Higher Education Funding

Jayne Kirkham Excerpts

Wednesday 28th October 2026 Westminster Hall

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

It is a pleasure to serve under your chairship, Ms Vaz, and I thank my hon. Friend the Member for Sheffield Central (Abtisam Mohamed) for securing this debate.

Access to higher education can be life changing for young people. However, this opportunity is already harder to grasp for young people in Cornwall. Students face the high costs of travelling from remote, disconnected areas or, if they stay local, the high costs of private renting in a tourism-heavy region. Students across the south-west face the second highest monthly living costs in the UK, at £1,212 per month, which is only £114 less than London. These financial barriers directly impact whether young people pursue higher education. While the 2025 UK-wide entry rate for 18-year-olds was 36.3%, the rate in the south-west was joint lowest at 30%, and in Truro and Falmouth it was 27.2%, which is the lowest rate on record since 2016.

Having universities close by with a variety of courses and offerings is key for young people in Cornwall to be able to access the higher education opportunities. HE is an investment in place, and nowhere more so than in Cornwall. It leads to economic growth, productivity and innovation, including higher wages, skills and regional development.

There are ongoing funding concerns in relation to higher education institutions in Cornwall, and it is integral that support for these vital institutions is considered. Losing higher education opportunities there, especially with the campus that is across the border in the constituency of the hon. Member for Camborne and Redruth (Perran Moon), means that Cornish students risk losing out on these opportunities.

Falmouth University, which began in my constituency, offers traditional creative arts alongside technical and entrepreneurial courses and produces nearly 7,000 highly-skilled graduates each year. Tuition fee income does not meet the costs of delivering these degrees, particularly in creative and technical universities like Falmouth. That leaves universities with a difficult choice: sacrifice their core academic delivery for research investment or engage with more corporates. Government funding is cost-intensive to obtain and competitive, and frequent changes to Government funding models make it very hard to plan effectively. Specialist institutions like Falmouth are unevenly affected by those higher costs to secure fewer grants.

Funding for these integral institutions cannot fall by the wayside. They offer local employment opportunities, produce wider economic benefits and give young people in Cornwall a tangible place to pin their aspirations. I welcome the Government’s reintroduction of funding for higher education through targeted, means-tested maintenance grants, which will support low-income students from deprived areas to access and excel in higher education. We need to ensure that funding for a diverse range of courses that allow young people to gain skills and access to new experiences is accessible, realistic and enables the higher education sector to continue to foster ambition in Truro and Falmouth, Cornwall, the south-west and across the UK.

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[Rebecca Smith (South West Devon) (Con)]

It is a pleasure to serve under your chairmanship, Ms Vaz, and to respond on behalf of His Majesty’s official Opposition.

I thank the hon. Member for Sheffield Central (Abtisam Mohamed) for tabling this important debate and all Members for their contributions this morning. I have to say that I did not expect to hear quite so much agreement for Margaret Thatcher’s education policies this morning. I am particularly grateful to the hon. Members for Edinburgh South West (Dr Arthur) and for Camborne and Redruth (Perran Moon) for their positivity about that.

Let me pick up on the points made by the hon. Member for Southampton Itchen (Darren Paffey). Although I think we are the same age, he started at Southampton University a year after me, but we have many mutual friends from our time at university. It is worth noting that the changes we experienced as the first cohort that had to pay fees and take on a loan were due entirely to the Teaching and Higher Education Act 1998, which was snuck through by the new Labour Government and then conveniently forgotten about, in a time where social media did not exist. I dread to think of the furore if today’s students realised that that was going to happen to them, but I for one, aged 16, thought I was going to university for free, but by the age of 18 that was not the case.

[Jayne Kirkham]

Will the hon. Lady give way?

[Rebecca Smith]

I am going to make some progress.

I do not want to burst the bubble of the hon. Member for Sunderland Central (Lewis Atkinson), but Plymouth has also had dentistry offered as a subject. Unfortunately, only about 5% of the students are from Plymouth and nearly all of them leave the area, so although we absolutely need more dentistry students, so far that has not quite been the mechanism to solve the crisis that we hope it will be—although that is a debate for another time.

To respond to the topic of the debate, let me put it on record that the Opposition recognise the enormous value and significance of the UK’s university sector in terms of its economic and societal contribution. The National Centre for Universities and Businesses argues that the UK’s universities are

“one of our greatest strategic assets. They educate the future workforce, conduct world leading research, and act as anchor institutions in their regions—supporting businesses, driving innovation, and powering local growth.”

Economically, universities contribute around £265 billion to the UK economy and support more than 800,000 jobs. The return on investment is also staggering. For every £1 of public money invested in the higher education sector across the country, £14 is put back into the economy.

In addition, there is no doubt that universities are some of the most critical engines of growth and prosperity at the regional level. As the proud Member of Parliament for South West Devon, I know the huge role that the sector plays across the south-west. We have 10 universities with more than 200,000 students between them, employing more than 31,000 people and contributing £7.8 billion of gross output. Plymouth Marjon University, Arts University Plymouth and the University of Plymouth are certainly playing their part. I am meeting the vice-chancellor of Plymouth University tomorrow to discuss this very topic. Although I unfortunately cannot add any more today, I know that he wants to talk to me about the struggles that the university is facing.

Notwithstanding this vital economic contribution, it would be wrong to look at universities purely in terms of their economic output. Universities help to shape the society we all live in. They equip young people with the skills needed to navigate an increasingly fractured society. They teach young people to think critically and outside the box, skills that I believe will be essential in a Britain where communities are more divided than ever and the spectre of the AI revolution looms over us all. It is beyond clear that universities will play a central role in Britain for decades to come. That is our view, but we are not blind to the big challenges facing the sector.

It is no secret that real and imminent challenges face the UK’s university sector. A May 2026 report from the Education Committee went so far as to claim that the sector faces a financial crisis that poses a real risk of institutional insolvency. The report laid bare the terrible state of some universities’ finances, with the Office for Students fearing that 24 providers could face insolvency within the next 12 months. Against this uncertain backdrop, universities are being forced to close courses and sell buildings to cut costs and make efficiencies.

The difficulties facing universities are explained well in the Policy Exchange report, “Tarnished Towers”. It argues that high inflation, pension pressures and a reduction in international student numbers have created a perfect storm for our universities. It all seems to be compounded by a lack of action from the Government thus far. A Universities UK report from February 2026 found that Government policy decisions will

“lead to an estimated £3.7 billion reduction in funding to higher education providers in England from 2024-25 to 2029-30.”

Its analysis shows the impact of Government immigration policy, but also the damaging shock that the sector received through increased pension and employment costs.

In 2020, Keir Starmer made scrapping university tuition fees the centrepiece of his leadership campaign. Indeed, in June 2023, the previous Education Secretary even had the audacity to claim that graduates would pay less under a Labour Government. Students right across the country felt betrayed and let down by the Government’s broken promises when the previous Education Secretary announced in November 2024 that Labour would push up tuition fees for students. In that debate, the shadow Education Secretary, my right hon. Friend the Member for Sevenoaks (Laura Trott), said that she would be willing to work with the Government to support universities and students. His Majesty’s Opposition are yet to be invited to work constructively with the Government on that—indeed, we have heard very little at all from the Government about what they want to do. I hope the Minister can shed some light on the Government’s plans to support our university sector.

The new Education Secretary has been keen to talk about her plans to reform technical education, but aside from providing a statement on that issue in the House, we have heard little else. She has not come to the House to clarify when the Government will bring forward the legislation they promised at the King’s Speech to support children with SEND and their families, or to talk about the challenges facing the university sector.

I am grateful to the hon. Member for Sheffield Central for securing this debate, as it gives His Majesty’s Opposition some time to ask the Minister, whom I respect very much, some important questions about higher education funding. First, can the Minister shed any light on how the Government intend to support the 24 institutions that the Office for Students claimed are at risk of insolvency in the 12 months from May 2026? Secondly, can she confirm whether the Government intend to make any changes to plan 2 student loans? Thirdly, can the Minister tell the Chamber whether she has had any meetings with institutions that might be facing significant financial uncertainty during the remainder of this academic year? Lastly, will the Government rule out pushing up student tuition fees again before the end of this Parliament? His Majesty’s Opposition, the higher education sector and, most importantly, students right across the country need answers to those important questions. Universities need them to begin to develop long-term financial plans, and students need to have certainty about their finances and about the stability of the institution they are studying at and the course they are taking.

Regrettably, I hold little hope that the Government have answers to those questions, given the lack of focus that the new Education Secretary seems to have shown to higher education since coming into office. That is in stark contrast to the official Opposition: we have outlined detailed and fully costed plans to lower interest on plan 2 student loans and set out reforms to the university sector to ensure that the Government stop funding dead-end university courses. That is all part of our new deal for young people.

I reiterate His Majesty’s Opposition’s firm belief in the strength and value of the UK’s higher education sector; it is indeed a huge strategic asset. However, we must be honest and recognise that it will face huge challenges over the next decade. The digital revolution means that universities need to rethink how they prepare students for the world of work, and they must be open to accepting that they must adapt to stay solvent in the new economic reality.

The Government should be there to guide the sector through these turbulent headwinds, but we have seen little indication that they are. The new Education Secretary urgently needs to shed some light on what steps they will take to address some deeply concerning reports about the financial health of our institutions. The Budget is a little over an hour away; I hope that the Chancellor will set out steps to solve these problems, but I hold out little hope.

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[Georgia Gould]

Of course, I always support greater funding for education and young people, but I was just about to talk about some of the changes the Government are making to support sustainability.

After they were frozen for eight years, we increased tuition fee caps in line with inflation for 2025-26. We will increase them once again in line with forecast inflation in 2026-27 and in 2027-28. We will then legislate when parliamentary time allows to increase tuition fee caps automatically for future academic years. Over the coming year, that is £6 billion-worth of safeguarded indexed increase in income underpinned by the Government, which will make a real difference.

My hon. Friend the Member for Sheffield Central asked about the Government’s vision for universities. We have set out an ambitious programme of reform through the post-16 education and skills White Paper, with a clear vision for a more sustainable and collaborative higher education sector. We want providers to be clear about their distinctive roles but to be working in collaboration.

My hon. Friend also mentioned the importance of research. My hon. Friend the Member for Bury St Edmunds and Stowmarket (Dr Prinsley) talked about the pioneering research on prostate cancer at East Anglia. Research is a critical role that universities play. The Government are investing a record £86 billion in R&D from 2026-27 to 2029-30; as part of that, UK Research and Innovation will deliver an expected £38.6 billion of research investment, rising to nearly £10 billion per year by the end of that period. In the Department for Education, we are working closely with the Department for Science, Innovation and Technology to deliver the White Paper’s commitments, which include research funding reform and improvements to research grant cost recovery.

We heard from almost all the Members who spoke in the debate about the importance of opening up access and ensuring that young people who want to go to university can always pursue that route. That is why we do not support the Conservatives’ proposals, which would pull up the drawbridge because they are about reducing the number of young people going to university. We know that young people from disadvantaged backgrounds will be the ones who do not get that opportunity.

[Jayne Kirkham]

It is important to note that in the 1980s, only about 10% of people went to university. The Blair Government opened that up to 50% of the population, and that is worth putting on the record.

[Georgia Gould]

We want two thirds of young people to participate in higher-level learning, whether that is going to university, pursuing an apprenticeship or a technical route. We see all of those as deeply connected.

SEND Provision: Rural Communities

Jayne Kirkham Excerpts

Tuesday 27th October 2026 Westminster Hall

[Terry Jermy]

Absolutely. A key theme of my contribution is the impact of distance and geography, so I entirely agree with. Lower population density restricts the viability of specialist settings and enhanced mainstream provision, resulting in reduced parental choice and greater reliance on out-of-area placements.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

That is a particular problem in Cornwall, because we are on a peninsula. Numerous children had no specialist place at all by September, because the options simply were not there. Going out of county is just too far for many people.

Oral Answers to Questions

Jayne Kirkham Excerpts

Monday 14th September 2026 Commons Chamber

[Josh MacAlister]

My hon. Friend is right to highlight that one of the benefits of Erasmus+ is that it builds on the Turing scheme as well as expanding opportunities available through the partnerships to staff and students. It is a very good example to draw to the House’s attention. Around the world we have amazing practitioners teaching in a variety of settings, and it is in everyone’s benefit for them to connect with one another and be at the cutting edge of research and teaching.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

12. What steps her Department is taking to ensure that schools have access to specialist expertise in SEND.

[Perran Moon (Camborne and Redruth) (Lab)]

22. What progress her Department has made on ensuring that schools have access to high-quality training to support pupils with SEND.

[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.

Access to Further Education

Jayne Kirkham Excerpts

Thursday 2nd July 2026 Commons Chamber

[Perran Moon (Camborne and Redruth) (Lab)]

I want to raise awareness of the transformative role of further education in remote coastal communities, like mine in Camborne, Redruth and Hayle in Cornwall. Despite the talent, ambition and resilience of our young people, parts of my constituency continue to experience persistent deprivation. Nine neighbourhoods rank among the most deprived in the entire country. But amidst that deprivation, our local further education sector is helping to change lives and create opportunity. Cornwall college, which is rated outstanding by Ofsted, is a shining example. It is a vital cog driving our economic engine, equipping young people with the skills that they need to succeed, and providing employers with the workforce required to unleash the Cornish Celtic tiger.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

There is another further education college in Cornwall: Truro and Penwith college. Does my hon. Friend agree that transport, and getting children in rural and coastal areas to colleges and work placements, is a major issue?

[Perran Moon]

I thank my hon. Friend for raising that point. In Cornwall, we have had significant issues with bus services to our colleges. We really need the Government to help with that.

Cornwall is on its way to an industrial renaissance as a strategically significant economic frontier. We are seeing exciting developments in critical minerals, including tin, lithium and tungsten, as well as in geothermal energy and offshore wind. Those sectors are creating good jobs that are vital to the national interest, and will help us to transition away from a fossil-fuel-based economy.

With that in mind, I warmly welcome the launch this September of the new Engineering Mining Academy. This is a partnership between Cornwall college and Cornish Metals. It brings together two of Cornwall’s crown jewels to train the next generation of engineers and mining professionals, and will ensure that young people can benefit directly from the return of the mining industry to Cornwall. This is exactly the kind of collaboration we need if we are to seize the opportunity to deliver growth in every corner of the country.

However, we cannot let staffing challenges, or cuts to dedicated student bus services, which my hon. Friend just mentioned, threaten those opportunities. Recruitment and retention are especially difficult in remote coastal areas, where there are profound housing and transport pressures. Unless we address workforce shortages, we risk undermining the FE institutions that are providing the skills on which our future economy depends. Cornwall’s FE colleges are playing their part, but we need the Government to step up and provide the funding settlement that our FE colleges deserve.

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[Josh MacAlister]

I do, and it is only possible with the funding that I was setting out that the Government have secured.

Funding per student aged 16 to 19 will have increased by over 12% in two years. That comes at a time of significant growth in student numbers. As a result, total 16-to-19 funding will increase from £7.6 billion in 2024-25 to over £9 billion in 2026-27, which is a material increase. This is timely because of the current challenge we face of the rising number of young people not in education, employment or training. The number is too high, and the consequences are serious.

The Government have a comprehensive plan for further education and post-16 education and skills overall to support young people into rewarding careers and tackle high rates of young people not in education, employment or training. As well as technical excellence colleges—specialist further education colleges in England designed to deliver high-quality training in priority sectors—we are introducing the new V-levels, which will sit alongside T-levels as the technical route and A-levels as the academic route, which Members will be familiar with.

The youth guarantee is this Government’s commitment to ensure that all young people can access education, training and apprenticeships, employment support or work opportunities. We are supporting 50,000 more young people into apprenticeships and offering a £2,000 hiring payment for small businesses. This is complemented by the jobs guarantee, which provides eligible young people with a guaranteed six-month paid job, helping them gain work experience, skills and a route into sustained employment.

The hon. Member for Runcorn and Helsby highlighted the need for capacity in FE. Demographics mean that this is a national challenge, but we expect 67,000 additional 16-year-olds and 17-year-olds to enter the post-16 system in 2028, which is very soon. That means we are investing £570 million to create the space that is needed in FE. Post-16 providers that are not in mayoral strategic combined authorities—I believe that the hon. Member’s constituency is not—have been able to bid for the construction skills capacity fund, the outcome of which will be revealed very shortly.

My hon. Friend the Member for Stafford (Leigh Ingham) raised the variation in the cost of payments per pupil. High-cost 16 to 19 courses do receive more money. For example, engineering attracts 73% more funding than base cost classroom courses.

The hon. Member for Gorton and Denton (Hannah Spencer) was right to highlight the problems with the apprenticeship levy as was. We are making big changes to make it less bureaucratic for small businesses, in particular with the growth and skills levy. My hon. Friend the Member for Camborne and Redruth (Perran Moon) highlighted issues with transport, as did many other Members. He was right to say that bus access is integral to opportunities at further education colleges. I know that from my own constituency.

[Jayne Kirkham]

I would just like to highlight a point of inequity. Mayors sometimes subsidise buses for young people aged 16 to 19, which means that young people in urban areas are better set than those in rural areas where the councils cannot afford to do that and young people have much further to travel.

[Josh MacAlister]

As a Cumbrian MP, I know that problem all too well, and I know that many in Cornwall experience that too. We are building back our bus system in this country. There have been significant increases in funding for local authorities to build back that bus system. We do need to go further on it, and I completely recognise the connection that has been drawn by my hon. Friend.

The hon. Member for Harrogate and Knaresborough (Tom Gordon) asked about funding. About 70% of FE funding comes from the Department for Education through the funding for post-16 courses. Earlier in my speech I set out the 12% increase over the last two years. Because that is such a large proportion, I recognise the other issues with adult skills budgets, but overall FE college funding is going up as a result of all of that.

Oral Answers to Questions

Jayne Kirkham Excerpts

Monday 20th April 2026 Commons Chamber

[Josh MacAlister]

I was concerned to hear that the school needed to shut last Monday—[Interruption.] Cheering a school closure is no laughing matter. Of course, I am thankful that the children will be back in school on Tuesday. I would be happy to speak to the hon. Member about the situation, but of course it is a legacy of the party of which he used to be a Member.

[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.

Education Funding: Distribution

Jayne Kirkham Excerpts

Wednesday 28th January 2026 Commons Chamber

[Pippa Heylings]

I could not have put it better myself. That issue is symptomatic of and a causal factor in the problems. We are seeing the gap between funding and spend widening year after year. In my area, that is compounded by rapid population growth. Cambridgeshire and Peterborough are forecast to grow by a further nearly 17% between 2023 and 2041. Schools are expanding quickly to meet demand, yet funding lags behind reality. Growth funding is limited and tightly constrained. Section 106 funding supports buildings, not staffing or ongoing SEND provision. While Cambridgeshire growth is seen as the golden goose for the national economy, local families, schools and councils are being penalised for that growth.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

As a vice-chair of the f40 group and as an MP in Cornwall, which has the 13th lowest SEND funding, I understand exactly what the hon. Member is talking about. Does she agree, however, that we now have a welcome focus on SEND, that we have increased funding, and that the schools White Paper and the SEND White Paper, which will be published soon, will provide a good opportunity to look closely at the SEND system and perhaps—although it will be very difficult to address those massive discrepancies in one go—start to look at how SEND funding is used across the country?

Support for Dyslexic Pupils

Jayne Kirkham Excerpts

Tuesday 11th November 2025 Westminster Hall

[Adam Dance]

I agree with my hon. Friend. The impact is devastating on young dyslexic people’s education and their mental health. We know that 26% of 11-year-olds leave primary school below the expected reading standard. At GCSE, only one in five pupils with dyslexia achieve a grade 5 or above in English and maths, compared with over half of pupils without special educational needs.

The British Dyslexia Association’s most recent research found that 70% of young dyslexic people report feeling bad about themselves because of their dyslexia, and that 78% report having experienced people assuming that they are not as clever as others due to their dyslexia. That is not true—we have heard that today in the interventions.

I know that if I had not had the support I had at school, I might have ended up in prison or even taken my own life, like too many others who never get the help they need. Sadly, young people with dyslexia are three times as likely to be suspended from school and twice as likely to be repeatedly absent from school.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

My son is dyslexic, and the statistic that shocked me is that 80% of people with dyslexia leave school without it being diagnosed, and that is the concern—that people will go through life not even realising why they struggle with certain things. Does the hon. Member agree that that needs to change?

[Adam Dance]

I definitely agree and I thank the hon. Member for her comment.

Young people with dyslexia are also three times as likely to not be in employment, education or training by the age of 16 to 17. Research suggests that about half of people in prison may have dyslexia, compared with one in 10 in the general public. I have heard from people who have come out of prison and found out that they were dyslexic. They realised that had they had the right support, they may not have given up on school and ended up where they were. That tells us all we need to know about the dire consequences of not getting support for dyslexic people.

What can we do? Action is long overdue. We have to make dyslexia and other neurodiversities—such as attention deficit hyperactivity disorder, autism and dyscalculia—a priority by having a national dyslexic strategy, and a national body for SEND to oversee it. Any changes must start with early identification and teacher training. That is why I proposed my Bill on universal screening and teacher training. The idea is simple: that the Department for Education uses its expertise and resources to work with us all to create a universal screening programme for neurodiversity in primary school-aged children to identify their needs, and to provide statutory guidance on training on neurodiversity in initial teacher training and continuous professional development. The screener can be classroom based and the assessment done in a cost and time-effective way. That will allow teachers to better recognise the signs early.

With better training, teachers can make those all-important in-class adjustments, such as using more visual, auditory and physical aids, as well as offering tailored support. Teachers also need to be taught how to use assistive technologies throughout teaching and assessment. That targeted early intervention can move some children at risk of being adversely impacted by dyslexia to no or low risk. That is important.

More broadly, we need to rethink assessment design, so that assessments focus on measuring understanding, not memory recall or spelling accuracy—and I make many mistakes with spelling—except where essential. That has to start by looking at other forms of assessment beyond exams, and strengthening vocational education. I hope that V-levels will offer some of that. Access to assistive technology must be standard, and how to use it must be properly taught through key stage 2, to support independent learning.

I cannot end without addressing the elephant in the room—the now delayed SEND White Paper. I think the Minister and her team will have heard the fear and anxiety about the reports of cuts, and the real frustrations at the delay. Will the Minister address reports that dyslexic children may lose one-to-one support and extra teaching staff support? If that is the case, I urge the Government to think again. Cutting costs at the expense of young people’s futures is never worth it.

Ultimately, I think we all want the same thing—an inclusive and fair education system that gives young dyslexic people the chance to shine. With the changes I have set out, we can take a big step towards that future. I hope the Minister will take these ideas on board and work with us as the SEND White Paper is finalised. Without the changes, I fear this will be another missed opportunity and an entire generation of dyslexics will be failed by the Government.

International Baccalaureate: Funding in State Schools

Jayne Kirkham Excerpts

Wednesday 29th October 2025 Westminster Hall

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

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

Truro and Penwith College in my constituency is a very successful tertiary college. It is fully ready to take up the mantle of two thirds of students and learners being in further education, higher education or apprenticeships by the age of 25. It works closely with businesses to set up courses relevant to the industrial strategy and the high-priority sectors the Government are pushing. It is doing a really good job at getting Cornwall ready for new sectors, particularly things like renewables. It also offers high-level maths, which my own son benefited from a great deal.

The college has been offering the international baccalaureate for a number of years on a non-selective basis. It is one of the most successful IB providers in the country, with a 98% pass rate in 2025 and with nearly a quarter of students achieving 40 points or more, which is equivalent to four A* A-levels. It is also the only provider of the IB in the whole of Cornwall, so students travel from across the duchy, from Launceston to Land’s End—sometimes more than two hours each way—to pursue the IB at Truro college. In fact, some parents relocate specifically to Cornwall because the provision is world class.

The college counts many young people from all areas of deprivation in Cornwall among its students, as well as young carers and people on free school meals. In 2023-24, eight disadvantaged learners took the IB, as did 13 learners with special educational needs and disabilities. I have been contacted by several parents and teachers, who emphasise that the IB’s strength comes from the breadth oflearning opportunities. It is enriching and allows young people to pursue a diverse range of academic subjects, alongside volunteering and participating in sports and creative projects. It prepares them not just for higher or further education, but for employment and contributing to their communities.

Truro college offers such wide provision, and that is just part of what it provides, but it is a very important part. I therefore ask the Minister to assure me that if and when the financial situation improves, he will look again at this type of provision.

Oral Answers to Questions

Jayne Kirkham Excerpts

Monday 20th October 2025 Commons Chamber

[Georgia Gould]

We are determined to have high standards for children in every part of the country. I am very happy to talk to the hon. Member about his specific concerns for that community.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

Mainstream schools in my constituency are taking steps to provide their own inclusive, in-house SEND provision. Penair secondary school has been creating a forest school on its land, and some of my heads have expressed their desire to create area resource base units in their schools. Does the Minister agree that such types of mainstream, inclusive provision could provide a way forward, and will she come down to Cornwall, maybe when she meets us, to see it?

[Georgia Gould]

I have seen amazing examples of how this kind of provision can bring children back into mainstream classrooms and cause them to start to enjoy school and achieve again. I would be very happy to meet my hon. Friend and visit the school that has been set up.

Educational Opportunities in Semi-rural Areas

Jayne Kirkham Excerpts

Wednesday 7th May 2025 Westminster Hall

[Josh Newbury (Cannock Chase) (Lab)]

It is a pleasure to serve under your esteemed chairmanship, Sir Edward. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing the debate and particularly for including the phrase “semi-rural” in the debate title. Often in this place we debate the issues facing rural and urban areas, but the specific challenges facing areas such as my constituency—whose towns and villages, although a little too compact and urban to be considered rural, are certainly not major towns or cities—are not always heard. However, they are being heard today, so I thank my hon. Friend for that.

One of the biggest challenges facing families in my constituency is securing a place at a primary school in—or even near—their community. In the Cannock area, 147 primary school applications were refused across 11 primary schools for September 2024—the figure will be even higher this September—and in neighbouring Rugeley, 17 were rejected. That means that over 160 families in my constituency were essentially told that there is no place for their child at a local school.

Similarly, Norton Canes primary academy in Cannock and Poppyfield primary academy in Hednesford each turned away 35 applications, which is more than a full classroom of children. This acute shortage of school places has been going on for at least six years, yet county councillors have not engaged in finding solutions and schools have been left in the dark. These are not just numbers; they represent real families, often with both parents working. Suddenly, they are forced to find alternative arrangements, often miles from home.

Cannock Chase has grown significantly over the last few years, which is certainly something to be proud of. After all, why would people not be drawn to such a fantastic area? But growth without planning leads to pressure, and in this case the pressure is being felt in our school admissions system. It is clear that local capacity has not kept pace with housing developments.

Beyond admissions, access to education, from reception to college, is being hindered by poor public transport infrastructure, as has been mentioned. Like many of the semi-rural communities represented here, Cannock Chase suffers from infrequent and unreliable bus services. I have heard from teachers and parents whose children face long waits after school and who, in some cases, cannot attend extracurricular activities or get home safely.

Although Staffordshire county council provides free transport for some eligible pupils, eligibility is narrowly defined as living over 2 miles from a primary school and 3 miles from a secondary school, and only if the child is attending the nearest suitable school. That often leaves parents with no viable alternative but to drive their children to school.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

Does my hon. Friend agree that transport in rural and semi-rural areas can often be much more expensive than in urban areas, where it is subsidised to a far greater extent?

[Josh Newbury]

I absolutely agree, and my hon. Friend hits the nail on the head. Often, the premium in semi-rural areas is very real.

I will finish by saying that children and young people in the semi-rural communities that those of us here represent have just as much potential as those in rural and urban areas. I look forward to working with the Minister and the Government to make sure they finally realise that potential.