Child Poverty Strategy

Helen Hayes Excerpts

Monday 8th December 2025 Commons Chamber

[Madam Deputy Speaker]

I call the Chair of the Education Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I warmly welcome the publication of the child poverty strategy, which builds on the steps that the Government have already taken, including expanding access to free school meals and introducing free breakfast clubs. I particularly welcome the removal of the two-child benefit cap. All the evidence is clear that that has been one of the biggest contributors to the shameful increase in child poverty that we have seen in recent years. My Committee, along with the Work and Pensions Committee, will undertake detailed scrutiny of the strategy and play our part in ensuring that its implementation is as effective as it can be.

I welcome the focus on temporary accommodation. Where children sleep and the safety and security of their home environment have a huge impact on their life chances. However, I note that the measures in the strategy are limited to pilots. This work is badly needed across the country, so when does the Secretary of State expect to roll out the work to eliminate the use of bed-and-breakfast accommodation for families everywhere, so that no child’s life needs to be scarred by the trauma of living in temporary accommodation?

[Bridget Phillipson]

My hon. Friend is absolutely right that temporary accommodation is linked to worse outcomes for children and that there are deep consequences for those who are forced to endure living in B&Bs and other unsuitable accommodation. We are working with the 20 local authorities with the highest usage of B&Bs to bring those numbers down, and we are backing up this work with investment. That runs alongside the £39 billion investment we are putting into social and affordable housing. We also have our homelessness strategy coming forward in due course, which will set out the further steps that the Government will take. I look forward to discussing this further with my hon. Friend’s Committee next time I am before it.

Camden Nursery Sexual Abuse Case

Helen Hayes Excerpts

Thursday 4th December 2025 Commons Chamber

[Madam Deputy Speaker (Caroline Nokes)]

I call the Chair of the Education Select Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I thank the Secretary of State for her statement.

Vincent Chan’s crimes are utterly horrific—the most egregious breach of trust imaginable, and every parent’s worst nightmare. My thoughts and, I know, the thoughts of the whole House have been with the children who are his victims, and with their families, ever since news of his crimes came into the public domain.

Incidents like this one, and the recent case of Roksana Lecka, who was convicted of abusing children at two nurseries, raise serious concerns about the effectiveness of Ofsted’s early years inspection regime, which currently rates 98% of providers as good or outstanding. What is the Secretary of State doing to ensure that Ofsted urgently brings forward reform of its early years inspection framework, so that it is fit for purpose? Will she review the current requirements for safeguarding training for early years practitioners, and the use of CCTV, to ensure that all staff are appropriately trained and the requirements are fit for purpose?

The Secretary of State’s colleagues in the Home Office have decided not to implement the version of mandatory reporting of child sexual abuse recommended by Professor Alexis Jay in the independent inquiry into child sexual abuse report, citing the workload that it would create. Does the Secretary of State agree that workload should not be a consideration when it comes to the safety of children? Will she urge her colleagues in the Home Office to rethink that decision, and to implement the more robust mandatory reporting obligation set out by Professor Jay, which includes criminal sanctions for non-compliance?

Finally, the Secretary of State spoke about the support that is quite rightly being provided to the victims of Vincent Chan and their families. Can she say a bit more about how support will be made available to those children and their families in such a way that they can draw on it throughout their life, whenever they need it?

[Bridget Phillipson]

The Chair of the Select Committee raises questions relating to Ofsted, as the shadow Secretary of State did, and I will respond in some detail to those. It is important that we understand what has happened here, so that, as far as we can, we prevent this from ever happening again. It is critical that local safeguarding partners conclude their investigations. We will work with them and the child safeguarding practice review panel.

We will also work with Ofsted to review the regulation of nursery chains. Ofsted keeps all settings under review, and conducts visits where risk assessments deem them necessary. The horrific crimes that we are discussing today are an important reminder that we expect providers to be vigilant across all early years settings. It is important that settings and staff report and act on concerns quickly, as part of an open safeguarding culture. I set out to the House my intentions around CCTV and the use of digital devices, and I would, as always, appreciate the input of the Select Committee and the Chair as we take that work forward.

On the wider need for reform in child protection and children’s safeguarding matters, on 9 April the Government published a progress update to address the recommendations from IICSA, including the recommendation on establishing a child protection authority to provide stronger national oversight of child protection. We will shortly launch a consultation on how we take that forward, and I will continue to discuss all the related matters with colleagues in the Home Office.

Post-16 Education and Skills Strategy

Helen Hayes Excerpts

Monday 20th October 2025 Commons Chamber

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Chair of the Education Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I thank the Secretary of State for her statement. I welcome the Government’s focus on further education and skills, which have been overlooked for far too long and are critical to the delivery of the Government’s missions. My Committee has recently undertaken an inquiry into FE and skills, and I am pleased to see a number of our recommendations reflected in the statement, particularly in the commitment to address the vortex of failure in which the current system of English and maths resits traps far too many young people.

I welcome the priority of increasing the quality of further education, but there are two key contributors to quality that the Secretary of State did not mention in her statement. The first is the 15% pay gap between teachers in schools and teachers in FE colleges, which is a barrier to recruitment and retention for colleges. The second is the inability of FE colleges to reclaim VAT, a situation for which my Committee found no justification and which City College Norwich told us made the difference of a whole floor to a new building that it had recently completed. How does the Secretary of State plan to ensure that the further education sector has not only the policy framework to improve quality but the necessary resources?

[Bridget Phillipson]

I am grateful to the Chair of the Education Committee. We continue to keep all such matters under review, and I can be clear with her that we believe that further education colleges are engines of growth and opportunity in our communities. This White Paper is about ensuring a prestigious, world-class system in which we will reform initial training in further education, continue to invest in whole-career professional development for FE teachers and build ties with industry to ensure that FE teachers have the greatest opportunity to develop their teaching skills and subject expertise to help young people to achieve and thrive. Alongside that, we will match that support with appropriate challenge, so that we continue to raise the bar on standards through the new Ofsted system with the backstop of the FE Commissioner.

Giving Every Child the Best Start in Life

Helen Hayes Excerpts

Monday 7th July 2025 Commons Chamber

[Madam Deputy Speaker (Judith Cummins)]

I call the Chair of the Select Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I warmly welcome the statement from my right hon. Friend the Secretary of State on restoring a comprehensive and strategic approach to early years support, childcare and early education—an approach that has sadly been lacking during the 14 years of the last Government. In that time, we saw Sure Start dismantled, the cost of childcare soar, and the absence of any focus at all on quality or addressing the disadvantage gap.

I welcome the commitment that there will be a SEND co-ordinator in every Best Start family hub. Given the shortage of SENDCOs in schools, what are the Secretary of State’s plans for the training and recruitment of this workforce, and what qualification will they have? How is she working with colleagues in the Department of Health and Social Care on the wider challenges in the workforce for educational psychologists and speech and language therapists?

I welcome the approach to inclusion in early years. My right hon. Friend will know that there are huge differences in the approaches to inclusion taken by different providers. How will individual settings be held to account on inclusivity under this strategy?

Finally, my right hon. Friend will know that there is huge expertise and quality in our maintained nursery schools across the country, but many are struggling with significant financial deficits. What role does she envisage for maintained nursery schools in this new strategy, and how will they be helped to be sustainable?

[Bridget Phillipson]

I am grateful to my hon. Friend the Chair of the Select Committee for her detailed questions, and for the welcome she has given the strategy. I would be more than happy to discuss all the areas with her in more detail, because I appreciate that time is often short here, Madam Deputy Speaker.

We want to ensure high-quality training and support for all staff working across our education system, but my hon. Friend is right that we will have a SEND trained professional in every Best Start family hub, because the evidence from Sure Start was clear about the importance of early identification of need, aligned with better parenting support and wider health service access, so we will deliver that.

Maintained nurseries have an incredible role to play, given the expertise that they can share across the system, and we are considering further steps to support them in sharing and building on that expertise. As my hon. Friend will know, maintained nurseries often have a large number of children with SEND in their settings, and we think there is a lot we can do around inclusion there, too. On inclusion across the board, there is an important role for the revised Ofsted framework in ensuring that all schools and education settings are genuinely inclusive.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [Lords]

Helen Hayes Excerpts

2nd reading
Tuesday 25th February 2025 Commons Chamber

[Helen Hayes (Dulwich and West Norwood) (Lab)]

The further education and skills sector is of strategic importance, and equipping our workforce with the skills that employers need is critical for economic growth. Ensuring that there are opportunities for young people and those mid-career to access high-quality training in order to enhance and develop their skills is vital for breaking down the barriers to opportunity that hold back far too many people. For far too long, the further education and skills sector has been the Cinderella service of our education system, patronised with lip service about how important it is, always regarded as second best, and never allocated the level of funding needed to really deliver.

Despite the fact that at the very peak only around one third of 18-year-olds go on to university, our school system is overwhelmingly orientated to communicate to young people that university is the option they should all aim for, rather than supporting a plurality of education options post-18, all of which can equip them well for a successful career. That has created a postcode lottery in which the high-quality further education and training opportunities that are available in some parts of the country are not available everywhere.

[Sir John Hayes]

The hon. Lady is making a profoundly important point that reinforces what I said earlier about careers advice and guidance. When I was skills Minister, I introduced a statutory duty on providers to make available free and independent advice. The problem is that that is often done by means of the internet. Schools will refer students to the internet, rather than bring people such as independent advisers into the school to guide them. She is right that the best solution to the problem she sets out is exactly that kind of involvement from careers advisers with students.

[Helen Hayes]

I thank the right hon. Member for his intervention. I was delighted recently to visit a school in my constituency, and a careers fair that gave young people the opportunity to meet many employers and providers of further education face to face, in order to give real meaning and reality to what such opportunities might provide in the future. It is important that young people have those opportunities.

Recently, I was delighted to visit the Lambeth college campus in Vauxhall, which is part of the Southbank University group, with my hon. Friend the Member for Vauxhall and Camberwell Green (Florence Eshalomi). We met young people engaged in cutting-edge training in robotics, renewable energy installation, dental technology and game design and production. They were being equipped with valuable skills to help them to access high-quality jobs, with the possibility, in some cases, of progressing their training all the way to degree level at the university.

The college is a good example of a strategic vision being applied to skills at a local level to ensure that employers’ needs are being met, and that the best possible opportunities are made available to young people, but not everywhere can benefit from such a strategic approach at present. I therefore welcome the Bill, which will formally establish Skills England. It is encouraging that this Government are giving further education and skills the strategic prominence they need, and seeking to establish an effective national agency to deliver a step change in the strategy that underpins our approach to skills and the quality and availability of training opportunities.

Skills England has been operating in shadow form within the Department for Education since July last year. Following the passage of the Bill, it will become an executive agency. This important Bill will work to underpin many of the strategic aims of the Government, including the delivery of economic growth, the skills to provide the additional 1.5 million homes that need to be built, and the skills to drive the urgently needed transition of our energy sector to achieve net zero, and the much-needed improvements in our national health service and in social care.

As the first Skills England report highlights, we currently have a fragmented and confusing landscape that lets down learners, frustrates businesses and holds back growth. The current system that the Government inherited has been badly neglected and urgent action is needed to deliver the change and scale of ambition required.

While I welcome the Bill, there are a number of issues on which I would be grateful for further clarity from the Government. The Bill does not provide a statutory underpinning for Skills England, meaning that the Secretary of State and future Secretaries of State can make fundamental changes to Skills England or close it down without the consent of Parliament. That calls into question the ability of Skills England to deliver a stable long-term underpinning of the skills system over a period of time. I understand the Government’s urgency, but it is important that in delivering this change Skills England is placed on a really solid foundation.

In order to be effective in delivering the skills system that our country needs, Skills England will need to have leverage with a number of different Government Departments beyond the Department for Education, yet the chief executive of Skills England is the equivalent of a director-level post in the civil service, not a director general, calling into question the extent to which appropriately senior people from across Government will be required to act on its recommendations and work in effective partnership. As the Bill progresses, the Government should consider the seniority of the CEO in that light.

Partnership working with key stakeholders outside Government, including training providers, trade unions, employers and devolved authorities will also be critical to the success of Skills England, but none of that is written into the Bill, and the ways in which Skills England will be held accountable for effective partnership working are unclear. Will the Secretary of State take further action to address that?

The impact statement for the Bill states that there may be a drop in apprenticeship starts while the Institute for Apprenticeships and Technical Education’s functions are transferred to the Secretary of State and then to Skills England, with a disproportionate impact on adult apprenticeships, disadvantaged learners and disadvantaged regions. Will the Secretary of State explain what steps she will take to minimise and mitigate that potential short-term drop?

The success of Skills England will depend on a series of wider factors that should be considered at the point at which it is being established. There is a significant issue with the funding of sixth form colleges, particularly around inequities in pay between teachers in schools and colleges, exacerbated by the failure to extend the recent pay increase to teachers to those employed by colleges. It cannot be right that a teacher in a college can be paid less than a teacher in a school sixth form for teaching exactly the same subject.

To drive parity of esteem between pupils following an academic route and those following a vocational route, it is important that sixth form colleges are able to both recruit and retain teachers. That means addressing the lower pay in sixth form colleges compared with schools, and the gap between teacher salaries and the salaries that teachers could receive in industry. It is a real problem for colleges seeking to recruit teachers of vocational subjects that those who have the skills to teach trade can often earn far more by practising that trade in the private sector. There is currently very little obligation on industry to release staff to deliver vocational education or to help to secure the pipeline of vocational teachers, including through post-retirement options. The Government should give further consideration to the recruitment and retention of high-quality teachers in the further education sector.

For some students in the further education sector, their school days have not been the happiest days of their lives. College or an apprenticeship should be the place where they start to find the things that they can excel at and where their confidence is built because they start to succeed. The importance of a functional level of English and maths is universally accepted and understood, so something is badly wrong in our education system when 38% of students do not achieve a grade 3 or above in English and maths at GCSE. The cycle of failure ends up continuing in the FE sector, which requires them to resit again and again. There must be a better way to ensure the functional skills in these subjects that employers need within further education, while enabling young people genuinely to succeed, build their confidence and thrive.

Finally, I will raise the issue of the huge differential in the information provided to sixth form students as they decide on their next steps after school or college—a point made by the right hon. Member for South Holland and The Deepings (Sir John Hayes) earlier in the debate. When meeting with skills providers and school leaders in my constituency recently, many participants highlighted how a move to university was often presented as a natural, secure step, with multiple options and a well-trodden path through the UCAS process, while vocational options, including apprenticeships and degree apprenticeships, were not presented with the same clarity or coherence, or even within the same timeframe. That makes it harder for teachers to advise their students and for parents to have confidence in pathways that may appear less predictable and secure. If we want to see true parity of esteem between academic and vocational routes, that needs to change, and I hope that it will be a priority for the newly established Skills England.

The Education Committee recognises the strategic importance of further education and skills, and we have recently launched a substantial inquiry that aims to understand how the further education system can better equip young people with skills and qualifications for a range of sectors experiencing labour shortages while opening up a wider range of opportunities to young people and mid-career switchers. We will make our recommendations to the Government in due course, and we look forward to playing our part in scrutinising the work of Skills England.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Liberal Democrat spokesperson.

Breakfast Clubs: Early Adopters

Helen Hayes Excerpts

Monday 24th February 2025 Commons Chamber

[Madam Deputy Speaker (Caroline Nokes)]

I call the Chair of the Education Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I thank the Secretary of State for her statement today. I welcome the news that St Luke’s Church of England primary school in my constituency will be one of the early adopters of a universal breakfast club under the programme.

All too often, children with special educational needs and disabilities are excluded from extracurricular activities, and it is the parents of children with SEND who often find it the hardest to access childcare. It is essential that children with SEND have equal access to breakfast clubs in both mainstream and specialist schools. What steps are being taken to ensure that that is the case, that schools have the capacity to provide specialist staff where needed and that any additional home-to-school transport costs, which are often essential in enabling children with SEND physically to access a breakfast club, will be met?

[Bridget Phillipson]

Some 754 schools have been selected to take part in the early adopters scheme, of which 704 are mainstream schools and 50 are special schools and alternative provision settings. That is important, because we want to make sure that all children in time are able to benefit from the roll-out of breakfast clubs. We will work closely with schools and sector experts to develop the programme as we intend to roll it out. I really want to learn through the early adopter schools how we can best create a truly universal and inclusive breakfast school provision.

I recognise that delivering breakfast clubs may be particularly challenging for special and alternative provision schools. We have invited them to take part in the early adopters scheme so that we can make sure that, as we roll out across the country, including in mainstream schools, the needs of all children are properly catered for as part of the programme.

Gaza: Humanitarian Situation

Helen Hayes Excerpts

Tuesday 28th January 2025 Commons Chamber

[Anneliese Dodds]

The UK is fully committed to international law and respects the independence of both the ICC and the ICJ. Yes, there must be access to such supplies.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I thank the Minister for her statement and the announcement of additional investment in aid to Gaza, which is very welcome. I have visited UNRWA schools and healthcare facilities in the west bank, and the role that UNRWA plays in the provision of essential services, including aid to Palestinians, is unique and irreplaceable. The implementation of the Knesset’s decision to ban UNRWA could therefore amount to the denial of health services, education and essential aid to a population that has already suffered unbearably for the past 15 months. Can the Minister say not only that the UK Government oppose the decision, but what will be done to hold the Israeli Government to account for the impact of that decision, if it is implemented later this week?

[Anneliese Dodds]

The UK has already acted to make it clear that there must be a resolution to this urgent issue. We have joined allies in expressing our deep concerns about the Knesset’s vote on UNRWA. We have urged Israel to ensure that UNRWA can continue its lifesaving work, including at the UN Security Council on 6 November, 11 December and 3 January.

Higher Education Regulatory Approach

Helen Hayes Excerpts

Wednesday 15th January 2025 Commons Chamber

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Chair of the Select Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I thank the Secretary of State for confirming the Government’s approach to the implementation of the Higher Education (Freedom of Speech) Act 2023, and I welcome the clarity that she has provided today.

The implementation of the Act will present some challenges for universities and for students. The Secretary of State will know that there can sometimes be a fine line between free speech and hate speech, and between statements of views and opinions and incitement or encouragement to violence or intimidation in the real world. Can she assure the House that she will ensure that universities and students are absolutely clear about the limits to free speech, which are already enshrined in law, and that support will be provided on the interpretation of that when it is needed?

Professor Shitij Kapur, vice-chancellor and president of King’s College London, has said:

“Universities are not there to function as a Speakers’ Corner where anyone can stand up and express an opinion not necessarily supported by facts. If academic freedom is to mean anything, it must be accompanied by the academic obligation for ideas and claims to be accompanied by evidence and reason. Proponents have an obligation to engage and respond to those questioning their assertions and conduct that debate and discourse in a civil manner.”

How will the Secretary of State ensure—particularly as the erosion of fact-checking and moderation on social media is taking place before our very eyes—that the implementation of the Act results in a high quality of evidence-based discourse conducted in a culture of civility?

[Bridget Phillipson]

I am grateful to my hon. Friend for her questions and her approach, and I look forward to discussing these issues with the Select Committee in due course should its members so wish.

My hon. Friend’s point about disagreement is important. Free speech should be robust and we should be able to express our views, but all of us, especially those in public life, have a duty to ensure that we do so in a way that is responsible. As for the tort—this is at the heart of the issue that she has identified—I was concerned that the potential impact of legal proceedings and the financial consequences for providers of breaching their duties under the Act might have led to some providers unduly prioritising free speech that is hateful or degrading over the interests of those who feel harassed and intimidated. These issues can be finely balanced. We will provide further clarity through the Office for Students, but let me make it clear that academic freedom and freedom of speech are crucial tenets of our country’s history.

Children’s Wellbeing and Schools Bill

Helen Hayes Excerpts

Wednesday 8th January 2025 Commons Chamber

[Helen Hayes (Dulwich and West Norwood) (Lab)]

Our education system and the wider network of services that support children and families offer unparalleled opportunities to make a critical difference to the life chances of the next generation. If Governments get the policy framework right, they can support every child to thrive in their education, close the disadvantage gap and lay the foundations for good mental health and wellbeing, which will set a child up for life. However, the situation that this Government inherited in July was overall very far from that.

There are, of course, many schools, teachers and other professionals who work with children and young people who are doing an exceptional job and achieving good results. As we consider this important legislation, I want to pay tribute to everyone who works to give our children and young people the best possible start in life—a great education, support where they need it and access to opportunities—and those who do the very difficult work of keeping the most vulnerable children safe. The challenges in our system are not down to them; they are the consequence of layer upon layer of policy decisions taken since 2010 that have made the context in which they work immeasurably harder.

I shall mention just a few of those policy decisions. The decision to cut the funding for early help and support for families, resulting in the closure of 1,300 Sure Start centres, stripped away vital support that can prevent families from reaching a crisis. While funding for early help and support has reduced, expenditure on child protection and on children in the care system in crisis situations that can often be prevented has gone up.

The decision to make academy schools directly accountable to the Secretary of State and responsible for their own admissions policies, and to make free schools the main delivery method for new schools, has left local authorities, which retain the statutory duty for providing a school place for every child who needs one and for SEND provision, without the tools and levers to deliver them, creating an unaccountable and unmanageable wild west of admissions in many areas. The neglect of the SEND system has allowed it to reach breaking point, and children are routinely let down; the capacity of schools to meet their needs has been eroded, and there is a lack of accountability for the role of health services. Local authorities are being pushed to the edge of effective bankruptcy; school attendance has been falling at a completely unacceptable rate; and our children and young people have the worst mental health and wellbeing in Europe.

Where we should have a system of many parts all working together in the best interests of children and families, we have a broken system where some parts are missing entirely and others are buckling under the pressure. Far too many children—particularly those with SEND—are being let down. In too many cases, either children are not protected from harm as they should be, or the outcomes of the attempts of the system to protect them are shamefully poor. We need only to look at the shocking over-representation of care-experienced people who are homeless or in the criminal justice system to know that our systems are failing. We need only to reflect on the names of the children who have been tragically killed at the hands of those who should have protected and nurtured them—Star Hobson, Arthur Labinjo-Hughes and Sara Sharif, among others—to know that child protection urgently needs to be strengthened.

I welcome the Bill, which begins the work of stitching back together a support system for children and families and places children once again at the heart of Government policy. Measures such as the creation of a single child identifier and a register of children not in school, restoring the ability of local authorities to deliver new school places and intervene on admissions, tackling profiteering by providers of children’s homes, delivering free breakfast clubs, reducing costs of uniforms and many other measures in the Bill will make a big difference to children and their families.

The Education Committee is taking a close interest in this legislation, which is relevant to our ongoing inquiries on children’s social care, SEND and many other aspects of our work, and there are a number of areas on which I would like to press Ministers today. The measures to improve children’s social care are welcome, but it is well established that local authorities face huge cost pressures, which means that the system does not function as well as it should. Local authorities that are currently trapped in a cycle of spot-purchasing residential places for looked-after children from expensive out-of-area providers will need support and funding to make the transition to more positive ways of working, even if those new ways of working can bring down costs in the longer term. What investments will the Government make in children’s social care to ensure that the changes in the Bill can be fully delivered with the maximum impact?

The £30 million of funding for breakfast clubs provided in the autumn Budget will extend the existing breakfast club scheme from around 2,700 schools to around 3,450 schools, but there are more than 16,700 state-funded primary schools in the UK. Can I therefore press the Government on the need to set out the costs and funding for delivering this policy in every primary school, and for a clear timescale for doing so?

Parents of children with SEND often find it hardest to find childcare for their children. Many have expressed concern at a clause in the Bill that will allow for exemptions from the requirement to provide breakfast clubs for disabled children. Some disabled children will also be able to access a breakfast club only if they have home-to-school transport to arrive at school earlier. Will Ministers confirm that the Bill will ensure equal access to breakfast clubs for children with SEND in mainstream and specialist settings, with support where needed to enable children to attend them?

Breakfast clubs ensure that no child has to start the school day hungry, which will be transformative. However, school lunches also really matter, as the most effective way to ensure access to a nutritious hot meal for the most disadvantaged children. Will Ministers therefore consider whether auto-enrolment of children already eligible for free school meals can be incorporated into the Bill? As a minimum, we should ensure that all children who are currently eligible receive a free school lunch.

[Sarah Dyke (Glastonbury and Somerton) (LD)]

The hon. Lady mentions school breakfast. Child obesity is up by a third and diabetes is up by a fifth. Does she agree that, while free breakfast clubs are a great opportunity to ensure children are fed, we must also ensure that school meals are healthy and nutritious; and that, alongside the Bill, school food standards need to be updated in line with the most recent nutritional advice, making it clear that they apply to breakfast?

[Madam Deputy Speaker (Ms Nusrat Ghani)]

Order. We have a very long speaking list, so interventions must be short.

[Helen Hayes]

I agree with the hon. Lady that school food, in whichever setting it is delivered, should be of the highest quality. She will know about the pressures on school budgets. My constituency has experienced among the highest drops in funding for local schools of anywhere in the country. That has eroded the money that schools have to spend on high-quality food. I know that that is one of the areas on which those on the Government Front Bench will be anxious to deliver over time as public finances permit.

The measures to support care leavers are welcome, but are limited to extended Staying Close support and requiring local authorities to publish the details of their offer. What further measures does the Minister intend to take to improve outcomes for care leavers and to ensure they get the same opportunities as their peers? Only 14% of care leavers go to university compared with 46% of non-care-experienced young people. What further measures will the Government take to support care leavers to access and stay in higher education? Why are the Government not proposing a national offer for care leavers to address the postcode lottery in care, in particular to provide care leavers with the confidence that if they choose to attend university away from home, because that is the best option for them, the same support will be available to them wherever they study?

The policies and practices of other Departments also have a profound effect on the experience of care leavers. Can the Minister confirm whether, outside of the Bill, the Government are still considering the expansion of corporate parenting duties, so that every part of the state is required to take seriously its duty to looked-after children and care-experienced people?

Finally, to deliver on the commitments in the Bill, those who work with children and families will need support. There are challenges in recruitment and retention across many of the professions, from social work to teaching to the early years. Will the Government set out a workforce strategy to ensure that training places, continuing professional development and effective recruitment strategies are in place to secure the staff we need to deliver the transformation our children deserve? The Bill will introduce a series of measures that will start the process of rebuilding support for children and their families, and that is very welcome. My Committee will continue to take an interest in the detail of the Bill and seek to ensure that it is as effective as it can be in delivering a system that can support every child to thrive, and in contributing to the debate about the further steps, beyond the scope of the Bill, that will also be needed.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Liberal Democrat spokesperson.

Children’s Social Care

Helen Hayes Excerpts

Monday 18th November 2024 Commons Chamber

[Mr Speaker]

I call the Chair of the Education Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I welcome the action that the Government have announced today to improve children’s social care. The Secretary of State will know that families from the poorest neighbourhoods are 14 times more likely to be referred to children’s social care than those from the richest areas, and that there is a growing body of evidence linking child poverty to the rise in children entering the care system. How will she ensure that the upcoming child poverty strategy delivers more stability and safety for children and ensures that fewer families enter the kind of crises that result in their children being removed from their care?

[Bridget Phillipson]

My hon. Friend has long championed this cause and brings considerable expertise to the role that she now undertakes as Chair of the Select Committee. I look forward to discussing these issues with her and her Committee in due course. She is right to identify that child poverty is a significant issue in this area. That is why we got the work of the child poverty taskforce under way in August; we know that that work is crucial. What she has set out today is something that I have heard from parents the length and breadth of the country as part of the work that we are undertaking. It is important that, alongside tackling child poverty, we ensure that all families have early support and early intervention to ensure that they can thrive, and that, as she says, problems do not escalate in the way that they currently do.