Oral Answers to Questions
Georgia Gould Excerpts(1 day, 8 hours ago)
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Aphra Brandreth (Chester South and Eddisbury) (Con)
The Minister for School Standards (Georgia Gould)
The inclusive mainstream fund is part of a £4 billion investment over three years to support early intervention for special educational needs and disabilities. Long term, the Government aim to move more money from the high-needs block directly into school budgets ringfenced for SEND, so that schools can plan their workforces and intervene earlier, ending the long waits for support experienced by too many young people in the current system.
Aphra Brandreth
Following a recent visit to Tushingham-with-Grindley primary school, the headteacher raised concerns with me that for many small, rural schools like Tushingham and Shocklach Oviatt, the new inclusion fund does not compensate for the impact of changes to the school’s block funding. Not every child with SEND needs one-to-one support, but many need teaching assistants and other staff to help them regulate, access learning and benefit from targeted support. If school budgets are being squeezed, it is often that support that ends up being reduced. How will the Minister ensure that the funding changes do not inadvertently reduce the support that children with SEND need to thrive in mainstream schools?
Georgia Gould
The reforms do not fully come in until 2030, so the extra money through the inclusive mainstream fund sits alongside investment through the current system and education, health and care plans. Once the reforms are fully in place, there will be more money going directly into schools. The inclusive mainstream fund is to build up funding in the meantime. Schools will also benefit from the Experts at Hand service, which is putting £1.8 billion into specialists.
Sonia Kumar (Dudley) (Lab)
Dudley cannot afford to lose another generation of young people to unemployment, exclusion or missed opportunity. The rate of our young people not in education, employment or training was recognised in Alan Milburn’s review. Local leaders at my February NEETs roundtable were clear: alternative provision for children with SEND is desperately needed. Dudley college has brought forward a credible plan. Will the Minister recognise the urgency and back children in Dudley by approving the plan?
Georgia Gould
I thank my hon. Friend for her leadership on that critical issue. As the Secretary of State said, we are investing £3.7 billion into new specialist places. I will meet her to discuss the specific school she raises.
Saqib Bhatti (Meriden and Solihull East) (Con)
Six months ago, the previous Secretary of State revealed the Government’s plan to carry out SEND reforms. Since then, we have had a new Prime Minister and a new Secretary of State, who last week stated her intention to carry out those reforms. Yet there has been little detail on how the Government will fill the £2 billion black hole in the SEND budget, despite fiscal pressures on the Government continuing to increase, as we all know. When will the legislation come to the House, and where will the money come from? Parents, teachers and children deserve answers.
Georgia Gould
We have been absolutely clear about the investment we are making in the SEND system, with £4 billion for early intervention and £3.7 billion in capital investment—funding that did not come when the previous Government were in power. We welcome the opportunity to work cross-party and for Members to work alongside Ministers, as this is too important an issue not to bring all the ideas of the House together. I am waiting to hear what Opposition Members think about SEND reforms; I look forward to their clarifying that.
Juliet Campbell (Broxtowe) (Lab)
The Minister for School Standards (Georgia Gould)
We are determined that our schools be inclusive for all children, including those with neurodivergence. The work undertaken by our neurodivergence task-and-finish group has informed our proposed reforms to the special educational needs and disabilities system, including the national inclusion standard and the investment in continuous professional development and teacher training.
Juliet Campbell
I thank the Minister for her reply. Sixty-five per cent of teacher training providers say that new teachers are not equipped to support SEND pupils in mainstream schools, with too many teachers still leaving training without the skills and confidence to support neurodivergent children, including those with dyslexia. Will the Minister consider reforming the initial training requirements so that every trainee educator is able to demonstrate practical competency in identifying and supporting neurodivergent children before achieving their qualified teacher status?
Georgia Gould
I thank my hon. Friend for her ongoing thoughtful work on this issue, which has very much informed our thinking. We have strengthened SEND content in the initial teacher training and early career framework, with Ofsted reporting that SEND is well integrated in that initial training. However, we do want to go further, and SEND will be a core focus for the 2027 review, as well as the £200 million we are investing into teacher training on special educational needs and disabilities.
Alison Bennett (Mid Sussex) (LD)
For some neurodivergent children, mainstream school is not a place where they can succeed. One such child is Livvi, who is 14. Following autistic burnout and a period of not being in education, education otherwise than at school has been an absolute godsend for her, but her amazing mum, Carrie, is worried about the Government’s proposed changes to EOTAS provision. Carrie is coming to Parliament this evening; when I meet her, what should I say about whether people who have fought for their kids, like her, will get a say in what future EOTAS provision looks like?
Georgia Gould
I thank the hon. Member for raising this important issue, which came up time and again when we were travelling round the country talking to parents—both the need to support young people who have fallen out of education or are in EOTAS and the need to have a full conversation about this. The Government took forward a consultation about EOTAS, which I hope the hon. Member’s constituent has responded to, and we are looking carefully at all the responses to that.
Sir Julian Smith (Skipton and Ripon) (Con)
The Minister for School Standards (Georgia Gould)
Our reforms focus on better meeting pupils’ needs through earlier and more effective interventions. Children can present very differently even if they have a similar diagnosis, and we want to ensure that schools have the tools to identify children’s individual needs. Our special educational needs and disabilities training for staff works on areas of development, and our national inclusion standard will support that approach by ensuring mainstream settings have the knowledge, training and specialist support to deliver it.
Sir Julian Smith
I thank the Minister for her answer and for all the work she is doing on this. Following on from the question from the hon. Member for Broxtowe (Juliet Campbell), the issue of differing profiles is really important; pupils with a pathological demand avoidance profile of autism will require a totally different strategy from staff at the reception desk and teachers to get them into school and get them engaged with education. Will she keep pressing the Department on teacher training to really focus on these different profiles and the responses to them, and can she confirm that she is also working with the Department of Health and Social Care on the independent prevalence review, as all that amazing work by mental health experts across the UK should be feeding into this work?
Georgia Gould
I can confirm that I am working closely with the independent prevalence review. On PDA especially, I have heard similar things from many parents. We have a national independent panel—they are in Parliament this afternoon, and there are sessions for all parliamentarians, so I encourage Members to come along and talk to them directly. We have asked them to look at PDA because there is not a strong evidence base, which has been asked for. As well as the teacher training, which is a huge priority, these new experts—educational psychologists, occupational therapists—will provide support for teachers in classrooms.
Bob Blackman (Harrow East) (Con)
Chris Vince (Harlow) (Lab/Co-op)
The Minister for School Standards (Georgia Gould)
This Government are investing £1.8 billion over three years to deliver the Experts At Hand service, which will give mainstream settings access to health and education specialists for SEND. We will also deliver new SEND and inclusion training courses and materials as part of a £200 million investment for teachers, leaders and support staff.
Jayne Kirkham
In Cornwall and my constituency, children needing specialist SEND places have missed out this September. Some have been offered partial education otherwise than at school arrangements instead or are even at home. We inherited a system that has let down a generation. Will the Minister confirm that the new Bill is on its way and that it will close the gap for children in my constituency? When will it take effect?
Georgia Gould
We are determined to ensure that every child who needs a specialist place has access to one. That is why we are investing £3.7 billion in specialist places and are proposing the new specialist provision packages system. We recently had a full consultation on the proposals, and we are carefully working through the detailed responses that we got to the consultation questions. We will bring forward the Bill as quickly as possible.
Perran Moon
Several schools in my Camborne, Redruth and Hayle constituency are reporting profound concerns about the lack of availability of educational specialists right across Cornwall, including occupational therapists, educational psychologists and speech and language therapists. As a result of our remote coastal location, recruitment and retention is particularly difficult. Will the Minister meet Cornish MPs to discuss this issue?
Georgia Gould
I can confirm that, after very strong lobbying from my hon. Friends the Members for Camborne and Redruth (Perran Moon) and for Truro and Falmouth (Jayne Kirkham), I will be visiting Cornwall to talk to them directly and see the issues at first hand. I absolutely recognise the issues around recruitment and retention in rural areas, and we are very much working on that.
Chris Vince
I speak to parents, young people and teachers in my constituency all the time about the need for SEND reform. One of my best friends is a special educational needs co-ordinator, and he often tells me how broken he and his colleagues are after battling this broken SEND system for so long. Will the Minister ensure that the SEND reforms cater for all the young people in Harlow who need them, and that they will make being a SENCO an attractive proposition again?
Georgia Gould
I really appreciate that question. I have talked to SENCOs around the country, and I know how much pressure they are under and how often they feel that they have to go into battle for the children they support. They play a critical role, and they need more support. Inclusion has to be the business of the entire school, not just one individual. We are determined to support them.
Lewis Cocking (Broxbourne) (Con)
I speak to many families in Broxbourne who are struggling with the SEND system. Unfortunately, until there are more SEND school places, they will continue to struggle, as children with SEND need to be in the right educational setting. What is the Department doing to create more SEND school places for families today, as they are needed now, not in the future?
Georgia Gould
Over the past two years, that £3.7 billion investment that I have mentioned has started. That money is going into local authorities today, so that they can start building schools, creating places, and taking the action that the Conservative Government failed to take.
Vikki Slade (Mid Dorset and North Poole) (LD)
Barely a day goes by without hearing from a new family whose child is struggling or—worse—does not have a school at all. Given the long delays in autism and attention deficit hyperactivity disorder diagnoses and the length of time it takes to get packages in place, what consideration has been given to screening for neurodivergence at a very early stage so that we can plan properly for those schools?
Georgia Gould
I hear the same stories from families about long waits. The new system that we are proposing is all about identifying needs as early as possible. Through the national inclusion standards, which the independent panel is working on, new tools will be developed to support schools to identify needs early, and then work will be done with the Experts at Hand service to put in place interventions to support those young people.
Hannah Spencer (Gorton and Denton) (Green)
Children in Gorton and Denton are being left without suitable education while families wait for SEND tribunal appeals, but they are waiting for school places that do not exist. Does the Minister agree that we need an independent assessment of SEND school capacity? The Government reforms will not help if we do not first fix the capacity crisis.
Georgia Gould
I absolutely agree that we need more places in our schools. We are working as quickly as possible to get money into local authorities to deliver that capacity. That includes growing the number of inclusion bases, which can be built faster and often allow children to be educated in their community. As I travel around the country, I have seen how life-changing that has been. The money that we have put in is already creating new places, and we will continue to invest this year and next.
Mike Reader (Northampton South) (Lab)
Chris Hinchliff (North East Hertfordshire) (Lab)
The Minister for School Standards (Georgia Gould)
I have heard from parents, young people, teachers and hon. Members across the House the scale of the challenges facing the SEND system and the impact on families. We are transforming support for special educational needs across early years settings, schools and colleges so that more children and young people can get the right support locally.
Chris Hinchliff
It is difficult to overstate the trauma that the SEND crisis has inflicted on children in North East Hertfordshire, so the Government’s commitment to reform is welcome. However, given the scale of the failure that families have experienced, many are nervous. Will the Minister reassure me and my constituents that the reforms will not mean pushing children into a one-size-fits-all approach and will ensure that there is a firm legal backstop so that every child receives the support they deserve?
Georgia Gould
I can confirm that these reforms are designed to ensure that the right support is available for children in every community and that there is accountability on every part of the system to deliver for families and young people, who have been let down for too long.
Nesil Caliskan (Barking) (Lab)
Dr Al Pinkerton (Surrey Heath) (LD)
The Minister for School Standards (Georgia Gould)
The Department is bringing forward reforms to improve the SEND system long term. With this investment in local authorities and other parts of the systems comes a strong focus on improvement. Through SEND reform plans, we will be carefully monitoring performance and offering support, but also intervening strongly where there is persistent failure.
Nesil Caliskan
Creating additional SEND spaces is critical for my constituency as we have had a 100% increase in education, health and care plans and an extra 1,000 students now need special educational needs support. Will the Minister reassure us that when the schools Bill comes through, as part of the proposals there will be additional support for mainstream teachers to get the training they need so that there is support in mainstream schools?
Georgia Gould
My hon. Friend has been a passionate campaigner on this issue. It is because of representations from her constituents and those of many others around the Chamber that we will be introducing compulsory professional development on special educational needs and disabilities for teachers, backed by £200 million.
Dr Pinkerton
A great number of children across Surrey have been left without the special educational provision they need this year and a disproportionate number—64%—of those who require specialist autism provision live in the new West Surrey unitary authority area. Given Surrey county council’s historical failure to align provision with need, and with worrying reports that the SEND system is being allowed to collapse in Surrey’s final year of operation, will the Minister directly intervene to ensure that Department for Education capital investment prioritises the specialist autism places that West Surrey desperately needs? Will she meet me and the incoming leaders of West Surrey to see how that can be done?
Georgia Gould
I will meet the hon. Member to discuss that; I have heard directly from Surrey parents and from him. We invested £16 million last year and have invested close to £19 million this year in specialist places in Surrey. We are carefully looking at Surrey’s reform plan as part of our work on local authority accountability. I will keep working with the hon. Member on these important issues.
Janet Daby (Lewisham East) (Lab)
A constituent’s 11-year-old autistic daughter attempted suicide last year, and she continues to experience severe anxiety and autistic burnout. The family still have no clarity about her education provision for this new term. Will the Government ensure that schools are able to offer placements to children like my constituent’s daughter only when they have the staffing expertise, resource and specialist support necessary to meet that child’s identified needs?
The Minister for School Standards (Georgia Gould)
I am deeply sorry to hear about the experience of my hon. Friend’s constituent; nobody should have to go through that. We want every school to be an inclusive school, in which there teachers are trained and there are experts on hand to support children, so that no one is in that position in future.
Andrew Rosindell (Romford) (Reform)
Will the Secretary of State for Education join me in commending my right hon. and learned Friend the Member for Fareham and Waterlooville (Suella Braverman) on her proposal that every school in the land should fly the Union flag every day of the year, and that every school should sing the national anthem at assembly at least once a week? Is that not a policy that the Government could implement now, instead of waiting for a Reform UK Government to implement it?
Pica Eating Disorder: SEND
Georgia Gould Excerpts(6 days, 8 hours ago)
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The Minister for School Standards (Georgia Gould)
It is a pleasure to serve under your chairship, Mr Betts. I thank my hon. Friend the Member for Dagenham and Rainham (Margaret Mullane) for bringing this deeply important discussion to Westminster Hall. The story she told shows her effectiveness as a local MP. I know that she has listened to parents, professionals and school leaders at a number of different events in her local community. Bringing their voices directly to us is much appreciated.
I am grateful to the parents and professionals in the Public Gallery for making the time to be here today and for their leadership in campaigning on this issue. I would be keen to sit down with the hon. Member for South Devon (Caroline Voaden), my hon. Friend the Member for Dagenham and Rainham and campaigners to discuss it in more detail. We have heard powerfully the profound impact that pica can have and the huge stress it can bring to parents who are desperately monitoring their child’s circumstances and safety.
As I have been going around the country talking to parents and visiting schools, I have seen schools with brilliant and extraordinary provision, and young people with pica who are really thriving. I have also spoken to parents who present stories similar to those we have heard today and who feel that support is not in place, leaving them in fear. Sometimes they have had to give up work to support their children.
The tragic cases we have heard today show how important this issue is: it goes to the heart of the relationship between special educational needs and health. All Members, I think, mentioned the importance of us working in partnership and having clarity on the role of teachers in supporting and safeguarding pupils, and the role of health professionals in diagnosing and giving advice and guidance. My hon. Friend the Member for Doncaster East and the Isle of Axholme (Lee Pitcher) talked about the importance of that guidance and of roles and responsibilities of health and schools.
Earlier this year, we consulted on revised statutory guidance on supporting children and young people with medical conditions. That reflects our commitment to ensuring that every child or young person can participate effectively in education, notwithstanding their medical conditions. Schools, colleges and early years settings should understand the risks that a medical condition poses and manage them proactively. That includes ensuring that staff understand the relevant medical conditions and their impact and can recognise and respond to an emergency.
We had a really positive response to the consultation and are still working through the responses. We had a lot of detailed feedback, including on specific medical conditions. The draft guidance did not make reference to pica. Given the conversations we have had, the responses to the consultation and today’s discussion, I can confirm that we will rectify that when we finally publish the guidance, to provide clear information and guidance around pica for schools.
As part of the SEND reforms, we are looking at developing national inclusion standards that will provide a baseline of ordinarily available provision that we expect of all schools. We have an expert panel working on those standards and on specialist provision packages, which will determine the support needed in an area for a range of different special educational needs and disabilities. Currently, our independent panel, which sits across health and education, is leading that work. I commit today to ask the panel to take a specific look at the issues that my hon. Friend the Member for Dagenham and Rainham raised in relation to pica, specifically those that relate to research and identifying gaps in support.
More broadly, a number of questions were asked about the SEND reforms, including about how we will support early intervention and ensure that the right training is in place and that we have the right professionals in schools. As part of the SEND reforms, we are investing £4 billion in early intervention. That includes £1.6 billion going directly into mainstream schools, and all schools are being asked to develop inclusion strategies. We are putting £1.8 billion into an experts at hand service, which includes occupational therapists, educational psychologists and specialist teachers. I had a brief conversation, just outside this Chamber, with an occupational therapist who specialises in pica. We talked about their critical role, and it is important to reflect on that as part of the experts at hand service.
We are also developing a new package of teacher training, into which we are putting £200 million. The purpose of that training is to support all schools to be inclusive, including by identifying needs and adapting classroom practice to support children. It will not be detailed training on specific conditions, but it will include how to provide wider support and adaptions for pupils. We should also give teachers the tools and strategies to find the relevant information about specific issues as they occur in the classroom. We are currently working with parents, disabled children’s organisations and teaching organisations to develop that training, and I welcome Members’ thoughts about the process.
Many Members mentioned the importance of engaging with parents. One of the components of the training will be ensuring that teachers are listening to the voices of parents and having strong relationships with them, so that schools can pick up on what is happening at home and put that into their plans.
Lee Pitcher
I thank the Minister for all the work behind the scenes prior to the debate to allow some commitments to be given today; it is absolutely phenomenal. We can see the impact that is having on people in the Public Gallery and how much it is welcomed.
On sustainability and thinking about the future, I am a very “head and heart” person, and I talk a lot from the heart, but in terms of the head, if we are to continue to provide funding, support and resources for things like pica, we first need awareness, so that we can start to understand the numbers, and for that we need a record. I realise that the Minister cannot answer this right now, but can some thought be given to recording the number of people with pica so that we can use that in future business cases and when funding is considered?
Georgia Gould
I will absolutely take away the issue of reporting.
Members spoke about the need to invest in inclusive spaces. We are continuing to invest £3.7 billion in the creation of new specialist places. That money can go into new special schools, inclusion bases or adaptions in mainstream schools. I have visited really high-quality inclusion bases, and I know that part of that investment has been about creating safe spaces for children with pica. We have also issued new guidance about how to create estates that are inclusive by design, which includes guidance to schools about how to work with children and understand their experience of the school. That will make sure that schools are genuinely inclusive for those young people. That is another area that is relevant to the conversation.
The hon. Member for South Devon made a really important point about accountability across our systems and about working in partnership. We are working closely with Health Ministers on this issue, as we recognise how critical that is. The hon. Lady also spoke about experts at hand and the workforce. We are investing £40 million in training up new ed psychs and speech and language therapists, and a lot of work is going on with Health colleagues about workforce planning to ensure we have a sufficient workforce to support experts at hand and specialist settings. It is critical that we have that specialist resource to deliver early intervention.
I was asked about how the funding will work in the new system. It is envisioned that for children with individual support plans, schools will get dedicated funding that is ringfenced for pupils with SEND, so that the necessary staff can be employed and the right support can be put in place. At the moment, the funding often comes quite late in the day after a huge battle for support, and it leaves with the child. The idea is to give schools sustained budgets so that they can build the necessary provision. For pupils accessing a specialist provision package, the funding will come with the package and the child into the school. Depending on where the child sits in the system, the funding will flow differently.
I welcome the tone of the debate—there has been cross-party recognition of the scale of the issue—and the way that Members throughout the House are working together to address these really difficult questions. I have heard so many stories of families who have been badly let down. We all acknowledge that things need to change and that we need to get it right. I am committed to continuing to work in partnership with all Members, and really appreciate their bringing stories like the ones we have heard today to me, so that we can continue these really important conversations. Critically, we must talk to young people and families. I really hope this is just the start of the conversation, and that we will have a longer conversation soon so that we can look at the issues raised today.
Draft Children’s Wellbeing and Schools Act 2026 (Establishment of Schools) (Consequential Amendments) Regulations 2026
Georgia Gould Excerpts(2 months, 2 weeks ago)
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The Minister for School Standards (Georgia Gould)
I beg to move,
That the Committee has considered the draft Children’s Wellbeing and Schools Act 2026 (Establishment of Schools) (Consequential Amendments) Regulations 2026.
It is a pleasure to serve under your chairmanship, Mr Vickers. The draft regulations were laid before the House on 20 May 2026.
The Children’s Wellbeing and Schools Act 2026 changes the legal framework for opening new state-funded schools. It ends the legal presumption that new schools should be academies, and helps to ensure that new schools can be delivered quickly where they are needed, by enabling proposals from local authorities and voluntary organisations as additional routes to delivery. That provides greater flexibility in the system, including in circumstances where suitable academy trust capacity is limited.
The statutory instrument makes consequential amendments arising from those provisions. The amendments, which are to both primary and secondary legislation, are necessary to ensure that references to the legislative framework for opening new schools are correct and consistent across the statute book, and to update provisions to ensure that they are compatible with the new legislative framework. The amendments are minor and technical in nature and do not introduce any significant new policy.
The Children’s Wellbeing and Schools Act repeals section 6A of the Education and Inspections Act 2006, relating to the presumption that new schools should be academies. Arrangements for inviting proposals for new schools are now contained in an amended section 7 of the 2006 Act. The Children’s Wellbeing and Schools Act also replaces sections 10 and 11 and of the Education and Inspections Act with an amended section 10. The draft regulations remove references to section 6A and section 11 in other primary and secondary legislation, and replace them with references to sections 7 and 10 respectively, where necessary, providing legal clarity. The amended provisions relate to land given to a local authority on trust for educational purposes, transfer of employment, proposers of new schools, governance of new schools and local government reorganisation.
The Children’s Wellbeing and Schools Act sets procedures for the establishment of new pupil referral units by local authorities. The draft regulations extend legislation to apply to newly established pupil referral units in two cases. Currently, where a new maintained school replaces an independent school, a teacher of the independent school transferring under transfer of undertakings legislation to the new school may choose to retain their existing terms and conditions or choose to opt in to the schoolteachers’ pay and conditions document. The instrument extends the provision so that it applies when an independent school is replaced by a pupil referral unit, affording teachers the same choice.
Secondly, the statutory instrument applies and extends regulation 5 of the School Governance (New Schools) (England) Regulations 2007 to pupil referral units, when only one school proposal has been published under sections 7 or 10 of the Education and Inspections Act. A local authority is able to put in place governance arrangements for a maintained school in anticipation of proposals being approved. That will also apply where only one proposal for a pupil referral unit has been published. These amendments will ensure legal clarity and consistency.
Georgia Gould
I thank Members for the range of important questions, although I think they are broader than the individual draft regulations we are discussing today.
I will start with the question about special places in specialist schools and how we can ensure that there is consistency. As part of the Government’s reforms to SEND—special educational needs and disabilities—we are proposing the introduction of new specialist provision packages. Those will be developed by a national independent panel and will set out the broad range of provision we expect to be available in every community. Local authorities will have a duty to provide specialist provision packages—that is, the type of special provision that, as the hon. Member for Guildford has set out, is missing from too many communities.
To fund that measure, we are investing £3.7 billion into creating new specialist places. That money is going into the system now, and we are setting very strong expectations on local authorities to deliver new specialist provision both within mainstream schools on an inclusion basis and, where necessary, in new special schools. The policy that forms part of the Children’s Wellbeing and Schools Act makes it easier for local authorities to set up new maintained schools.
On the specific question about pupil referral units and their role in the system, we will be very clear in the specialist provision packages about the kind of support we expect for children with internalising and externalising social and emotional needs. As we have set out in the SEND reform consultation, we want the role of alternative provision to be focused on really reintegrating children back into school. The Experts at Hand model we have developed is about using some of the best practice from really high-quality alternative provision to support mainstream schools. The SEND reforms are subject to consultation, but I hope that gives a wider reassurance.
The hon. Member for South Devon asked why we have created these new powers. As she correctly said, we have set out a steer to the system to say that we expect schools to move towards being part of collaborative trusts. The current system means that there are real geographical discrepancies, and sometimes there is not a trust available to set something up quickly, so we want local authorities to have the flexibility to respond quickly to demands and to offer that provision where it is needed.
The hon. Member for Bridgwater raised the wider, more general debate about academisation. I am glad to hear his support for academisation; as he knows, it was something that a Labour Government first introduced. We support that system because we see so many benefits for schools, including collaboration and resilience, from being part of multi-academy trusts. We are setting out a direction to say that is the way in which we expect the school system to move, and we want those freedoms to be available to all schools.
We want to have really strong standards and consistency in critically important areas. We know some of the real challenges that young people face in misinformation and the need for digital literacy in a changing world. Our new national curriculum, on which we have consulted widely with schools, multi-academy trusts and local authority schools, will set the standard we want for all children, and we think it is really important that all schools teach that. It is critical that children have access to a qualified teacher, so we are setting very clear standards through the schools White Paper on not only issues such as inclusion but offering the benefits that come from being part of a multi-academy trust, which is a really sensible approach to developing the new system. The draft regulations are really about implementing policy that has already been debated and discussed.
Question put.
Oral Answers to Questions
Georgia Gould Excerpts(2 months, 3 weeks ago)
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Clive Jones (Wokingham) (LD)
The Minister for School Standards (Georgia Gould)
Through the national consultation and local special educational needs and disabilities reform plans, we are ensuring that multi-academy trusts play a key role in SEND reforms. New national inclusion standards will create shared expectations for all schools around inclusive education, and the SEND reforms make clear our expectations that all multi-academy trusts and schools work in partnership with local authorities to ensure the needs of every child in an area are met.
Clive Jones
I thank the Minister for her answer. Without clear levers, accountability cannot be guaranteed and the Department cannot ensure that SEND reforms translate into consistent, high-quality support for children and their families on the ground. Will the Minister clarify what specific and enforceable powers local authorities will have to ensure that multi-academy trusts play their full part in delivering local area SEND plans?
Georgia Gould
The Government will be setting national standards for all schools, including multi-academy trusts. National inclusion standards will be developed by an independent expert panel and all schools will need to ensure they are delivered. We are also introducing new inspections for multi-academy trusts that will focus on a range of levers, including the importance of inclusion in education. Through our focus on area partnerships, we are really clear that every player, whether schools, health services or local authorities, needs to work together to deliver for children.
Ruth Cadbury (Brentford and Isleworth) (Lab)
Special needs specialists in schools in my constituency have raised with me their concerns about the shortage of educational psychologists. A mum of a profoundly disabled child, who I met on Saturday, raised concerns about the shortage of occupational therapists. What are the Government doing to address the additional needs of that specific group of people?
Georgia Gould
I really appreciate that question. Making educational psychologists, occupational therapists and speech and language therapists far more accessible for students in mainstream education is at the heart of our reforms. We are investing £1.8 billion in the new Experts at Hand service, which will start from September. As part of that, we are also investing £40 million into training new educational psychologists and speech and language therapists, developing the workforce to ensure that all children have access to an inclusive education.
Mr Will Forster (Woking) (LD)
The Minister for School Standards (Georgia Gould)
We are deeply grateful for the service of military families and recognise the additional pressures that military life puts on the education and family life of those families. We are working closely with colleagues in the Ministry of Defence to address this area. Schools receive service pupil premium funding to address challenges including mobility and family separation, and we are improving special educational needs and disabilities support for families who move frequently, including proposing new digital individual support plans and education, health and care plans to make those moves easier.
Mr Forster
Brookwood primary school in Woking educates a significant number of military children because Army Training Centre Pirbright is nearby. Those children have their education disrupted because of the nature of their parents’ vital work in the armed forces. In this Armed Forces Week, will the Government look at what further support they can give, including by increasing the service pupil premium, which has gone up by just £20 in two years?
Georgia Gould
I am visiting a garrison in North Yorkshire in similar circumstances soon to talk to families and schools about the particular pressures they face in supporting children with that high level of mobility. We are working closely on this matter, as I have set out, particularly through the SEND reforms. Time and again, I hear from military families that one of the biggest barriers for them, where there is an additional need, is how hard it can be to move from place to place. I have set out some of the changes we are making, but it is an area that we are looking at closely, and I would be happy to meet the hon. Gentleman to discuss it further.
Jen Craft (Thurrock) (Lab)
This morning I had the honour of taking part in the flag raising ahead of Armed Forces Day in Thurrock in my home patch. I reflected that while the impact of service is one of pride, there is also a big impact on the families of the men and women who bravely serve our country, and particularly on those with special educational needs and disabilities. What measures is the Secretary of State taking to ensure that when a child with SEND follows their parent due to their military service, they are not adversely impacted?
Georgia Gould
As I have set out, it is far too hard to move SEND provision from place to place in the country at the moment. The changes that we are making—introducing national inclusion standards, national specialist provision packages and digital individual support plans and EHCPs—will make a massive difference in making it far easier to move provision. We are absolutely consulting on this; I continue to talk to military families and welcome their engagement on this important issue.
Calum Miller (Bicester and Woodstock) (LD)
In this Armed Forces Week, I want to draw the Minister’s attention back to the issue she has just been discussing. I have heard too often from the service families in my area that when they need to move, their child’s EHCP, which they have spent some time arguing for, does not automatically follow them. That not only disrupts the child’s education but makes it much harder for the family to move together; often the person serving has to move first. I implore the Minister not just to come up with digital solutions but to work closely with the Ministry of Defence to address this crucial matter.
Georgia Gould
Last week, I met a Minister from the Ministry of Defence and we discussed exactly that issue. I have heard from service personnel who have turned down jobs as a result of being worried about provision for their child if they move. This issue is a massive priority for the Government, and we are working on it.
Alex Baker (Aldershot) (Lab)
I thank the Minister for all her work on SEND issues, particularly in relation to service families, and for meeting me, service families and personnel through the work of the all-party parliamentary group on the armed forces community. Those service families took so much strength from the fact that the Minister was there to listen to them. Will she make a commitment that service families will be recognised within the work on all future SEND reforms?
Georgia Gould
I would really like to thank my hon. Friend and the chair of the APPG for organising that meeting; it was an impactful conversation. Members have spoken today about service families really struggling to navigate the SEND system. The people I spoke to welcomed some of the changes I have set out today, but they also set out new ideas, which we will be looking at as part of our response to the consultation.
Steff Aquarone (North Norfolk) (LD)
The Minister for School Standards (Georgia Gould)
The Government recognise the essential role that small schools play in their communities, many of which are in rural areas. The national funding formula for schools accounts for the challenges faced by small schools in rural areas by providing additional funding through the lump sum and the sparsity factor.
Steff Aquarone
I was deeply saddened last week to receive from the Minister the news that Corpusty school will close from September. Across North Norfolk there are small rural schools just like Corpusty, and they are worried that they might be next to face closure. The Department for Education’s research and guidance about running a small rural school was conducted eight years ago and published in March 2019. That is about to be six Prime Ministers ago. Will the Minister commit to undertaking new research and publishing up-to-date guidance so that small rural primary schools can be protected in future?
Georgia Gould
I welcome the hon. Member’s taking the time to meet me to discuss the situation in his constituency and the pressure that falling birth rates are having on small schools. I have subsequently followed up on our conversation by meeting his local council about how we can work in partnership to support his constituency and the wider Norfolk area as it faces those pressures. I am happy to continue conversations about the Government’s work to support rural schools, which we are prioritising and funding, as I set out.
Peter Prinsley (Bury St Edmunds and Stowmarket) (Lab)
Small rural schools in Suffolk all face an uncertain future. I met with the brilliant Stephany Hunter, head of Barningham school, who explained the difficult problem of per-pupil funding in her very small classes. I would like to see more affordable housing in villages for young families by changing the rural exception sites. Does the Minister agree that village schools have a very special place in the heart of our rural communities?
Georgia Gould
I wholeheartedly agree with my good friend, who is a great champion for rural schools; they have a very special place at the heart of our communities. The national funding formula allocates funding based on a consistent assessment of need. The lump sum is particularly beneficial to small schools, which are most reliant on the element of funding that is not driven by pupil numbers.
Bill Esterson (Sefton Central) (Lab)
Tom Gordon (Harrogate and Knaresborough) (LD)
The Minister for School Standards (Georgia Gould)
Children with special educational needs and disabilities have been let down for too long. We are determined to transform their experiences and outcomes. We are working with young people, parents and professionals to create a system where needs are identified and met early and schools have the training, resources and physical environments to be inclusive for all children. We will end the postcode lottery for children with complex needs, with stronger national standards for specialist provision and a new role for the best specialist schools as centres for excellence.
Max Wilkinson
Recent events lead me to believe that we will have an in-depth discussion about regional funding inequalities in this country. With that in mind, may I draw Ministers’ attention to the f40 group of local authorities, and in particular Gloucestershire, within which my constituency falls? In the last couple of weeks, I have met Caroline Parker from Gloucester Road primary and Rachel Penney from St Gregory the Great school, who told me that there is a particular problem with the provision of SEND in the f40 area. Will Ministers meet me so that I can tell them in more detail about that problem?
Georgia Gould
I would be delighted to meet the hon. Member to discuss funding. As he knows, it is an area that we are heavily investing in, with £4 billion going into early intervention to support children with special educational needs and disabilities. We will be consulting on how we fund special educational needs and the formula in the future, and I would be happy to discuss that.
Sarah Green
Like local authorities across the country, Buckinghamshire council submitted its SEND improvement plan on 19 June, but it will not receive a decision on deficit relief until 21 September, after the school year has started. With a cumulative deficit of over £45 million already on the books, it is being asked to plan blind. Will the Minister meet me to discuss what support will be available to councils like Buckinghamshire if such applications are rejected, and to discuss bringing forward the decision timeline?
Georgia Gould
Many hon. Members across the House have talked to me about the issues with local authorities’ delivery on SEND. The Department is determined to hold local authorities to account and ensure that they are all doing everything they can to support children and young people. We are putting in significant funding and support, but it is critical that that support really transforms things for children. We are carefully looking at all the SEND reform plans that have come back from local authorities and ensuring that they are of sufficient quality to turn things around, but we will be working with local authorities who need more support.
Tom Gordon
I have been campaigning for a number of years to get the special school at Bilton Woodfield open. It was first set to open in September 2024, then it was delayed to September 2025, and we have now been told that it will open in September 2026. It beggars belief that a school that has had millions of pounds spent on building and funding it is sat empty when we have a SEND crisis in Harrogate and Knaresborough, and across the country. Will the Minister meet me, apply pressure to the school trust and the local authority, and ensure that no further delays are made to the opening of the special school so that we get it open on time in September and do not fail a further generation of SEND kids?
Georgia Gould
I would be happy to meet the hon. Member, and I did not get a chance to say that I am also happy to meet the hon. Member for Chesham and Amersham (Sarah Green). These are critical issues, and we want to see provision come forward.
Daniel Francis (Bexleyheath and Crayford) (Lab)
Can the Minister provide an update on the Experts at Hand offer, and in particular how the £2.1 million that will be given to my local authority, the London borough of Bexley, can be used to support disabled children across Bexleyheath and Crayford?
Georgia Gould
We have set out guidance on investment for local authorities and I know that local authorities around the country are busy building that offer. I was in Rochdale last week, where the amazing work going on with speech and language therapists in schools has seen a more than 80% reduction in waiting lists for children. We are really excited about the opportunity to bring these vital experts—specialist teachers, speech and language therapists and many others—directly into schools, and as we have heard, there is work going on to start this in September.
Alison Hume (Scarborough and Whitby) (Lab)
I am delighted that St Martin’s primary school in Scarborough is establishing a brand new targeted mainstream provision centre, backed by funding from this Labour Government. Does my hon. Friend agree that our plans to deliver more TMP places will mean that the many children in my constituency who are currently not in school due to unmet needs will be able to return to school and resume their education?
Georgia Gould
Absolutely. We are investing £3.7 billion into creating 60,000 new specialist places, and I have heard from families how life-changing it is to have that provision in their community. Children who have been out of school, sometimes for years, are now back in education. Earlier we were talking about the issues affecting rural schools, and there are real opportunities to create inclusion bases in schools around the country.
Saqib Bhatti (Meriden and Solihull East) (Con)
Just a few months ago, the TES reported that the Government had frozen the high needs funding block, which special schools rely on. Headteachers are warning that the Government’s decision means that children will not get the support they need due to a lack of funding. The Minister may well point to the Experts at Hand service, but it is not the same and does not come close to meeting what each school will have lost. How can she justify freezing the high needs funding block when the demand for special schools is rising, the demand for education, health and care plans is rising, and the Government’s reforms are years away?
Georgia Gould
When we came into Government, we made a significant increase to the high needs block, precisely because we knew that investment in special educational needs and disabilities was desperately needed. Hon. Members across the House will know that the current system has been failing for a long time. We are acting to reform the system, but we are also investing £4 billion into early intervention, £3.7 billion into capital places and £200 million into teacher training and supporting local authorities with their deficits. This is something we are taking absolutely seriously. It is at the heart of our agenda, and we are acting where the previous Government failed.
Chris Vince (Harlow) (Lab/Co-op)
As a former teacher, I know that these SEND reforms are not just necessary but vital for young people in my constituency of Harlow and beyond. Does the Minister agree that reforms in Harlow will be strengthened by multi-academy trust-level inspections and Ofsted’s welcome of the new focus on inclusion?
Georgia Gould
I very much agree that Ofsted inspections of multi-academy trusts are a really important lever in ensuring that inclusion is part of the decision making of all trusts and all schools.
Georgia Gould
That is just not true. In considering this issue, I have spent time with MPs from across the House and the families that they represent, and I cannot put into words the thought and care that so many MPs have put into holding surgeries and bringing groups together. I have talked to families with Liberal Democrat MPs, with Labour MPs and with many Conservative MPs. This is an area that everyone is taking really seriously. We have talked to families from all parts of the country with very strong views, and we are continuing to do that as part of our consultation.
Sarah Olney (Richmond Park) (LD)
Bradley Thomas (Bromsgrove) (Con)
The Minister for School Standards (Georgia Gould)
We are committed to prioritising early intervention and making major increases in investment in SEND, investing £4 billion more over three years. That includes £1.8 billion so that every community has experts on hand, £1.6 billion to settings for early intervention and over £200 million to train every teacher.
Bradley Thomas
Looking out to 2028-29, there is a £2 billion gap between what the Government say they will be spending on SEND and what the Office for Budget Responsibility forecasts that SEND spending will be in that period. That will risk children across Worcestershire being forced to fit into a box that does not fit their needs. What steps will the Government take to address that?
Georgia Gould
The Government are investing in special educational needs and disabilities, as I have set out. We have set out substantial investment over the next few years. We are currently consulting on special educational needs and disabilities reform. We will set out final plans on that reform after we have carefully looked at all the considerations.
Mark Sewards (Leeds South West and Morley) (Lab)
Many parents rely heavily on SENDIASS—special educational needs and disabilities information, advice and support services. We know that these services are free, impartial and vital for parents. Given that we expect demand on these services to increase, how will the Minister ensure that local authorities have the necessary financial and practical resources to maintain the independence and quality of SENDIASS?
Georgia Gould
I have heard from many families how critical SENDIASS is. We are continuing to fund SENDIASS, and in our consultation on SEND we included a question on how we can better support parents and on what investment we need to put in to do that, so it is an area that we are looking at.
David Smith (North Northumberland) (Lab)
John Glen (Salisbury) (Con)
The Minister for School Standards (Georgia Gould)
We are determined to reverse the declining rates of activity for children and the stark inequalities we see across the country. We have confirmed £1 billion in funding for PE and school sports over three years to create stronger local partnerships to revitalise PE and school sports.
John Glen
I thank the Minister for that answer, but I visited Woodlands primary school and Matthew Kitley 10 days ago. He has been there for 17 years and works extremely hard to make very limited resources work for the pupils, 60% of whom receive the pupil premium. He tells me that £17,000 has been taken off the budget that he has set for this coming year, a really difficult settlement, and that is all taken from the PE budget. So can the Minister explain what is happening for this immediate financial year, where there is a shortfall for numerous schools across the country, including many in my Salisbury constituency?
Georgia Gould
At the moment, too many children do not have access to sport and are not meeting the recommended 60 minutes of daily activity, so it is critical that we build something that supports schools, like the one the right hon. Gentleman mentioned, with national bodies to provide those opportunities. The funding breaks down into £580 million to build the new PE and school sport partnerships network, £200 million for improved facilities, and the rest for transitional support for schools through the year before we build the new service. There will be transitional support in place, but we will build something that is better for schools. I am happy to have a discussion with him to clarify matters.
Georgia Gould
Only half of children meet the chief medical officer’s recommendation of 60 active minutes a day. Although well intentioned and despite huge efforts from primary schools, the current system is not doing what it needs to do to turn the situation around. We know through talking to national bodies that a partnership model that brings our huge national resources, the energy from the world cup and the different clubs that are out there together with local schools is going to transform that investment. We are investing £1 billion over three years. I was in local government when the Conservatives cut youth clubs and community sports facilities, but we are investing.
Ian Roome (North Devon) (LD)
Jim Dickson (Dartford) (Lab)
The Minister for School Standards (Georgia Gould)
Officials are meeting with Kent county council to understand the model. We are in favour of schools pooling resources to support children with special educational needs and disabilities, but there have to be safeguards. I would welcome the opportunity to speak further to understand my hon. Friend’s concerns.
Anna Sabine (Frome and East Somerset) (LD)
Georgia Gould
Every year we review the bursaries across the system—there is a limited pot, so we look at where the need is highest—and we will review bursaries this year. We are also setting up a national centre for the arts, which will support teacher training for music as well as wider arts, because that is so critical to our agenda.
Gill Furniss (Sheffield Brightside and Hillsborough) (Lab)
Georgia Gould
I thank my hon. Friend for that important question, and pay tribute to the amazing work she has set out. I thank Devon for her leadership and extend my heartfelt condolences to the family. It is so critical that we keep young people safe, and I hope we can continue to work together to do so.
Ian Sollom (St Neots and Mid Cambridgeshire) (LD)
Steve Yemm (Mansfield) (Lab)
I recently joined a class of year 5 pupils from St Peter’s school in my constituency on a visit to the National Holocaust Museum in Laxton. I saw at first hand that places such as that are vital to ensuring that young people absorb lessons about the Holocaust. Will the Minister therefore commit to visiting that museum with me and a local school?
Georgia Gould
I thank my hon. Friend for his advocacy of the National Holocaust Museum, which plays a critical role in ensuring that children are educated about the Holocaust. That is a key priority for the Government, and I can of course commit to visiting that museum with him—I really welcome his work.
Alison Griffiths (Bognor Regis and Littlehampton) (Con)
Georgia Gould
We are working with experts nationally to develop new national inclusion standards and specialist provision packages and to set out how we want to see children supported in mainstream schools and specialist schools. I would be happy to discuss that further with the hon. Member.
Liz Twist (Blaydon and Consett) (Lab)
Some 40,000 children each year acquire a brain injury, which are recorded, if at all, under a broad range of categories. Will the Minister meet me and the United Kingdom Acquired Brain Injury Forum to look at how we can better record acquired brain injuries in a special category to deal with their specific neurological needs?
Georgia Gould
I would be happy to meet my hon. Friend to discuss that issue. We have been talking to families of children with neurological issues, and it is an important area.
Helen Morgan (North Shropshire) (LD)
Schools in North Shropshire received an average of £6,460 a head last year, compared with a national average of around £7,910. Outcomes at GCSE and key stage 4 are consistently lower than the national average. Will the Secretary of State meet me to discuss what resources can be put in place to improve outcomes for children in North Shropshire?
Georgia Gould
We are increasing investment in schools, and I would be happy to meet the hon. Member to discuss their concerns.
Georgia Gould
We are investing £1 billion over three years to build new sports networks. That money will be used by many different partners to support schools, bring resources together, and put funding directly into school budgets. We will be setting out more plans to reassure primary school heads of our commitment to increasing activity for children and young people.
Mr Bayo Alaba (Southend East and Rochford) (Lab)
Like many other Members on both sides of the House, I have heard from countless families who have been let down by the existing SEND system. In one particularly upsetting case, a bright young boy was expelled from infant school owing to the mishandling of his complex needs. Thankfully, he was later re-enrolled as a result of his mother’s tireless work. Does the Minister agree that the reforms outlined in the Government’s SEND White Paper will support productive early intervention and create a fairer, more fulfilling school experience for every child?
Georgia Gould
I have spoken to families around the country who set out exactly that experience: watching their children fall further behind, and having to battle for the support that they desperately need. Our SEND reforms are about putting early intervention in place, supporting children at the earliest possible point, and transforming the system so that parents no longer have to battle to get their children the support they need.
Home-to-School Transport
Georgia Gould Excerpts(3 months, 1 week ago)
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The Minister for School Standards (Georgia Gould)
It is an honour to serve under your chairship, Mr Twigg. I thank all Members for an incredibly constructive and thoughtful discussion. It was particularly powerful that so many Members brought the lived experience of their constituents and some of the challenges that they face with home-to-school transport to the Chamber. I welcome the visibility given to those stories.
I congratulate the hon. Member for Harrogate and Knaresborough (Tom Gordon) on securing this important debate. His passion for and commitment to this subject came across in his speech, as did the fact that he has been an avid campaigner who has widely engaged with families. We have heard today why this is such an important issue.
We also heard why the support that is available through home-to-school transport matters to families. It is the mechanism through which many disadvantaged families, many children in rural communities and many young people with SEND are able to access education. We heard how the existing statutory rights are incredibly important.
In addition, we heard about the particular challenges faced by rural communities, where the distances are greater and home-to-school transport costs are higher. That is why the Government made changes as part of a fair funding review, which included a distinct home-to-school transport relative needs formula, based on pupil numbers and home-to-school distances. The focus on distance deliberately supports those authorities with the longest distances and recognises the needs of rural communities.
We heard about the statutory guidance and about the discretionary opportunities available to local authorities. Local authorities have a discretionary power to arrange free travel for children who do not meet the eligibility criteria, in recognition of specific local factors. We have heard about some of the challenges that areas face, and local authorities are best placed to make those decisions.
We heard from the hon. Member for Harrogate and Knaresborough about the importance of data, and about the data that the Department holds, in holding local authorities to account. We have added a new absence code to reflect issues with local authority-arranged transport. Since September 2025, local authorities have been able to evaluate absences that are the result of home-to-school transport. Just 0.011% of the total number of school sessions that are missed is due to such transport; for special schools, the percentage is higher. That is really important data. Of course, any missed school session is one too many. Data helps with accountability, but I understand that the hon. Gentleman was referencing wider data and I would be very happy to have a follow-up conversation about that.
We also heard from many other Members about the interaction between SEND and disabilities, and about the increase that we have seen in the need for home-to-school transport for children and young people with SEND. As I have engaged with children around the country, that is something that I have heard time and again. Sometimes, children have to spend up to two hours on transport to access education. For some children who sometimes have issues regulating and who can find change disruptive, as well as for their families, that can be an incredibly distressing experience, despite the best efforts of the providers.
This also disconnects children from their communities. I always remember speaking to an 18-year-old who travelled a long distance to school every day. He said that when he returned to his community, he did not have friends or networks within it, so he felt very isolated going into adulthood. It is therefore incredibly important that children have access to SEND provision locally and closer to home, and Members today have agreed with that. Improving home-to-school transport is core to the SEND reforms.
The hon. Member for Windsor (Jack Rankin), who spoke for the Opposition, rightly challenged me on how we can move as quickly as possible to deliver such improvement. As he knows, we are investing £3.7 billion into 60,000 new places. That investment has gone in last year and this year, so it is going into communities urgently to help them to address those challenges.
We are supporting a large number of free schools to go forward. As we have heard, some local authorities have chosen to use their share of that investment to move faster in providing new places, at a cost of around £50,000 per place. The development of new places is critical, but it is also critical to make schools more inclusive for students—everything from improving school buildings and teaching—to develop the expertise around schools, so that local schools are accessible for children with SEND and every area has the right specialist provision available.
This investment will transform children’s outcomes; it not only reduces travel time but, as we have heard, saves money, which is also important. And the money that is saved can go back into improving outcomes for children in some of the really critical issues that have been raised during this debate.
We also heard a number of Members talk about support for young people post 16. There was a particularly powerful speech from my hon. Friend the Member for Sittingbourne and Sheppey (Kevin McKenna) on the topic.
At the moment, local authorities have a statutory duty to make sure no young person is prevented from attending education post 16 because of a lack of transport. Local authorities must publish annual transport statements on this, and it is expected that local authorities will make reasonable decisions. Many local authorities do subsidise transport for young people post 16, but I have very much heard the passionate responses in the Chamber today. The issue also came up in the SEND consultation that we recently completed. We will look carefully at those responses.
As the shadow Minister, the hon. Member for Windsor, said, the hon. Member for Eastbourne (Josh Babarinde) made a powerful speech about an incredibly distressing story from his constituency. I will of course meet him and Lewis’s family to discuss it and look at what we can do to make changes in the future. I thank him for raising that—I am sorry that they got caught in that transition.
The hon. Member for Woking (Mr Forster) also raised issues about safeguarding and an appalling tragedy that happened in his constituency. He will know that some of the measures in the Children’s Wellbeing and Schools Act 2026 were very much a response to the lessons learned from that horrendous case, but again I am very happy to meet him to discuss this further.
More widely on the national criteria and the statutory guidance, we heard a powerful speech from my hon. Friend the Member for Thurrock (Jen Craft), who is a brilliant campaigner on these issues. I want to reassure her that there is no intention to look at means testing. We absolutely reject some of the calls we have heard from, for example, the Reform leader of Warwickshire county council to try to reduce those statutory distances. We are not in the business of reducing disabled children’s rights to transport.
In conclusion, this has been a thoughtful and important debate. A number of issues have been raised that we must continue to look at. I hope we can follow up on conversations in relation to not only special educational needs and disabilities but the wider system and our shared ambition, which have been highlighted in this debate, to ensure that people have access to opportunity and education.
Children: Development of Essential Skills
Georgia Gould Excerpts(3 months, 1 week ago)
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The Minister for School Standards (Georgia Gould)
It is a pleasure to serve under your chairship, Dr Allin-Khan. I welcome today’s constructive and thoughtful debate and the constructive tone of both the hon. Members for St Neots and Mid Cambridgeshire (Ian Sollom) and for Meriden and Solihull East (Saqib Bhatti). I know we all share a desire to ensure that our children are supported to grow up into well-rounded adults. It is brilliant to see young people in the Gallery listening to the debate.
I thank my hon. Friend the Member for Bracknell (Peter Swallow) for securing this debate. He has been such a champion of these issues, and almost on a daily, or at least weekly, basis he stops me to discuss these questions. As he said, I have visited his constituency and seen some of the work that he is leading in practice. As we have heard today, these are massively important topics. The Milburn review has shown the real cost of unemployment for young people and how critical it is to ensure that they have the skills that can support them into the workplace, but also, as we have heard from so many people, support them to be active citizens participating in community life.
I will start where my hon. Friend did in his speech and focus on the importance of children and young people feeling confident to face challenges and shape the world around them. So much change is happening, and we cannot fully imagine the world that young people will go out into. It is therefore critical that they have the core foundations of knowledge as well as a love of learning. We want young people to return to and enjoy learning as their time in the workplace goes on; learning should be core throughout their lives. They must feel that they have the skills to be able to deal with uncertainty, to shape the world and to feel confident. So many young people tell me that that is not how they feel at the moment. That is why the curriculum and assessment review and this debate are so important.
The hon. Member for Meriden and Solihull East asked whether we have to choose between knowledge and skills and standards and inclusion. For me, they are two sides of the same coin. It is absolutely critical that we support our children to attain academically. We all know that too many young people are being left behind, and we have stark gaps for disadvantaged young people that we need to address. A big part of that is how they are engaged in education. School has to be unmissable, and as my hon. Friend the Member for Bracknell said, the joy of learning is critical. It is important that children are engaged and want to come to school to develop their knowledge, whether that is through enrichment or through teaching the core things that they really want to know about, such as financial education.
In this Chamber and the main Chamber, we often talk about inclusion and the importance of supporting children with special educational needs and disabilities to feel a sense of wellbeing and belonging. Too often, they have not felt that, and that has left them feeling disengaged from education. We will pursue both knowledge and skills and inclusion and high standards for our young people.
We have heard throughout the debate about the curriculum and assessment review and the work that we commissioned Professor Becky Francis to do with an incredibly expert panel. It did a really careful and thoughtful piece of work for the Government, setting out the things that it felt needed to change to support children to be able to go out confidently into the modern world. Lots of the themes that came up in this debate—media literacy, digital literacy, the importance of citizenship, oracy—came out in the review, and we have committed to embedding them. In terms of next steps, a huge amount of work is going on to draft programmes of study and to test them with a range of different partners. We have committed to giving schools four terms to prepare for implementing the new curriculum.
The hon. Member for Meriden and Solihull East asked about space in the curriculum. What was really powerful about the work that Dr Becky Francis led was that it gave careful thought to the sequencing of the curriculum, how things fit together and how duplication can be prevented. We are developing a digital curriculum for the first time, so it will be much easier for teachers to make links between different subjects.
The hon. Member for East Londonderry (Mr Campbell) and my hon. Friend the Member for Bracknell also raised enrichment and its importance in making school unmissable and making young people excited about coming to school. I travel around the country talking to young people, and they often say that it is the thing they really look forward to and that it helps them to feel part of the wider school community. We will publish an enrichment framework with a focus on developing wider life skills relating to arts and culture, civic engagement, nature, outdoor adventure, and sport and physical activities.
Many Members made really important points about making sure that the enrichment offer is open to students who feel further away from those opportunities, and we are working with the Department for Culture, Media and Sport to build up the enrichment offer in 400 schools in the most disadvantaged areas. We are investing £22.5 million from the dormant assets fund to make that a reality, as well as working with a whole range of partners to ensure that the enrichment framework for all schools is a really powerful tool.
Another point raised by a number of Members was about citizenship and political education. My hon. Friend the Member for Leeds Central and Headingley (Alex Sobel) made a really powerful speech about how important that is for votes at 16, but also for our democratic institutions and our ability to disagree agreeably and have these political debates. When we have so much misinformation and division, embedding that in our education system is incredibly important. We have committed to citizenship being statutory in key stages 1 and 2, and to strengthening and modernising citizenship across the curriculum, looking at many of the themes that we have talked about, including media literacy.
The hon. Member for Yeovil (Adam Dance) talked about digital literacy and AI and about making sure that those are core skills. We are looking to embed key areas such as digital and media literacy across the curriculum, because every single subject will have an element of these AI and digital skills, but we are also refreshing the computing GCSE so that particular content is focused on that.
On media literacy, the hon. Member for Surrey Heath (Dr Pinkerton) mentioned misinformation. That is another really important theme that will sit in citizenship but also in other subjects. In history, for instance, people will really think about sources and how to decipher information, and in English people will look at emotive language. Those are areas where we can look at these core themes embedded into the wider curriculum.
My hon. Friend the Member for Filton and Bradley Stoke (Claire Hazelgrove) and others mentioned financial literacy, which comes up more than anything else from young people as being a skill that they really want to have and learn about. We are working across the maths curriculum and the wider piece to look at how we really embed financial literacy, and we will be doing a number of test and learns around implementation and working with teachers.
Turning to the different contributions on early years childcare, I thank my hon. Friend the Member for Bolton North East (Kirith Entwistle). She made an incredibly powerful speech about what a lifeline childcare is for families, and I completely agree. I see that all the time as a constituency MP, and particularly how essential it is for mums, who often end up doing so much of that childcare. My hon. Friend mentioned the importance of the 30 hours of free childcare; that has made a difference for people taking up the full entitlement, which we think has saved them an average of £8,000. She also mentioned how fees and different practices can pull away at some of that really important cost of living support. The Secretary of State for Education has written to the Competition and Markets Authority to request a review of the early years childcare market, which is to look precisely at many of the issues that my hon. Friend mentioned. It is worth having a look at that letter, and it is a really important issue to pursue.
The hon. Member for Strangford (Jim Shannon) talked about the importance of early years, and my hon. Friend the Member for Camborne and Redruth (Perran Moon) spoke powerfully about the long-term impact of delayed language development for children. Sadly, since the pandemic we have seen many more children coming into school with delayed language. We know the long-term impact on children, so that has been a key focus for the Government in developing Best Start hubs, which will give that wraparound support to children, but also introducing new programmes such as the early language support programme, which brings NHS services to schools to identify needs earlier, and the Nuffield early learning intervention programme, which puts support in for reception children. I would be interested to hear more about what is going on in Cornwall and some of the challenges that my hon. Friend the Member for Camborne and Redruth mentioned, and to discuss that further. This is also a key part of our thinking around the SEND reforms, putting more investment, earlier, into speech and language support and the new Experts at Hand service, which will include speech and language therapists.
Jim Shannon
First, may I welcome the Minister’s comments on all the issues that have been raised, particularly mine on screen time? Sometimes we must engage with parents in a way that shows that we understand that children should be given a bit of time on their iPads but that that time should be restricted, too. Does the Minister have any thoughts on that?
Georgia Gould
I thank the hon. Member for raising that issue. We have developed guidance for parents to support them with screen time in early years. As a parent of a two-and-a-half-year-old, I know how confusing it can be. It is not something that I was spoken to about when I had my son. It is important we have guidance that is not judgmental but gives parents the best advice. We have put that out now. A lot of expertise has gone into developing it and I have had really positive feedback. Certainly, I have found it very helpful personally in shaping those important decisions. It is also important that through our Best Start hubs we are able to have that conversation and support for children, not just about not being on screens, but about what engagement looks like: what are the activities, how does one encourage a child to speak, and as they get older what are the enrichment activities that they can engage in after the school day?
The hon. Member for Yeovil is always a passionate advocate of support for children with special educational needs and disabilities, and I welcome him mentioning that as part of these wider issues. On the questions on identifying needs, he will know that we are developing national inclusion standards which include research into identification around the needs we have set out in our SEND consultation document. That work is ongoing and it will form part of national inclusion standards. We are working on appointing the panel of independent experts at the moment. It is critical that we get that right, and have that early identification of needs, whether on speech and language or others.
The hon. Gentleman also mentioned the importance of support for young people who are constantly having to re-sit English and maths. He will know we have been consulting on a new level 1 English and maths qualification, which is precisely designed to support children and young people to consolidate their knowledge and be a gateway qualification to deal with exactly that problem, which is one I have heard time and time again.
Adam Dance
I thank the Minister for giving way and for answering all my questions, as always. Concerned parents in Yeovil also tell me that kids who have autism, obsessive compulsive disorder, sensory issues or attention deficit disorder cannot find apprenticeships or work, nor have they had help developing the skills they need to get into the creative or agricultural sector. Can the Minister set out what more the Government are doing to support rural schools and employers to get neurodiverse people into those industries?
Georgia Gould
I really appreciate that question. Again, talking to families and young people around the country, that comes up all the time. I welcomed the Milburn review’s focus on the experience of young people with SEND and disabilities, and on some of those barriers. There is action we are already taking, through supported internships and our work with further education, but it is an area in which we need to go further. It is something we are continuing to work on with the Department for Work and Pensions. I am happy to have further conversations about those issues.
I want to conclude by thanking everyone for this really important debate. These are areas we are actively looking at as we develop the new curriculum and think about developing the oracy framework we have committed to. Employers have said to us that it is essential young people have the skills they need for later life. Many of us will have seen how powerful some of these interventions are. I was recently with the Duke of Edinburgh, talking to young people in a school in my constituency. They talked about the confidence and problem-solving skills that the programme gave them, changing their sense of what was possible for them. That sits alongside the core knowledge that young people must learn, supporting young adults to be well rounded and able to shape their futures confidently. I hope that we can continue these conversations, as a lot of important ideas were mentioned today. We will consult fully on the new curriculum, which I am sure that all Members will look at with interest.
Oral Answers to Questions
Georgia Gould Excerpts(4 months, 3 weeks ago)
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Jodie Gosling (Nuneaton) (Lab)
The Minister for School Standards (Georgia Gould)
Last week we announced an expansion of our supported internships offer to unlock opportunities for more young people with special educational needs and disabilities, so that they can benefit from a seamless transition into the world of work. I have spoken to young people and teachers and heard how transformative supported internships can be for confidence and in supporting children to take those steps into work, and we are determined to get behind the talent of children with SEND.
Jodie Gosling
I thank the Secretary of State for her commitment to supporting supported interns and for the announcement of £9 million for non-EHCP—education, health and care plan—pilots. Almost 80% of our brilliant supported interns in Nuneaton go on into paid employment, well above the national average of 5% of young people with learning difficulties. Will the Secretary of State please give us more information about what support will be available to enable our colleges to deliver in line with the SEND White Paper? Also, will she join me at either our brilliant Queen Elizabeth award-winning North Warwickshire and South Leicestershire college, or at George Eliot hospital to see the real impact of supported interns and celebrate their achievements?
Georgia Gould
I am incredibly grateful for the work of my hon. Friend in championing children with special educational needs and disabilities, both before and during her time as a Member of Parliament, and thank her for bringing her expertise to this discussion. I would be delighted to visit and see some of the work of supported internships in practice. As I have set out, we have invested £9 million and are continuing to work with colleges to support inclusion, as well as support into employment.
Liz Jarvis (Eastleigh) (LD)
I have been contacted by a mum in my constituency who is trying to find a supported internship for her son, who has an EHCP. Even with the “Find an apprenticeship” service, parents are left having to research and find suitable options themselves. What further action will the Minister take to ensure young people with SEND are not disadvantaged in accessing supported internships?
Georgia Gould
I welcome the hon. Lady’s question. We want to make it much easier for children with special educational needs and disabilities to find support and access opportunities, and are working closely with colleges to do that. As part of our reforms, we will be delivering new national inclusion standards that set out our expectations, and as I have said, we are investing in broadening supported internships.
Lloyd Hatton (South Dorset) (Lab)
The Minister for School Standards (Georgia Gould)
The Government are opening up access to music, art, drama and—crucially—sport. We want schools to have access to high-quality sports facilities so that children can achieve and thrive. The Department is improving school facilities through guidance and rebuilding programmes, with £2.1 billion of capital funding.
Lloyd Hatton
Budmouth academy has received a record multimillion-pound investment from this Labour Government to rebuild many of the school’s buildings. However, its crumbling outdoor courts—which are home to the South and West Dorset netball league—are currently not included in the rebuild. More than 300 women and girls are part of that league, and of course the courts are also used by students all year round. We desperately want to rebuild the courts, so can the Minister work with us to explore how those courts can be included in the scope of the rebuild?
Georgia Gould
I would like to start by acknowledging the proactive response of the brilliant team at Budmouth academy in response to a recent meningitis case, and I am really pleased to hear how welcome the investment in the school rebuilding programme is at that academy. On top of that investment, the Aspirations Academies Trust has been provisionally allocated investment of over £1.9 million to improve its estates. I would welcome the opportunity to meet my hon. Friend to discuss this matter further.
Dame Caroline Dinenage (Gosport) (Con)
I hope that schools in South Dorset and—crucially—the Minister will have read the Select Committee on Culture, Media and Sport’s “Game On” report, which was published today. It makes the case for increased physical activity in schools and the positive impact it has on a pupil’s ability to learn. However, recent reports suggest that the Government are proposing funding cuts for physical education, so will the Minister please give a very clear commitment today that there will be no reduction in funding for PE in our schools? In fact, I would love to hear from her that there will actually be increased investment in our children’s health, wellbeing and learning through a more active school day.
Georgia Gould
The Government absolutely want to see children engaged in physical activity, and to support that through the school day. We have recently announced funding for school games organisers and will be setting out further information about our new partnership model, which will bring together different partners from across the private, public and voluntary sectors to ensure that children in every community have opportunities.
Fleur Anderson (Putney) (Lab)
The Minister for School Standards (Georgia Gould)
This Government believe that a collaborative school system is the best way to drive high and rising standards, so that every child can achieve and thrive. In our schools White Paper, we have set out how we plan to support further collaboration while improving accountability to deliver the education our children deserve.
Alison Bennett
There are three schools in my Mid Sussex constituency that were part of the University of Brighton academy trust. Given that serious concerns about financial management at UBAT persisted for years before re-brokerage was triggered, will reforms to the multi-academy trust governance system include early warning systems, so that failing trusts are identified and intervention takes place before reaching the point of failure?
Georgia Gould
I really welcome the hon. Lady’s question. I absolutely agree that we need to spot the early warning signs of financial failure. That is why we are bringing in a new Ofsted inspection framework for multi-academy trusts that will look at other issues, including governance and financial management.
Harriet Cross (Gordon and Buchan) (Con)
Peter Swallow (Bracknell) (Lab)
The Minister for School Standards (Georgia Gould)
We are deeply grateful for the service of our armed forces families. I would welcome the opportunity to meet my hon. Friend, and I recently met members of the all-party parliamentary group on the armed forces. We will be bringing forward further admissions reforms shortly.
Rachael Maskell (York Central) (Lab/Co-op)
Some 4% of children are diagnosed with foetal alcohol spectrum disorder. It is totally avoidable, yet it can impact on movement, communication, thinking, concentration and many physiological changes, placing significant demands on the SEND system. Will the Education Secretary work with the Health Secretary to deliver a 1,001 critical days strategy, preventing FASD and rising demand on the SEND system?
Georgia Gould
I thank my hon. Friend for raising that critical issue. It is an area on which we are already working closely with health colleagues, both in our support for families but also in response to children’s SEND needs. We have a meeting later, where we will discuss the matter.
John Milne (Horsham) (LD)
Georgia Gould
We agree that special schools play an incredibly important role in the system by providing vital care for children with complex needs and supporting their wider education. They have an important role in the schools White Paper with regard both to education support and to the outreach they do for mainstream schools. We are proposing the introduction of specialist provision packages precisely in order to end the postcode lottery and create more clarity over what specialist provision should look like.
Florence Eshalomi (Vauxhall and Camberwell Green) (Lab/Co-op)
I thank the Secretary of State for visiting St Paul’s primary school in my constituency a few weeks ago to meet the excellent head, Angela Batchelor, and her staff team, where we heard at first hand from parents the importance of the wraparound nursery service and the additional breakfast club. One of the issues raised was SEND, which I know the Secretary of State is really looking at. Can she outline when we will see those changes coming through in order to help the families who are struggling with accessing SEND services from their local authority?
Josh Babarinde (Eastbourne) (LD)
Georgia Gould
I would be very happy to meet the hon. Member. The new framework has been designed to support the wellbeing of heads and to give a clear and full view of school performance, but I am happy to continue that conversation.
Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)
I welcome the Experts at Hand service and the £3.7 million that has been given to Cornwall to set it up. We struggle, however, to get occupational therapists, educational psychologists and speech and language therapists in rural and coastal areas. What incentives are there, and what is the Minister doing, to encourage people to come down to Cornwall and work in our services?
Georgia Gould
We were delighted to announce £429 million for new speech and language therapists, occupational therapists and educational psychologists, which will go to communities around the country. We are working closely with colleagues in Health to ensure that there are no cold spots and that every single school and child has access to that essential support.
SEND Provision and Reform
Georgia Gould Excerpts(5 months ago)
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The Minister for School Standards (Georgia Gould)
I am grateful for the huge interest across the Chamber in this critically important issue. Tonight, we heard from so many different Members of Parliament the voices of children and families; I thank MPs for the efforts they have made to listen to those children and families, and to bring their voices to me personally and into the Chamber. I appreciate the hon. Member for Farnham and Bordon (Gregory Stafford) for bringing this important debate to the House and for his long-standing support for children with special educational needs and disabilities. I think we have all heard the depth and strength of concern, and the agreement that at the moment, the system is broken and not working for so many families.
Chris Hinchliff (North East Hertfordshire) (Lab)
Will the Minister give way?
Georgia Gould
I do not have much time, so I am not going to take interventions. I want to be able to answer the points that have been put to me.
Too many children have been left without provision, and parents try to explain to their children why they are not at school alongside their friends. Too many parents are having to battle—we have heard the word “fight” time and time again in this conversation. I say to the hon. Member for Meriden and Solihull East (Saqib Bhatti) and to everyone else in the Chamber that I am committed to working constructively and on a cross-party basis on this issue. It is too important to not take all views into account and work together, so I really welcome opportunities to talk to individuals about the issues that have been raised in the debate. However, I will not apologise for taking longer to develop these reforms, because that time has been spent talking to thousands of parents, young people and teachers around the country to make sure their voices were embedded in what we put out for consultation. I also make no apology for taking time to transition into these reforms. As we have heard from so many Members across the Chamber, trust is low, and it is really important that we build the new system with children and families.
That does not mean, though, that we are not acting now. The investment we have been talking about is going into our communities straightaway, whether that is the £3.7 billion that we are already starting to invest in specialist places around the country or the £4 billion that we are investing in the services we have talked about today: Experts at Hand, the educational psychologists and speech and language therapists who will now be available to local schools; and the inclusive mainstream fund, which will be going directly into schools. Those are huge investments that this Government are making. The OBR made its projections before it had seen our reform plans and the huge investments we are making, including new investment going in during 2028-29, which I know the hon. Member for Meriden and Solihull East will have seen.
I agree wholeheartedly with everyone who has raised the importance of early intervention and of putting in as much support as possible as quickly as possible. So many families have told me that if support had been available much quicker, their needs would not have escalated—they would not be out of education and would not have needed to leave their local schools. We have also heard about the importance of inclusion. My hon. Friend the Member for Thurrock (Jen Craft) spoke powerfully about why it is so critical that children with special educational needs and disabilities are at the heart of the education system. They have so much to offer, and every school should be an inclusive school, but that does not mean that we do not also need special schools, and the £3.7 billion of investment I have talked about will create new specialist places.
Let me turn to the points made by the hon. Member for Farnham and Bordon. First and most importantly, our intention in these reforms is to improve outcomes for children. That is our guiding principle—our No. 1 outcome. The hon. Member mentioned the long waiting lists to which so many families are exposed. Addressing those waits is the point of the reforms. We are putting in place educational psychologists, speech and language therapists, and so many others, so that schools can draw on them and children can access that support without a lengthy wait or a battle for an EHCP and a diagnosis. Under our reform plans, that provision will be available as part of the mainstream system.
Critically, education, health and care plans will remain, and they will be available for children who need them. We know that too many children are forced to apply to get an EHCP because their needs are not being met in mainstream schools. The majority of children with special educational needs and disabilities in our school system do not have an EHCP, but are on the SEND register. They are the children who are often being badly let down. Our reforms will extend rights for those children, including new statutory duties on schools to develop inclusion plans and individual support plans. There will be new layers of support with targeted and targeted plus, new national standards, and new duties on teacher training. My hon. Friend the Member for Broxtowe (Juliet Campbell) spoke powerfully about the importance of teacher training, with every single teacher trained to support children with special educational needs and disabilities, so that every class is accessible.
As ever, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) talked expertly about the issue. We are grateful for the work of her Committee and the huge amount of time it put in to its report. I will address her points about transition and accountability within the transition. There are safeguards that I think will reassure parents: every child who is in a special school will remain in a special school, we will build the new system before anyone transitions into that new system, and somebody with an existing EHCP will move on to either an EHCP or an individual support plan, and that will be backed by the tribunal.
There were lots of questions about individual support plans and accountability. Ofsted will be looking at individual support plans and developing a new complaints process with an independent role. Importantly, if a family does not feel that their needs are being met by the mainstream system, they will still be able to request a needs assessment and that will be backed by the tribunal. There will still be access to the tribunal, and the tribunal will remain an important part of the system.
We do not want families to have to go to a tribunal, though. We want to deliver a system that works, where families’ voices are put at the heart of decision making and where accountability sits not on the shoulders of families, but that it is for us—the Department for Education, the Department of Health and Social Care, and the Government—to hold local authorities to account. I was asked why we are we going ahead with local SEND reform plans and asking councils to develop them. We are clear that councils need to deliver today for children with special educational needs and disabilities; as we have heard in the debate, there is too much failure and we are determined to hold councils to account.
We are committed to a full consultation. We welcome comments on every aspect of these proposals, and I ask everyone in this Chamber to make sure that you are holding events, talking to your constituents and pointing them towards the consultation, because this is a generational opportunity to change the system. Families have been failed for too long, and it is only by listening to them that we will get this right.
Madam Deputy Speaker (Ms Nusrat Ghani)
There were far too many uses of “you” and “your” throughout speeches today. Members need to check the language they use. I call Gregory Stafford to wind up.
Education
Georgia Gould Excerpts(5 months, 3 weeks ago)
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David Reed
We have heard the argument repeatedly that it was the Conservatives and the coalition Government that brought in these changes. I am someone with a plan 2 loan. I was in the generation that Blair told to go to university, and at no point did anyone in that Blair Government talk about how the jobs market would take on so many graduates or, most importantly, who would pay for those people to go to university. Does the Minister agree that the 50% of school leavers who went to university should be paid for by the 50% that did not?
Georgia Gould
I think it is really relevant to make sure that the public know who created this system—and not only created it, but froze those loans 10 times over the last 12 years—[Interruption.] I know that it is inconvenient for the Conservatives to be reminded of these truths, but we have lived through them.
[Official Report, 18 March 2026; Vol. 782, c. 929.]
Written correction submitted by the Minister for School Standards, the hon. Member for Queen's Park and Maida Vale (Georgia Gould):
Georgia Gould
I think it is really relevant to make sure that the public know who created this system—and not only created it, but froze those loans for 10 of the last 12 years—[Interruption.] I know that it is inconvenient for the Conservatives to be reminded of these truths, but we have lived through them.
Student Loans
Georgia Gould Excerpts(5 months, 4 weeks ago)
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The Minister for School Standards (Georgia Gould)
I beg to move
an amendment, to leave out from “House” to the end of the Question and add:
“recognises that the Government inherited the current broken student loans system, including Plan 2, which was devised by previous administrations; welcomes the Government’s commitment to make the system fairer and financially sustainable; further welcomes the support the Government is providing to young people through the Youth Guarantee; supports the Government’s target for two thirds of young people to achieve higher level skills by the age of 25, including reversing the decline in apprenticeships under the previous Government; and further supports the reintroduction of maintenance grants, which had been scrapped under the previous Government, to help ensure that background is not a barrier to opportunity for young people.”
I welcome the Opposition’s focus today on opportunities for young people, student loans and apprenticeships. I am pleased that the House has the opportunity to scrutinise this broken system devised by the Conservatives, who tripled tuition fees, introduced plan 2 loans and presided over a decade that saw a 40% drop in young people starting apprenticeships.
David Reed
We have heard the argument repeatedly that it was the Conservatives and the coalition Government that brought in these changes. I am someone with a plan 2 loan. I was in the generation that Blair told to go to university, and at no point did anyone in that Blair Government talk about how the jobs market would take on so many graduates or, most importantly, who would pay for those people to go to university. Does the Minister agree that the 50% of school leavers who went to university should be paid for by the 50% that did not?
Georgia Gould
I think it is really relevant to make sure that the public know who created this system—and not only created it, but froze those loans 10 times over the last 12 years—[Interruption.] I know that it is inconvenient for the Conservatives to be reminded of these truths, but we have lived through them.
Simon Hoare (North Dorset) (Con)
I must be suffering from some sort of political amnesia, because I was absolutely convinced that it was a Labour Government that introduced tuition fees in the first place. Maybe the Minister will correct me.
Georgia Gould
I was talking about plan 2—[Interruption.] The debate today that has been called by the Opposition is about plan 2 loans—a system that was created in 2012 by the Conservatives.
Alex Sobel (Leeds Central and Headingley) (Lab/Co-op)
I have read the motion and the amendment. Students today are on a new loan—the plan 5 loan—and Conservative Members have completely forgotten current students. The Government amendment talks about the system in the round. Can my hon. Friend reassure me that the Government are going to look at the system in the round and not just at plan 2, so that all students and graduates have a fairer system?
Georgia Gould
I thank my hon. Friend for his advocacy on this issue. I know that he represents a number of students, and this is something that he has raised continually. We have heard the concerns about student finance, and it is something that we will be looking at. I am really happy to take that conversation forward.
Dr Murrison
My constituents are not interested in the past, particularly the distant past; they are interested in the future. They have heard what the Conservatives would do, but we have yet to hear from the Government of the day what they will do. Will the Minister enlighten us?
Georgia Gould
I think that the past is really relevant. I was a council leader during the last Government and I saw the cuts to local youth services, to early years support and to all our public services. We lived through that time when young people really were at the back of the queue, and we are rebuilding from that through investment in tackling child poverty, in youth services and in schools, and through the historic investment in special educational needs and disabilities provision. Those choices that we are making really matter, and are relevant to the discussion we are having.
In terms of what we are actually doing, we are increasing the threshold to £29,385 this year, which will help to support people this year after the threshold was frozen for four years by the previous Government.
Helena Dollimore
The Opposition talk about amnesia. Does my hon. Friend agree that it is they who have collective amnesia about the system they created? My generation certainly do not have amnesia about the debt repayments we made when Liz Truss crashed the economy and sent interest rates soaring—that is what the Conservatives presided over. We do not have collective amnesia about them abolishing maintenance grants for the lowest income students. It is this Government who are acting for my generation with the Renters’ Rights Act 2025—
Madam Deputy Speaker (Caroline Nokes)
Order. I just remind Members that interventions need to be shorter than that.
Georgia Gould
I would be delighted to take the right hon. Member’s incredibly short intervention.
Sir Desmond Swayne
The Minister’s hon. Friend, the hon. Member for Leeds Central and Headingley (Alex Sobel), asked a perfectly reasonable question about looking at the thing in the round, and her answer was that she would take the conversation forward. I think we need more than that.
Georgia Gould
We have acknowledged the issues and the unfairness in the system. The Prime Minister, the Chancellor and the Secretary of State for Education have acknowledged that, and we have said that we will look at it.
I will make progress. Under the last Government, the number of young people not in education, employment or training rose by 250,000. Today, nearly 1 million young people are not in education, employment or training. That is the legacy of the Conservatives, but this Government are turning that around. We are renewing the post-16 education landscape and celebrating routes into vocational education not by restricting university, but by opening up new high-quality vocational routes. We are introducing new V-levels and new foundation apprenticeships and supporting students to get excellent university education across the country.
The Opposition talk a lot about higher education and suggest that too many young people go to university. It is interesting that they can never tell us who should no longer go or which courses they should not study.
Georgia Gould
Did the right hon. Member tell me who should not go to university? I can tell the Conservatives that when they close the drawbridge, it is pupils from disadvantaged backgrounds who will end up not at university. That is the consequence. We are opening up access to apprenticeships and vocational routes not by closing down university routes, but by opening up other routes.
Dr Luke Evans
The Opposition have made the argument that 30% of courses leave people with a negative bank balance. That is the problem that we are trying to solve. We are not denigrating anyone for wanting to choose; this is about ensuring that the quality of the course means that people have a positive life outcome, not a negative one. Does the Minister agree with that principle?
Georgia Gould
We are absolutely committed to driving up the quality of all university courses, and we are acting on that.
Conservative Members have attacked arts and creative courses as the areas where they would like to see a reduction. We have just seen the British talent at the Brits and the Oscars. This is one of our highest-growth industries. We saw this in our schools when there was a reduction in education in the arts, and we are seeing it now as the Conservatives attack those courses in universities.
Graham Stuart
Young people in my constituency are looking for a bit of hope. How should they interpret the Minister’s answer to her hon. Friend, the hon. Member for Leeds Central and Headingley (Alex Sobel), and the fact that the Chancellor has said that young people are at the back of the queue? From that very recent mood music, it does not sound as if there is much to hope for from this Government.
Georgia Gould
I have spent the last few months travelling around the country talking to young people about the investment that Labour is putting in to support young people with special educational needs and to support schools and youth clubs. That is what the Labour party is doing in power, and there is huge hope that comes from that. Those are the areas where we need to prioritise investment.
The chance to study in higher education for those who want to and who have the ability to changes lives. We are determined to support students who want to go to university to fulfil their aspirations. We must not lose sight of the value that student loans provide in enabling that and levelling the playing field at the point of access. They remove the up-front financial barriers to study and enable students to repay when they are earning.
Ruth Cadbury (Brentford and Isleworth) (Lab)
The Minister is making an excellent and powerful speech on the motion. One aspect of the broken student loans system is the maternity penalty. When someone is on maternity leave, the interest on a student loan continues to accrue, despite income dropping below the repayment threshold. That means that graduates with student loans who take maternity leave face a longer repayment period and a greater total loan amount. Will the Minister take that concern back? Will the Government have a look at this perceived inequality?
Georgia Gould
I thank my hon. Friend for making that point. As she knows, increasing security for women on maternity leave is a really important part of this Government’s agenda, and that is why we are taking forward the Employment Rights Act 2025. It is important to note that in the system, if income goes below a threshold and someone is out of work generally, they will not have to pay. That is very different from a commercial loan, but I will absolutely take her point back.
The student loan system delivers tuition fee funding—some £10.7 billion in 2024-25—to our world-class higher education sector, a sector that remains by any objective metric one of our nation’s greatest exports and a global beacon of intellectual excellence. It is important that we remember what is at stake here. From pioneering laboratories developing quantum computing and agritech to those at the forefront of advanced manufacturing and genomics, our universities are the primary engines of the research that will define the 21st century, and the impact of our universities goes beyond their pivotal contribution to the economy and the careers of individual learners. By exposing students to diverse perspectives and expanding their social horizons, these institutions help our young people to build the networks, resilience and life skills that define a person long after they have graduated.
Rosie Wrighting (Kettering) (Lab)
I have a creative arts degree. Not only did it give me the opportunity to meet people, importantly, it enabled me to access the fashion industry as somebody growing up outside of London. Does the Minister share my concern that removing those degrees would create London-centric creative industries?
Georgia Gould
I thank my hon. Friend for that powerful point. Her creative arts degree was of huge benefit in getting her to this place.
Dr Murrison
Does the Minister think that the creative industries are the exclusive province of universities? If that is what she thinks, can I invite her to visit Trowbridge college in my constituency—an excellent further education college—and see what it is doing with multimedia to give kids the skills they need, as part of the growth in the economy that the Government are sorely lacking?
Georgia Gould
Of course I recognise the critical role that FE colleges play in supporting children into the creative industries. That is why this Government are backing FE colleges after the previous Government failed to do so. However, we do not believe that closing down routes to university is the best way to support our creative industries. We can have both, and we can have opportunities for both.
Laurence Turner
Is it not also the case that kids from working-class backgrounds were increasingly shut out of traditional apprenticeship routes under the previous Government because of the artificial entrance requirements, which employers said were blocking them from hiring the best? Employers said that those requirements should be scrapped, but the Department for Education blocked that under its previous management.
Georgia Gould
We saw a 40% reduction in young people’s apprenticeships over a decade. That was the legacy of the Conservative party.
While the foundational principles of our higher education funding and student finance system might be solid, they are straining after more than a decade of neglect and mismanagement, on top of the structural flaws baked into the system by the Conservatives. First, a legacy of seven years of frozen tuition fees has contributed in no small part to a significant and growing number of English higher education providers facing financial challenges. Analysis published last autumn by the Office for Students indicates that without mitigating action, some 124 providers—45% of those included in the OfS financial sustainability report—could face a deficit in 2025-26.
Tim Roca (Macclesfield) (Lab)
The Minister is making an important point. The economics of higher education are actually quite complicated; there is a great deal of cross-subsidy, with the humanities and the arts effectively supporting science, medicine and engineering courses and so on. Does the Minister agree that we should be worried that the Opposition parties’ proposals would put jobs and the viability of universities at risk?
Georgia Gould
My hon. Friend makes an important contribution to this debate.
The Government have taken the tough, immediate action that is required, including by making the difficult decision to increase tuition fees by forecast inflation, balancing the need to give the sector stability with fairness to students and taxpayers. We are also asking more of the sector: we expect higher education providers to demonstrate that they deliver the very best outcomes, both for those students and for the country, in return for the increased investment we are asking students to make. To achieve this, this Government will link future fees increases to university quality, as I have said. This will protect taxpayers’ investment in higher education and incentivise high-quality provision for students without taking away opportunities.
Edward Argar (Melton and Syston) (Con)
The Minister is typically generous with her time and courteous in the number of interventions she accepts. May I gently take her back to lines 3 to 4 of the text of the Prime Minister’s amendment on student loans, which state that this House
“welcomes the Government’s commitment to make the system fairer and financially sustainable”.
To avoid this sounding like jam tomorrow and to reassure young people—I have a lot of respect for the Minister, and I will be generous—can she give one or two concrete announcements today of specific measures that she is bringing forward that will achieve that commitment?
Georgia Gould
We are lifting the threshold, which will make a difference this year for students. We have already announced that, and we have said that we will continue to look at this matter as we look at a wide range of issues. We accept that the system created by the Conservatives is not fair.
More broadly, this Government are resetting the contract for young people across the landscape. Beyond our new deal for young people who do not go to university, we will support more young people into work and training through a £2.5 billion investment in the youth guarantee and growth and skills levy over the next three years and—this is incredibly concrete—we will support almost a million young people and deliver almost 500,000 opportunities to earn and learn.
Andrew Pakes (Peterborough) (Lab/Co-op)
I welcome this week’s announcement of the new deal for young people beyond university. One of the challenges in a seat like Peterborough is that not enough young people get to either apprenticeships or university. Does the Minister agree that one of the challenges we face is that we spend so much time in this place and in the media debating university routes as the path to success, but we do not spend half as much time as we need to discussing apprenticeships? The youth guarantee starts to put that right.
Georgia Gould
My hon. Friend makes an incredibly important point. We need to open up access to apprenticeships. That is why the Government are making this investment, and it is why we have set that ambitious target for young people to go to university and to access apprenticeships.
Robin Swann
On that point, does the Minister agree that there is another way? The Open University also allows people to earn and learn at the same time. The situation is not as simple as university or apprenticeship. There is a middle way and, as a former graduate of the Open University, I encourage the Government to support it.
Georgia Gould
We are committed to opening up those routes to lifelong learning, and we are setting out plans on that. I welcome that intervention.
Dr Murrison
With hindsight, does the Minister regret Tony Blair’s announcement in the late 1990s that more than 50% of school leavers should go to university? Would it not have been better to have said that all young people leaving school should either go to university or into high-quality apprenticeships or training?
Georgia Gould
Opposition Members were accusing me of talking about the past, but I think I was nine years old when that was going on. I do not regret the real focus on opening up access to university, because that opened it up to disadvantaged pupils who might never have had that opportunity. Today, we recognise that we need both those routes. There has not been enough investment or focus on vocational pathways. We absolutely agree with that, and we are putting that right. It is our ambition to have a more sustainable, more specialised and more efficient sector that better aligns with the needs of the economy.
Mr Gagan Mohindra (South West Hertfordshire) (Con)
The Minister is being generous with her time, and I thank her on behalf of Opposition Members. Does she believe that there is an oversupply of courses in higher education? She has spoken about trying to evolve and reform the model, and the concern among Opposition Members is that there seems to be pressure on a lot of children to go to university, even though they will not get a graduate bonus associated with that. A lot of us question the financial viability of HE. What are her views on that?
Georgia Gould
We want young people to have a choice: to go to university, to study, to take up an apprenticeship or to earn and learn. We want that range of routes to be available and for young people to have high-quality careers education, so that they know what the opportunities are in their local communities.
We want higher education providers to go further to give their students the best course and employment outcomes, ensuring that the sector remains globally competitive. The Government are committed to ensuring that higher education is open to all who have the ability and the desire to pursue it. In the 2028-29 academic year, we will be reintroducing targeted, means-tested maintenance grants of up to £1,000 a year, increasing the cash in students’ pockets without increasing their debt. To help students from the most disadvantaged backgrounds, we are already delivering on a commitment to future-proof maintenance loans by increasing them in line with forecast inflation every academic year to try to ensure that support keeps pace with financial pressures. In the academic year 2026-27, care leavers will become automatically eligible to receive the maximum rate of maintenance loans, which will provide vital extra support for one of the most vulnerable groups in society.
Rebecca Smith (South West Devon) (Con)
I welcome support for people from the most vulnerable groups who are heading to university, but will the Minister acknowledge that by enabling those groups to take the maximum amount of support, the Government are also enabling them to have the maximum amount of debt at the end of their university careers? A frequent problem throughout all this has been the fact that either the people in the middle who do not quite get the support that they need or those at the far end of the system who do need support are saddled with the most debt, because they will not have the parental assistance that would help them to leverage against the loan repayments for the rest of their careers.
Georgia Gould
I think it important to make it clear—some people watching the debate will be worried about this—that these are not normal loans, in that young people who are not earning, or are earning below the threshold, do not have to pay anything. In the long term, if they have not earned enough by the end of their careers, they do not have to pay the whole amount, and they do not have to pass that on to future generations.
Dr Ben Spencer (Runnymede and Weybridge) (Con)
I thank the Minister for giving way: she has been very generous with her time. I think there is a point of principle in this debate, and I should like to hear the Minister’s thoughts on it. Does she believe that there is any degree offered by a university in which it is not fair to invest taxpayers’ money? If the quality is not good enough, surely it is not fair for the individual to be indebted. Will the Minister concede that there probably are some courses, across the country, that it is not fair for the taxpayer to subsidise?
Georgia Gould
I have made it very clear that we want to increase the quality of courses, and that is one of the conditions that we attached to increasing the fees in a fair way, but we want to do that by ensuring that those courses are of high enough quality, rather than scrapping the opportunity for young people to go on them.
Looking further ahead, I can tell the House that the Prime Minister’s ambition is to see two thirds of young people in higher-level learning by the age of 25. With the lifelong learning entitlement, which will be launched in January 2027—a policy that the last Administration failed, year after year, to deliver—we are transforming higher education from a “one-shot” opportunity into a flexible and responsive system with learners at its centre. As was mentioned earlier, the LLE will allow learners to fund individual modules and reskill throughout their careers, at colleges and universities alike.
We now have a responsibility to ensure that the benefits of higher education are maintained for future generations, and to clean up a student loan system in which interest rates have been allowed to spiral and students are confused about what is the right path for them. We absolutely recognise that there are failings in the system, but it is not a system that we built; it was a system that the Conservatives created. We know that student loan repayments are a concern for graduates, which is why we increased the plan 2 repayment threshold last year and why we are increasing it again next month, to £29,385. Borrowers who earn below that amount annually will not be required to make any repayments at all. This threshold is higher than the median graduate salary three years after graduation.
Graduates generally go on to benefit from higher earnings, and it remains reasonable for those who gain the largest financial benefits from their degrees to contribute more towards the cost of their studies than those who have not gone to university, or graduates earning lower salaries. Lower earners will still benefit from the unique protections that student loans offer. Any unpaid loan balance, including interest accrued, will still be cancelled at the end of the loan term at no detriment to the individual, outstanding debt is never passed on to a borrower’s family, and having an outstanding student loan is not a barrier to accessing a mortgage. Student loan balances do not appear on borrower credit records, although regular student loan repayments will be considered, alongside other living costs, as part of the affordability check for mortgage applications.
I want to say how seriously the Government take the cost of living challenges that young people face. Too often this generation have found their challenges ignored. We are working hard to tackle these issues by extending Government-funded childcare, reducing energy bills, freezing rail fares, rolling out free breakfast clubs, building new homes and introducing the Renters’ Rights Act 2025.
Before Conservative Members once again line up to criticise the decisions that we have made, I would like to take a moment to remind them of their track record on this matter. Plan 2 student loans were designed and introduced in 2012 by the Conservative-Liberal Democrat coalition, with a repayment threshold of £21,000 per year and interest rates of up to 3% above inflation. Those are the very interest rates that the Conservatives and Liberal Democrats are now calling to be reduced. Having said that they would increase the plan 2 repayment threshold to reflect earnings, they froze it for four years. The Conservatives then froze it in 2016 and in 2017, and again from 2021 to 2024. In total, there was a decade of freezes by the opposition parties. It is their mismanagement that now necessitates a further freeze to the threshold. I do not remember any of this outrage from those Members when they created and built this system.
As we have heard, the Opposition’s solution is to cut courses and cut opportunities. We will not make reckless and unfunded changes to student loans. Student finance and higher education funding is a complex, interconnected system. We are considering a range of options to make the system fairer, but we must be fiscally responsible and consider carefully how change would be funded. Politics is about choices.
Tessa Munt (Wells and Mendip Hills) (LD)
Would the Minister consider doing something about the cost of accommodation in university towns and cities? Where I come from in north Somerset there is no university, and at the moment people do not really have the option to go anywhere except a city, which is incredibly expensive. Would she give some consideration to reducing those costs on ordinary working families?
Georgia Gould
I thank the hon. Member for that comment, and that is why we are supporting maintenance grants to help students with the cost of living.
I will conclude by saying that our approach to further reform of the system will be deliberate, evidenced and fiscally responsible. We are here not to tear down the house, but to repair the roof that was left to leak.
Madam Deputy Speaker (Caroline Nokes)
I call the Liberal Democrat spokesperson.