Schools White Paper: Every Child Achieving and Thriving

Lord Bishop of Manchester Excerpts

Tuesday 24th February 2026 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The £4 billion is additional funding over the next three years. The £6 billion that the OBR identified was based on the premise of an unreformed system. That the system is being reformed means that, by the time we get to 2028-29 and 2029-30, we will be operating in a very different system. As part of the local government settlement, we have also begun the process of writing off and taking over responsibility for the money that local authorities have built up from overspending on special educational needs in recent years. Those two things are separate.

[The Lord Bishop of Manchester]

My Lords, I declare an interest in that my diocese has more than 190 Church schools and we educate around 60,000 children, in the total roll across them. The Church of England has already officially welcomed the White Paper and these Benches echo that this evening.

In Manchester, we have been looking at those points of transition—the transition from preschool into primary and from primary into secondary. In the past five or six years, the Bolton metropolitan area has had a project called Children Changing Places, because we recognise that, in those points of transition, children’s academic, social and spiritual development can go backwards, so we have been investing money into those points of transition. I note that both the White Paper and the Minister, in her replies this evening, referred to those points of transition. Might I tempt her to say a little more about how children can be enabled to manage those transitions without dropping back in their various levels of attainment?

[Baroness Smith of Malvern (Lab)]

The right reverend Prelate makes a very important point. As an example, we are working on how we can ensure that children are better prepared when they start school with an ambitious target to improve that, and investment in Best Start in Life and childcare to enable it.

Another key transition is from primary to secondary. Too often, key stage 3—the first three years in secondary—is not spent as effectively as it could be. Developing a new programme around the best practice for key stage 3 and really focusing on that will be part of the work of the RISE teams.

Another area where transition is often raised is in relation to SEND and children going from mainstream schools into colleges. We will make better provision for that and expect schools, at an earlier stage, to provide the information that colleges need to help children with special educational needs to thrive.