Schools White Paper: Every Child Achieving and Thriving

Debbie Abrahams Excerpts

Monday 23rd February 2026 Commons Chamber

[Bridget Phillipson]

I am slightly taken aback by that question, but I welcome it. We will move fast to ensure that money intended for education is spent on education. That means that we will have to be much firmer and clearer, including with private equity, about the money going out of the system and into profit, rather than going into education. There is a bit of a mix of views in the hon. Gentleman’s party about the right approach to SEND—I have heard colleagues of his suggest that children with SEND are naughty or the result of bad parenting—so I suggest that Reform colleagues go away, have a little conflab and then come back.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

I welcome my right hon. Friend’s statement. Young people with special educational needs or disabilities, and with multiple disadvantage, are three times more likely to be not in education, employment or training. I appreciate what my right hon. Friend is saying about reducing the attainment gap, but will she expand a little more on that? Will she also pick up on the point raised by my hon. Friend the Member for Sheffield Hallam (Olivia Blake) about co-production, and ensuring that people with lived experience and parents are engaged in this?

[Bridget Phillipson]

I agree with my hon. Friend. Through the national conversation that we have had on SEND, our SEND development group has worked closely with Ministers and with my hon. Friend, to ensure that the voices of children, families and experts, including disability rights groups and children’s groups, were heard as we developed our reforms. We will continue in that spirit as we take forward the consultation.

My hon. Friend is right to say that there are huge differences in outcomes for children with SEND; the gap between the GCSE results of children with SEND and their peers without SEND has not meaningfully narrowed in recent years, and neither has the likelihood of sustaining education, employment or training after 16. A big part of that has to be about ensuring that outcomes for children are better going through our mainstream system, where we know that with the right support academic outcomes are stronger for children with SEND.