Children’s Wellbeing and Schools Bill

Baroness Sater Excerpts

Thursday 18th September 2025 Lords Chamber

To refer back to an earlier discussion, it is children’s right to have a healthy and active lifestyle. A national strategy for PE and sport in schools is not just about enhancing physical health but about fostering well-rounded individuals who are confident, resilient and prepared for the challenges of the future. By investing in our children’s physical education today, we are investing in a healthier and more prosperous society tomorrow. Let us not squander this opportunity; the time to act is now.

[Baroness Sater (Con)]

My Lords, I will speak to Amendments 492, 502H and 502J, to which I have added my name.

Amendment 502H calls for a national strategy for physical education and sport in schools. I was fortunate to work alongside colleagues with significant experience in sport on the House of Lords’ national plan for sport, health and well-being Select Committee in 2023. This amendment is strongly underpinned by many of the recommendations from that committee. The report called for a long-term cross-government plan to embed physical activity and well-being into our educational system, for PE to be made a core subject, for teacher training to be improved, and for access to school sport to be widened to tackle the inequalities in participation. The committee also recommended that we gather better data through a national physical activity observatory. These are all the kinds of reforms that a national strategy as proposed in this amendment would deliver.

At present, fewer than half of children meet the Chief Medical Officer’s physical activity guidelines. According to the latest Sport England’s Active Lives children and young people survey, only 45% of children meet the target during school hours and 56% meet it outside of school, with levels varying significantly across different demographic groups.

This is one of the main reasons why we need a national strategy. The amendment comes with a list of recommendations, but it is not an exclusive one. The scope needs to be broad enough to obtain the right data and evidence to be able to create effective guidance and consistent delivery for all schools so that we can reach all children and better support their physical and mental development.

Without a coherent national strategy, we risk leaving physical education fragmented and underresourced. This amendment provides a clear framework to embed sport and physical activity as essential to children’s education, well-being and lifelong healthy lifestyle, through a truly holistic approach that supports physical, mental and social development.

Amendments 502J and 492 call for curriculum reviews to investigate how physical education programmes of study and recommended levels of physical activity can best be delivered in our schools. These reviews would provide a deep dive into the current delivery of PE and school sport, giving us crucial insights into the programmes of study being implemented and how they might improve the sport and physical activity offer in our schools. Without this insight, we risk continuing with fragmented and inconsistent provision that fails to meet the needs of all schoolchildren.

In 2019, I was delighted to serve on the Association for Physical Education’s task force on the future of physical education. It produced The Heart of School Life report, which looked closely at the future of physical education in schools. It was clear then, and it remains true now, that physical activity is about so much more than fitness or competitive sport.

These amendments responded to a growing consensus from a wide-ranging review of how PE is currently implemented and interpreted in our schools. The report The Heart of School Life highlighted the need to emphasise the unique role that physical education plays, distinct from general sport and physical activity, and to forge stronger links with health and well-being. It supported making PE a core subject, ensuring that it is valued and resourced accordingly. The report also highlighted how PE should develop a wide range of skills beyond competition, including leadership, teamwork, resilience and personal development.

Those broader benefits can be realised only through a curriculum that offers a diverse and inclusive programme. A national curriculum review would clarify what was delivered and how and where. It could also explore how PE might better integrate with other subjects such as maths, English and outdoor environmental learning, making it a more accessible and holistic part of school life, to the benefit of improved academic outcomes. If we are truly serious about improving sport and physical education in schools, we must consider whether there might be better ways to achieve our goals.

We all recognise that teachers and schools are under immense pressure, and the health and well-being of our children are not improving—in fact, we see worrying trends. It is a bit of a perfect storm. It is time to treat physical education and sport as an essential part of the curriculum, not an optional extra or an afterthought. The amendments would provide a clearer vision and a direction for the future of school sport and physical activity, and, hopefully, they would improve the health and well-being of our children.

[Baroness Evans of Bowes Park (Con)]

My Lords, I support the amendments in this group. I declare my interest as a board member of the London Marathon Foundation.

The amendments in this group call for a curriculum review and a national strategy to embed physical activity and sport firmly within the school day. They are timely and urgently needed because the evidence is overwhelming that physical activity is not an optional extra for young people; it is crucial to their health, learning and life chances. The statistics tell a worrying story. One-third of British children aged five to nine are projected to be overweight or obese by 2050. As we have heard, according to the Chief Medical Officer, children and young people aged five to 18 should be active for at least 60 minutes a day, yet around 2 million children manage fewer than 30 minutes of daily activity, including walking. We are also seeing a worrying trend of young people’s mental health deteriorating alongside their physical health. These are not just numbers. They represent millions of young people whose physical and emotional well-being is compromised before their adulthood begins.

Sport and daily physical activity are among the most powerful tools we have to reverse these trends. Regular exercise improves cardiovascular health, brings muscle and bone strength and helps to maintain a healthy weight, but its benefits go far beyond the body. Evidence consistently shows that physically active children perform better academically, have higher levels of concentration and better behaviour in class, and can develop social and emotional skills such as teamwork, resilience and respect. Sport is also a proven protector of mental health, reducing anxiety and depression, along with fostering friendships and a sense of belonging.

Yet, despite the acknowledged importance and benefits of having young people engage in physical activity, as my noble friend Lord Moynihan highlighted, Britain has 7,000 fewer PE teachers now than at the time of the 2012 Olympics. Together, these amendments would create a framework for a coherent evidence-based approach, a curriculum that guaranteed daily activity, a programme of study that developed lifelong skills and habits, and a national strategy that ensures accountability and investment.

But schools cannot achieve this step change alone. Nationally, there are many sporting organisations that can and already do work collaboratively with schools to encourage young people to be more active. Among them are the London Marathon Foundation and London Marathon Events, which are demonstrating how imaginative partnerships with local schools can reach children who might otherwise miss out. Take the Daily Mile: that simple idea—getting children to run, jog or wheel for 15 minutes a day—has spread rapidly because it works. The London Marathon Foundation and London Marathon Events have now become official implementation partners of the Daily Mile in England and will be funding three new regional development roles and creating 33 active playgrounds in areas of high deprivation. The aim is to engage more than half a million children in regular physical activity.

Junior parkrun offers free weekly timed runs for four to 14 year-olds, and a £1.2 million investment has already increased weekly participation from 13,500 to over 19,000, with more than 1 million junior parkruns completed in the first year of funding. Early pilots linking schools to junior parkrun have shown a 25% to 30% increase in participation by students of the linked schools, demonstrating the power of such joined-up initiatives. Importantly, almost a quarter of new registrations came from children who were previously inactive, showing that these initiatives reach those who need them the most.

There are many projects across the country that demonstrate what can be achieved when ambition, evidence and partnership come together, and they highlight how much more could be achieved if government policy were able to match the scale of the challenge. That is why these amendments are so important—to ensure that every child, wherever they live and whatever their background, has the chance to be active every day, enjoy sport and reap the lifelong benefits of a healthy body and mind.

Children’s Wellbeing and Schools Bill

Baroness Sater Excerpts

Tuesday 16th September 2025 Lords Chamber

[Baroness Spielman (Con)]

Children are very frequently surveyed from different directions; another one would actually add to an extensive load of surveys that they already complete.

The wider point is that there are many ways of measuring indirectly. If we want to measure, we should look for indirect routes that do not involve constantly asking children to self-assess. We should make sure that schools are doing only what is genuinely likely to be helpful for children. The Government should resist the urge to launch crowd-pleasing but ultimately wasteful or even harmful initiatives.

[Baroness Sater (Con)]

My Lords, I will speak in support of Amendment 472 and everything that has been said by the noble Lord, Lord O’Donnell, and my noble friend Lord Moynihan so passionately. I cannot agree more with what the noble Lord, Lord O’Donnell, just said.

I frequently touch on themes of well-being, especially with regard to sport, physical activity, mental health, inclusion and financial security. The term “well-being” means different things to different people. If we do not define and measure it consistently, we leave it to drift and risk missing the opportunity to improve children’s lives in meaningful and measurable ways.

We all recognise that young people today face mounting pressures, whether increased anxiety or reduced physical activity, yet we lack a consistent national framework for measuring how children are really doing—not just academically but emotionally and physically. That is why I look forward to hearing how initiatives like the Be Well programme are progressing. Be Well is an example of what can be achieved when universities, charities and local authorities come together to prioritise children’s well-being. It can offer valuable lessons on how data, gathered and shared sensitively, can inform targeted support and drive better outcomes. Anything that improves children’s well-being and strengthens the evidence base behind policy has my full support.

This amendment, as we have heard, proposes an annual, voluntary and confidential national survey. It would equip schools, local authorities and policymakers with the data they need to understand and respond to what young people are really experiencing. Better data leads to better policy and ultimately to better outcomes. Back in 2023, Youth Sport Trust chief executive Ali Oliver said that “fewer than half” of children in the UK meet the Chief Medical Officer’s guidelines for the minimum recommended activities. She said:

“This is contributing to a nation where too many children are missing out, have poor wellbeing and lack a sense of belonging. The evidence is clear: unhappy and unhealthy children do not learn”.


Well-being is closely linked to educational attainment. When children feel better and more supported, they are much more likely to engage in learning and reach their full potential. Understanding that connection and measuring it properly is vital.

Children’s Wellbeing and Schools Bill

Baroness Sater Excerpts

Wednesday 10th September 2025 Lords Chamber

[Baroness Grey-Thompson (CB)]

My Lords, I will speak to Amendment 495, tabled by the noble Lord, Lord Holmes, and to which I have added my name. This amendment, after Clause 62, seeks to insert a new clause on teacher training reviews. I declare my interests as president of the LGA, chair of Sport Wales and chair of the Duke of Edinburgh’s Award, which is actively looking at enrichment around the school day to help children develop more skills that will help them across the whole of their lives.

It feels like we have been discussing teacher training for sport and physical activity for years. Quite often, certainly around primary-age teacher training, only about four hours of instruction are given on how to deliver physical education. It is a very difficult subject to teach because, even at the youngest age, there is a huge range of capability in children. The amendment is important because it is not just about finding a new set of Olympians and Paralympians but about developing physical activity for life. The amendment is required because of the state of inactivity in England and in the UK.

Women in Sport data shows that 80% of women are not fit enough to be healthy. The organisation ukactive has published lots of research on obesity rates in children, which seem to be creeping up and up. While I acknowledge that the school cannot do everything around encouraging children to be fit, healthy and active, it can play a huge part.

If we look to another subject, we do not expect children to be able to do trigonometry without teaching them the basics of maths; there is a path to follow. However, we expect children to play sport without teaching them the basics of physical literacy. It is really important that we learn from elsewhere. In Wales in 2012 and 2013, we came very close to giving physical literacy the same status as literacy and numeracy in schools; it would have been part of the teacher training and measured by Estyn. This is important because it is about a healthy mind, body and spirit and about developing a certain level of activity. We know people’s relationship with physical activity: they drop in and out, and girls especially drop out at the ages of 18 and 13. We have to do something to change that pattern of behaviour.

This is also really important for disabled people. Quite often, PE teachers, through a lack of experience, will still send disabled children to the library—and that is happening more and more. You would think that, on the back of some amazing Paralympic success, there would be better attempts at inclusion, but that is not happening. A number of parents write to me to tell me that their children are being excluded from PE lessons under health and safety rules. Alternatively, they are told that, because there is not another disabled child in the class, they cannot participate or play sport with anyone else, so they are excluded.

His Majesty’s Government already offer support through the Inclusion 2028 programme, which is a step forward. They have worked with the Youth Sports Trust and 50 lead schools to develop this knowledge. I would be interested to understand how that is developing. We have to develop much wider support to ensure that the patterns of inactivity are broken and that we have a fitter and healthier nation.

[Baroness Sater (Con)]

My Lords, it is always a pleasure to follow the noble Baroness, Lady Grey-Thompson, whom I hope she does not mind me calling my noble friend.

I will speak to Amendments 437 and 495, which are in the name of my noble friend Lord Holmes of Richmond, who deeply regrets that he cannot be with us today. Amendment 437 speaks for itself. I have attached my name to Amendment 495; I have worked with my noble friend Lord Moynihan on it for quite some time.

Our concerns are the weaknesses of the sport and physical literacy components of teacher training in the UK. They are most pronounced for generalist primary school teachers, who often lack sufficient training, confidence and practical opportunities. These issues are compounded by the low professional status for physical education within schools and it not being prioritised. There is also a minimum time allocation: generalist primary teachers typically receive very little training in physical education during their initial teacher training—ITT—programmes; one source cited an average of four to six hours. This is widely seen as woefully inadequate for preparing them to deliver high-quality PE.

--- Later in debate ---

[Baroness Caine of Kentish Town (Lab)]

My Lords, I apologise as I was not able to speak at Second Reading as I missed the start of the session for family reasons. So I hope noble Lords will bear with me as I make a contribution linked to this group and Amendment 497 in the name of the noble Lord, Lord Holmes, who is not in his place, but I thank him for highlighting the important issue of artificial intelligence.

I declare an interest as chair of Camden STEAM. One of the initiatives it has helped catalyse and launch this year is Camden Learning’s first-in-the-world trailblazing pilot: the London AI Campus. Developed in collaboration with Google, it aims to inspire, inform and educate students and teachers in AI and digital skills. If any noble Lords are interested in further information or, indeed, a visit to the centre, I ask them to please get in touch with me.

The Department for Education articulates its purpose as

“the department for opportunity … breaking the link between background and success”.

The national curriculum review, which is nearing its conclusion, is vital to that mission for many reasons, including, as one of its terms of reference states, in developing

“a cutting-edge curriculum, equipping children and young people with the essential knowledge and skills which will enable them to adapt and thrive in the world and workplace of the future”.

I hope the contributions in this Committee session will be helpful to Becky Francis, the chair, as she focuses on this area in the second stage of her work. She has rightly talked about the review pragmatically following a path of “evolution, not revolution”, recognising what has been working successfully, such as the advances the previous Government made in reading and maths.

However, while I support that approach, we are also in a revolution in the world of work, brought on by rapid advances in technology, with the attendant need to effectively support growth and productivity, particularly in the key sectors of the industrial strategy and in our regions. As well as the central issue of AI, which, I am sure, the noble Lord would have eloquently spoken about and has focused on, employers and respected research bodies identify creativity as critical to our future too. As raised in this House before, remedial work and investment are needed to address the consequences of previous policy decisions that have led to the Cultural Learning Alliance’s 2025 report card showing arts entries in GCSEs falling by 48% since 2010, with design and technology seeing an above 70% drop. This has led to an arts entitlement gap highlighted by the disparity between attainment in state-funded schools and independent ones.

It is welcome, therefore, that the importance of addressing these issues has been recognised and that the Prime Minister has spoken about the need to put creativity back at the heart of the curriculum. However, to be effective and up to date, that remediation has to do a number of things. One is the existing suite of qualifications in the arts being modernised to take into account the impact of technology, including artificial intelligence, and the attendant resources required to deliver the Prime Minister’s ambition. This includes capital investment, teacher recruitment and training, online learning, supporting talented children’s access to centres of specialist excellence, and so on. Critically, there is the need to address the need for the new: new qualifications and courses to deliver what is necessary for the future of work.

One of our USPs as a country is our talent in combining creativity and digital innovation—createch —which is driving change across a number of industries, creating new businesses, new roles and new jobs. Ukie, the trade body for computer games, on the back of its very successful Digital Schoolhouse project and with the support of the Creative Industries Council, has put forward a case for the development of a digital creativity GCSE as an alternative to the current computer science qualification. The inconsistent digital skills teaching in schools since the introduction of the computing curriculum a decade ago has led to a postcode lottery in digital education. These new approaches would offer young people other pathways to high-reward skills and jobs, and we wait to hear whether it will be supported as part of the review.

There is a lot to think about. At the same time, we need to move forward with launching the national curriculum. I would be interested to hear my noble friend’s views on whether, as the amendment suggests, a process of evolution and review might be needed for the curriculum so that it continues to develop in step with the revolution that is unfolding before us.

[Baroness Sater (Con)]

My Lords, I will speak to Amendment 502D, which stands in my name. I thank my noble friend Lord Farmer for his support. This amendment seeks to make financial education a mandatory part of the primary school curriculum from year 1. Why do we need it? Its aims are simple but important: to ensure that children begin to develop the knowledge and skills needed to understand and manage money from an early age.

In a world of increasing financial complexity, where our children encounter such things as targeted advertising, digital payments and online scams, often before they have even reached secondary school, it is more important than ever that financial literacy should not be left to chance. While financial education is a statutory part of the secondary school curriculum in England, it is not a requirement in primary schools. This creates a gap at precisely the stage when children begin forming lifelong money habits, and it stands in stark contrast to the rest of the United Kingdom, where such education is embedded in the national curriculum at an earlier age than in England.

The Money and Pensions Service has found that these habits develop as early as age seven, yet we wait until secondary school to introduce compulsory learning. Without embedding financial education from year 1, we risk missing the most formative opportunity to equip our children with the tools that they need to manage money with confidence and make good financial decisions throughout their lives.

According to a research report from Santander UK, at the beginning of this year, out of 2,000 pupils aged 18 to 21, only 26% reported receiving any financial education at school. Without a fundamental understanding of money management, our young people are increasingly turning to online sources for financial guidance and information, especially social media—that comes with its own risks—as they step into an age of financial independence. This cannot be right.

RedSTART Educate, a charity for primary school children that delivers financial education through progressive learning, which has now merged with Money Ready, is a long-standing campaigner for financial education to become statutory in the primary curriculum in England. It tells us that levels of financial literacy in the UK are low and falling, and highlights how awareness of debt, saving and investments needs to begin in primary schools. It is hard to believe, yet the data show, that from their programmes in primary schools 90% of children say that they now understand how budgeting can help them achieve goals and 80% of children can explain the difference between lending and giving. This is surely sufficiently compelling for financial literacy to be taught in primary schools; importantly, it will assist in dealing with the significant inequalities that exist across the country.

However, as the Social Market Foundation highlights, for financial education to make a difference, it is important to start young. Socioeconomic inequalities in financial understanding can be seen at the age of 11. According to Young Enterprise, which has called for financial education to be a core subject in primary school, only one in three primary-aged children receives any financial education, and where it is taught the provision is patchy. In other words, it is a postcode lottery.

This amendment is about establishing consistency and equity, and recognising that financial education should not depend on where a child lives or which school they attend. The Centre for Social Justice, a think tank, has called on the Government, as a minimum, to place financial education on the national curriculum for primary schools within PSHE, and the APPG on Financial Education for Young People, of which I am a vice-chair, has recommended that it be embedded in the primary school curriculum.

We also cannot ignore the link between financial literacy and mental well-being. According to the Mental Health Foundation, money worries are the single biggest cause of stress and anxiety in the UK. The earlier we can equip children with the tools to understand and manage money, the better their long-term financial resilience and emotional health will be. I acknowledge that the national curriculum is under considerable pressure, but financial education cannot be seen as an optional extra. It is a vital life skill, essential for preparing our children to live fulfilling and stable lives in an increasingly complex financial world. That is why I believe this amendment would be a valuable addition to the Bill.

[Lord Addington (LD)]

My Lords, I draw the Committee’s attention to Amendment 441, which is tabled in my name. It is not the most elegant amendment that I have ever tabled, but it is designed to get the Government to set out their thinking on supporting those with special educational needs through the use of assistive technology.

I have a couple of obvious interests. The one I should declare is that I am chairman of Microlink PC, which makes adaptive technology for the workplace and education. More importantly—I show off how bad a dyslexic I am—I cannot function or deliver a letter without using it. Let us take English and somebody who is dyslexic. If you are bad enough, you will not achieve in English without having someone to dictate to unless you use assistive technology. You will fail at learning a language using the modern processes because the language-processing parts of your brain and your short-term memory do not work that way. You may have a choice of failing dramatically or just simply failing, but you are not going to achieve. Using assistive technology means that you can access that part of the curriculum, get through and possibly hand in work without having somebody else there. You have your independence.

I was trying to get the Government to set out their attitude towards this, which is a great way of addressing some of the problems of special educational needs. Get in early and get them away; they can maintain themselves and will be adaptive. If we could know about this in this part of the Bill, it would help us in the future. I hope that the Government are friendly to it.

There are all sorts of things attached to this. For instance, there are great things about not having mobile phones in school, but they are a very good platform on which to carry some of this technology. This may not be the only way forward—there may be other ways—but getting some idea of the Government’s thinking on this would probably help the forthcoming debates. It may not be a silver bullet, but it is certainly something that can help. I would be very grateful to hear what the Government’s attitude is.