Holidays During School Term Time

Andrew Cooper Excerpts

Monday 27th October 2025 Westminster Hall

[Andrew Cooper (Mid Cheshire) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Lewell. I congratulate the hon. Member for Keighley and Ilkley (Robbie Moore) on leading this debate and making many a point that I am about to make and agree with.

I thank those who created and signed the petition, including 357 of my constituents. I have heard from many families who are deeply concerned about the current approach to school attendance and the impact of fines for term-time holidays. Those concerns are especially pressing for those facing challenging circumstances, including financial pressures and limited flexibility in their work schedules, along with those who have children with special educational needs and disabilities, for whom routine, flexibility and emotional wellbeing are often more complex and nuanced.

At the heart of this issue is a tension between two important priorities: ensuring that children benefit from consistent education, and recognising the value of quality time spent together as a family. There is no doubt that regular school attendance is vital. Department for Education research published in March showed a strong correlation between attendance and attainment, with just 10 days’ absence in year 6 reducing the likelihood of achieving the expected standard by 25%, as has been mentioned. Persistent absenteeism can lead to gaps in learning, reduced engagement and difficulties reintegrating into the classroom, all of which can have long-term consequences and act as a significant barrier to opportunity.

We must also acknowledge that family time matters. Shared experiences strengthen family bonds, support emotional wellbeing and create lasting memories, which are vital for a child’s overall development. Those moments are not just desirable; they are necessary. We also need to consider the needs of individual children, particularly those with SEND, including neurodivergent pupils. Any parent of a neurodivergent child—including myself—will say that busier environments, unfamiliar routines and crowded travel periods can be overwhelming and distressing. For some, taking a holiday during quieter times may be the only way a family can ensure their child feels safe, regulated and able to enjoy the experience. In those cases, flexibility around term-time absence is not just helpful; it is a matter of inclusion and wellbeing.

Being unable to choose when to take time off is another broader but related challenge that many families face. For some constituents who have contacted me—notably, an airline pilot—holiday periods are allocated or restricted by employers, limiting parents’ ability to align their leave with school breaks. That lack of flexibility makes it difficult for families to spend meaningful time together, even when school holidays are available.

As we have heard a lot, the most common concern I hear—one that every person here with a child of school age will have experienced—is the inflated cost of holidays during school breaks. Those price hikes make holidays unaffordable for many, meaning that children miss out on valuable experiences, simply because their parents cannot afford to travel during peak times. For parents on lower incomes who decide to take their children on holiday during school term time, the financial challenges they face are often compounded by the imposition of a fine, which many families struggle to afford. That unfairness is exacerbated by a perception of inconsistency. Families tell me that requests for authorised absence are handled differently from one school to another—in particular, between schools in the state sector and independent schools. That lack of uniformity creates confusion and frustration, and can feel unfair to parents trying to do the right thing.

There is no straightforward answer to any of these challenges, but I have long been an advocate of switching to the five-term school year. That model would offer more evenly distributed holidays throughout the year, reducing pressure on the summer break and giving families greater flexibility. It could also help ease the financial burden by spreading demand more evenly across the calendar, potentially lowering travel costs. For teachers, the benefits of a five-term year are equally compelling. Teaching is a demanding profession, and the current long stretches between holidays can lead to fatigue and burnout. More frequent, shorter breaks would allow teachers to recharge regularly, improving wellbeing and job satisfaction. It would also support better curriculum planning, reduce the pressure of end-of-term assessments and create a more sustainable rhythm for teaching and learning.

It is important to recognise that each family has its own unique circumstances, and there is not a one-size-fits-all rule for when spending time together is appropriate. While I agree that school attendance must remain a priority, we must recognise the realities that families face. A more compassionate, flexible and consistent approach that values both education and family life is not only possible but necessary. By rethinking the structure of the school year and advocating for greater flexibility in the workplace, I believe we can create a system that works better for everyone.