Educational Opportunities in Semi-rural Areas

Edward Leigh Excerpts

Wednesday 7th May 2025 Westminster Hall

[Josh Dean]

I agree. I often talk about public transport in terms of not just getting people to places but connecting people with opportunity. That is absolutely how it should function.

Issues around connectivity diminish the number of opportunities for our young people, making it harder for them to get to school and access work experience opportunities or apprenticeships. For many students, the extra activities outside the school day, such as clubs, trips or sports matches, are out of reach because they cannot get the buses they need to make it home safely. As we all know, those are the activities we remember most from school. They gave us the chance to develop our interests, explore culture, meet other students and expand our horizons. These opportunities should not be available only to those whose families can afford to drive them or pay for taxis.

Secondly, we know that young people are at the sharp end of the mental health crisis. I remember the challenges that my peers faced in accessing appropriate mental health support at school. When I speak to young people and school leaders today, they say that the situation has only got worse.

Isolation is a key driver of poor mental health. In a 2021 YoungMinds survey, a staggering 95% of children and young people from semi-rural areas cited feelings of loneliness and isolation. Child and adolescent mental health services in Hertfordshire are under huge pressure, leaving many young people facing long delays when trying to access desperately needed support. Schools are under huge pressure to keep young people safe and in school, but they are not always equipped to deal with mental health challenges such as emotional-based school avoidance, anxiety or obsessive-compulsive disorder.

Thirdly, compounding the situation further, children living with special educational needs and disabilities face huge challenges, which are all the more acute in Hertfordshire, where only 40% of education, health and care plans were issued by the local authority within the statutory deadline in 2023, compared with 50% across England as a whole. That is largely due to a shortage of educational psychologists and a significant increase in the number of EHCPs and assessment requests. A shortage of specialist places leaves many children and young people waiting years for school places, and many SEND children are out of education for long periods.

I recognise that these issues fit into the national context on SEND, but the problems are exacerbated in semi-rural communities. For example, transport guidance currently states that primary school-aged children should travel no more than 45 minutes, and secondary school-aged children should travel no more than 75 minutes, including pick-up times. It can be a real challenge in semi-rural communities to meet those timelines, and that often puts huge demand on children living with SEND, who may find travelling distressing or have specific medical needs. It can also leave children feeling isolated. They may attend schools many miles away from where they live and be separated from their peers, and their parents may struggle to access the natural support network that comes with schools.

I welcome the work that the Labour Government are undertaking to break down the barriers to opportunity for children and young people in Hertford and Stortford and across the country. That includes the roll-out of free breakfast clubs to ensure that every child starts the day well fed and ready to learn, and the additional £1 billion of funding for SEND across the country, which is a welcome first step as we seek to fix the broken system inherited from the Conservative party. We have also committed to putting specialist mental health support into our schools. I was very grateful for the Minister’s recent answer to my question on that in the House.

I recognise that there are no quick fixes to the challenges that I have set out facing semi-rural communities, but they must none the less be addressed to ensure that children and young people in communities like ours can find the right path for them and thrive. I know that the Minister takes these matters incredibly seriously, and I commend the Government on the progress they have made so far. I would be grateful if he addressed a few specific points in his response.

Some of the issues I have touched on, such as the cost of housing or transport, sit outside the Department’s brief, but they have an impact none the less, so will the Minister confirm that the Government are taking a cross-departmental approach to address the challenges? Will he set out in further detail what progress the Department is making on rolling out specialist mental health support in our schools? And what consideration has been given in Government to open access early support hubs in semi-rural communities, to ensure that provision is accessible outside school, too?

There should be no link between where a young person comes from and how far they can go in life. I welcome the Government’s work to tackle the barriers to educational opportunity for young people, and I look forward to hearing the contributions from the Minister and all hon. Members here today.

[Sir Edward Leigh (in the Chair)]

This is only an hour-long debate, and lots of people want to speak, so we will have to have a time limit of three minutes on speeches. If we have interventions, not everybody will get in.

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[Chris Vince (Harlow) (Lab/Co-op)]

I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this important debate, which shines a light on an issue that affects my constituency.

Although Harlow itself is a built-up town, I am also proud to represent the surrounding villages of Nazeing, Roydon, Hatfield Broad Oak, Hatfield Heath and Sheering, to name just a few. These are vibrant communities, which I regularly visit through my constituency surgeries, local events and attendance at parish meetings. Time and again, I hear the same concerns: young people in semi-rural areas are being let down by barriers that limit their access to quality education.

I recognise that this Government are committed to making education an equal playing field for all, but in too many semi-rural areas there are issues that we need to address. One of the most pressing, as mentioned by other hon. Members, is transport. In urban areas, many students can walk to school, but families in villages such as Roydon or Sheering face long and often unsafe journeys. Buses are infrequent or unreliable, and parents—many of whom work full time—can spend hours each day driving their children to and from school.

One constituent, Kelly from Roydon, had to drive 30 minutes each way for the school run before heading to work. Her husband, Jason, often had to leave work early to pick the children up. That is not just inconvenient; it is a clear disadvantage, and one that working families should not be forced to bear.

Another issues I want to address, which I have seen a lot in constituency surgeries, is road safety and infrastructure. Even when children live close to school, the journey can be dangerous. Sheering Road, for example, is home to two primary schools, yet I would hesitate to call it child friendly. I have done the walk myself, and it is hair-raising at times. The road lacks the proper safety measures, and I have witnessed at first hand just how hazardous it can be for young pedestrians. School should be a place of learning, not something a child risks their safety just getting to. Poor road infrastructure also makes it harder to attract and retain talented teachers. As has been mentioned, long and difficult commutes into isolated areas are a barrier to recruitment. Without teachers, there is no education.

Beyond infrastructure there is the issue of resources. Many semi-rural schools have limited access to reliable internet and electricity, holding them back from using technology that could enrich learning. Teachers, who are the backbone of our education system—I have to say that; I used to be one—often gravitate towards schools where they are offered better salaries, career progression, housing options and transport opportunities. That makes it even more difficult for rural and semi-rural schools to retain high-quality staff.

In Harlow, 20.4% of the adult population have no formal qualifications, which is 2.2% above the national average for England and Wales. That figure should concern us all.

In conclusion, if we are truly committed to educational opportunities for all, we must invest in transport, infrastructure and digital access to attract the best teachers to every part of the country, not just our cities. No family should be disadvantaged because of where they live. Education should not be a postcode lottery. Let us work together to ensure that every child—whether they live in central Harlow or the smallest village—can reach their potential.

[Sir Edward Leigh (in the Chair)]

I apologise; I am going to have to reduce the time limit to two minutes to try to get you all in. I would like to listen to the next speaker for hours, but he has only two minutes. I call Peter Prinsley.

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[Julia Buckley (Shrewsbury) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Edward. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this vital debate.

My concern for Shrewsbury also focuses on educational opportunities for 16 to 18-year-olds, in terms of both funding and geographical access. My local provider map will probably mirror that of many other semi-rural areas: the constituency serves the whole county of 19 market towns, and in recent years there has been a domino effect as smaller schools have closed down their sixth forms, leading to a centralisation in the county. As a result, Shrewsbury Colleges Group now supports more than 10,000 students. It is the sixth largest college in the country, offers a wide range of courses, and was recently graded as “outstanding” by Ofsted.

However, the situation presents geographic barriers to those aged 16 and 17 who live across the county in those smaller villages, due to the lack—as we have heard—of public transport. In Shropshire we have limited train stations and we have lost more than 5,000 bus routes in the past 12 years, leaving many young people excluded from opportunities. One example was a hairdresser I met in the village of Broseley. I asked her why she became a hairdresser; she said that she had really wanted to do an apprenticeship in engineering, but there were no buses, and this was the only apprenticeship she could walk to. There is poverty of opportunity, as young people reduce their aspirations to match their transport options.

That is depressing enough, but even where there is a bus between towns, the average annual ticket costs £750. It is known locally as the “A-level tax”, and for many families it is completely unaffordable. However, many rural colleges do not receive additional funding to help with the bursaries they offer. Colleges such as Shrewsbury combine both A-levels and FE courses, yet they fall between the two stools when it comes to funding. I urge the Minister to review the anomaly whereby sixth forms and FE colleges receive funding, but where the two are combined, as they often are in rural areas, they miss out on crucial funding.

[Sir Edward Leigh (in the Chair)]

Last but not least, Matt Rodda.

[Matt Rodda (Reading Central) (Lab)]

It is an absolute pleasure to serve under your chairship, Sir Edward. Thank you for fitting me into this important debate.

I want to take a few moments to elaborate briefly on the concerns I raised earlier about recruitment and retention in the Reading area and Berkshire for school teachers and other school staff, but also staff in other parts of the public sector and our public services more generally. The basic problem in our area is that house prices are very high, but sadly national pay scales do not always reflect those additional pressures. That is a particular issue for a small number of areas; I am certainly aware that parts of Oxfordshire have similar problems to Berkshire, and there may well be other scattered issues across certain parts of England. Now that I have raised the issue, I hope the Minister might be able to look into it for me. I know that the Government are working extremely hard to raise standards in education and invest in the education system.

I wanted to give the example of a local comprehensive school whose former headteacher told me recently that it had had issues with recruitment and retention with certain subjects. That issue occurs across the country with certain shortage subjects, possibly in the case of science, technology, engineering and mathematics or English teaching, and maybe one or two other disciplines within large secondary schools. However, because of the increase in house prices and the cost of living pressures more generally, the situation has changed over the last few years and got progressively worse while the last Government was in office.

Last year, things reached a point where it was extremely difficult to recruit any teachers. Often, there was only one applicant for any advertised vacancy. That is a challenge for any leader in any organisation, and particularly for teachers and heads under extreme pressure. I appreciate the work that the Government are doing; I thank Reading borough council for its work on council house building, which I mentioned earlier, and the University of Reading for its excellent teacher recruitment work, but it would be wonderful if the Minister could look into this issue.

[Sir Edward Leigh (in the Chair)]

We have got everybody in. I call the Liberal Democrat spokesperson.