship, Mrs Hobhouse. Happy new year to one and all. I congratulate the young person who started this petition for securing this debate; it is always good to see pupils actively involved in thinking about the world around them and campaigning for the change that they want to see. I started my career as a secondary school citizenship teacher, so I welcome seeing young people using the instruments of their democracy in such a way. I also thank my hon. Friend the Member for Lichfield (Dave Robertson) for opening the debate.
High and rising standards are at the heart of this Government’s mission to break down barriers to opportunity at every stage. Schools in England have made excellent progress in recent years and our brilliant teachers provide high-quality education to millions of children. The success of new freedoms and responsibilities for schools, starting with the city academies programme in the 2000s, our new-found discipline in the pursuit of evidence in the education system in England and the professional development that means we now have the most expert teaching workforce ever have all been hard fought for and are now delivering real results for children.
Although I understand why a four-day school week would appeal to some, it is essential that we do not compromise the great progress that has been made over recent years by reducing the amount of time that pupils spend at school, either in total or spread over a five-day week. Evidence, including research by the Education Policy Institute published in 2024, has shown that additional time in school, when used effectively, can have a positive impact on pupil attainment, particularly for the most vulnerable. Schools need enough time to deliver the curriculum to a high standard while ensuring appropriate breaks and opportunities for wider enrichment. Shortening the school week would upset that balance, making it harder for pupils to secure the knowledge and skills they need to go on to lead rich and fulfilling lives. Compressing more hours into fewer days would squeeze out valuable time for school clubs, sport or homework.
For those reasons, the Government have recently restated our commitment to all state-funded mainstream schools delivering a minimum school week of 32.5 hours. Meeting that expectation is essential to delivering fairness and high standards for every child. Our published guidance encourages schools to consider extending their hours beyond the minimum and focus on how that time can best support pupil development and deliver school priorities. Reducing time spent in school risks having the opposite effect.
High-quality time in school is about far more than being in lessons: it is also about creating opportunities for social interaction, enrichment and personal growth. As well as supporting academic achievement, a broad and balanced education plays a vital role in supporting the mental health and wellbeing of children and young people; being in school across the working week ensures that they benefit from the full range of support that a high-quality education offers to help them thrive.
Insisting on schools being open and educating pupils five days a week should not negate the importance of testing new approaches to embedding flexible working practices for teachers. In fact, expanding and promoting flexible working opportunities in schools can help to recruit, retain and motivate teachers, as a number of Members have mentioned. There are many positive examples of schools embracing flexible working policies for teachers and the freedom that comes with that. Dixons Academies Trust offers a nine-day fortnight for all teachers without impacting pupil contact time; it achieves that through innovative methods in large group teaching and by using its senior leadership team in different ways. The results look very encouraging.
My Department is also backing 10 ambassador schools across the country to test and share the best flexible working approaches and solutions. Teacher workloads have been a challenge for schools, too often leading to high rates of teacher turnover. That is why it is so positive to see teachers working fewer hours now than in recent years according to the most recent working lives survey, which was published in November. There is certainly more work to do to ensure that teaching is a balanced and achievable long-term career, but positive progress is being made, as it is on retention and recruitment. However, that is probably a subject for a longer and separate Westminster Hall debate.
To conclude, reducing the school week would undermine pupil learning and development, and place unnecessary strain on working families. High standards, equal access and sufficient time in school are essential if we are to deliver on our commitment to give every child the opportunity to achieve and thrive. That is why this Government stand firmly by the principle of a minimum 32.5-hour school week delivered across five days, which ensures consistency, fairness and opportunity for every child in this country. Considering the wider benefits of time in school, I am afraid to say that the Government therefore have no plans to reduce the school week from five to four days, but I thank all the petitioners for engaging in this process so fully, and thank my colleagues from across the House for contributing to the debate.