International Baccalaureate: Funding in State Schools

Ian Sollom Excerpts

Wednesday 29th October 2025 Westminster Hall

[Ian Sollom (St Neots and Mid Cambridgeshire) (LD)]

It is a pleasure to serve under your chairmanship, Sir Roger.

I am grateful to my hon. Friend the Member for Didcot and Wantage (Olly Glover) for securing this debate about a decision that demonstrates at the very least a profoundly flawed approach to policymaking and at worst a wilful dismantling of excellence in state education.

Let me begin by examining the Government’s stated rationale for this decision. The ministerial response last week said that the Government would

“focus large programme uplift funding…on those large programmes which include mathematics, further mathematics and other high value A levels.”

The stated aim is to prioritise STEM education and to support the pipeline of students for priority sectors in the industrial strategy.

Let me ask the Minister some questions directly. What evidence does the Department have that this targeted approach will achieve better STEM outcomes than maintaining IB funding? What analysis has been conducted comparing the STEM university destinations and career pathways of IB students with those of A-level students? What data supports the assumption that cutting IB funding while maintaining it for multiple STEM A-levels will improve our STEM pipeline? Can he produce that evidence today?

Every IB diploma student studies mathematics and a science to the age of 18. They develop research skills through writing a 4,000-word extended essay, critical thinking through studying theory of knowledge and real-world problem-solving through community service. Those are exactly the skills that universities and employers tell us that STEM graduates need.

The profound irony is that this Government tell us that they want to prioritise science, technology, engineering and mathematics. However, in making this decision about STEM education, the Department appears to have conducted no impact assessment, carried out no consultation with schools or families, and given no consideration to any unintended consequences.

As has been mentioned, the letter that 20 state schools received on 1 October—right in the middle of sixth-form open day season, with prospectuses already printed and families already making choices—gave them no warning. If this is how the Government approach policymaking about scientific education—making decisions without evidence, consultation or even a basic assessment of consequences—one questions what kind of example they think they are setting for young people about the value of scientific thinking.

I can declare an interest: I took not just two but three mathematics A-levels. I wanted to specialise early, and I am a strong supporter of university maths schools, such as Cambridge Maths school, which serves my constituency. I note that several university maths schools have been left in limbo for many months, unable to open or expand their offer during the Government’s pause of the free school programme. That is not exactly an example of joined-up thinking from the Department.

My point is about choice. A good education system offers pathways to those who want to specialise early and to those who want to maintain breadth. Tony Blair—I am sure the Minister remembers “education, education, education”—understood this. His Labour Government promised an IB school in every local authority. This Labour Government are going in precisely the opposite direction.

There is an even more troubling dimension to this choice—one that I sincerely hope will trouble the Minister as well as the Secretary of State. On 15 October, less than two weeks ago, I stood in almost exactly this spot during the Ada Lovelace day debate and highlighted how early specialisation at age 16 disproportionately impacts girls’ participation in STEM. Research shows that students are more likely to take maths A-level if their maths grade is higher than their other grades at GCSE. Girls generally achieve higher GCSE grades than boys across the board, so they often choose other subjects at A-level. That reflects the wider pool of opportunities available to them as generally higher achievers.

The international baccalaureate solves this problem. Research from the Engineering Professors Council showed that IB graduates are disproportionately women and twice as likely to pursue further STEM study after their first degree. The research explicitly states that actively recruiting IB candidates would be a pathway to getting more women into male-dominated engineering fields.

Here is another direct question for the Minister: how can the Government claim to want more students—particularly more girls—on STEM pathways while cutting funding for a qualification that demonstrably helps to achieve exactly that? The Secretary of State for Education, the right hon. Member for Houghton and Sunderland South (Bridget Phillipson), also holds the Women and Equalities brief, so can the Minister say whether she is comfortable with a policy that reduces women’s participation in STEM? Women make up just 15.7% of the engineering and technology workforce. Jobs in those sectors are expected to grow faster than other occupations through to 2030, and the Government’s response is to defund the programme that helps to keep girls in STEM.

This is close to home for me: Impington Village college, which has been mentioned already, is in my constituency. It was named the UK’s top comprehensive school for 2025. It credits its IB programme as the key to success. I have met students who have told me that the IB gives them breadth, critical thinking and confidence to succeed throughout their whole lives. However, losing £2,400 per student will force impossible choices about staffing and subject range. The Government are forcing the UK’s top comprehensive to compromise the very quality that earned it that recognition.

This is already happening: Tonbridge grammar school, the Sunday Times IB school of the year, announced this week that it will stop offering the IB because it cannot afford to continue. The Secretary of State told the Confederation of School Trusts conference that she wants to “spread excellence” from one school to another—

“the best of the best.”

Impington Village college is the best; Tonbridge grammar is the best. The Government are defunding them. Is that what the Secretary of State meant by spreading success?

Let us examine the value for money argument. This decision will save £2.5 million per year from a Department budget that has been mentioned as exceeding £100 billion. It is invisible in the accounts. For this microscopic saving, we are creating a two-tier system, where a brilliant, internationally recognised qualification becomes exclusive to those who can afford private school fees. Currently, 76 independent schools offer the IB, compared with just 20 state schools, and more state schools need to be able to offer it. This decision does not narrow the gap; it devastates the provision. Indeed, Sir Anthony Seldon wrote in The Times just the other day that this is

“the most regressive elective action towards state schools taken by government in the last 25 years.”

I have three asks of the Government. First, reverse the decision and reinstate the large programme uplift funding for the international baccalaureate diploma programme. The saving is negligible; the damage is profound. Secondly, protect current IB students and those enrolling to begin in the next academic year, and do not pull the rug out from under young people who have made or are making choices in good faith now. Thirdly, learn from the IB’s success, rather than destroy it. Examine the evidence, consult with schools, students and families, and consider how we can give more, not fewer, students access to this broad and rigorous education.

I will close by quoting the international baccalaureate’s mission statement:

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect…These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

I hope that the Government have listened to that.

[Sir Roger Gale (in the Chair)]

I call the Opposition Front-Bench spokesperson, Saqib Bhatti.