International Baccalaureate: Funding in State Schools

Rachel Gilmour Excerpts

Wednesday 29th October 2025 Westminster Hall

[Olly Glover]

My hon. Friend gives a strong example of another school offering that type of qualification. It is also in that Oxford to Cambridge growth corridor, which is so important to the Government.

The Government have committed to increasing the number of those pursuing further education, whether academic or technical, and they talk about a “broad and bold curriculum”. Removing funding for the IB in state schools does not seem to align with the Government’s stated aims. State schools losing the funding will make it unviable for some of them to deliver the IB programme, as it takes more teaching hours and highly trained specialists.

Some of the state schools offering IB are selective, but many are not, including Europa School in my constituency. Removing the funding ensures that only independent schools can offer the IB, creating a two-tier system so only those who can pay will get it.

[Rachel Gilmour (Tiverton and Minehead) (LD)]

I was lucky enough to go to a school in Cheltenham called the Cheltenham Ladies college where the IB was offered. It is grossly unfair that children who cannot afford school fees should not have the opportunity for this wonderful international qualification. Does my hon. Friend agree?

[Olly Glover]

I very much agree. The risk, the consequence, of this Government decision is that it pushes people towards independent schools. Surely that is not in line with the Government’s strongly stated views on private versus state education. Additionally, those teachers trained to deliver the programme may also opt to move to the private sector, meaning our state schools lose yet more teaching talent—both pupils and teachers could be pushed away.

Europa School is a single academy trust based at Culham in my Oxfordshire constituency; I was lucky enough to visit it on 7 March this year. It provides a broad, challenging and internationally minded curriculum with specialisms in modern European languages, in particular French, German and Spanish, and the STEM subjects of science, technology, engineering and maths. The Department for Education provides a grant of £100,000. I am happy to say that Europa School is successful and thriving, with 1,150 pupils, long waiting lists in all cohorts and 106 in the midst of doing their IB diplomas.

My constituency is home to myriad public and private sector science and tech research companies, such as the UK Atomic Energy Authority, in Culham just down the road from the school, the Culham Centre for Fusion Energy and, slightly further from the school, those at Harwell campus and Milton Park. Cutting-edge research and commercial innovation take place every day and, as such, the area attracts a world-class scientific community that very much relies on people coming from wherever in the world has the specialist expertise to contribute to world-class scientific efforts.

For scientists choosing to relocate to the UK to pursue such cutting-edge research, the option of the Europa School is without doubt a draw, and it enables their families to continue their international education. The origins of the school very much lie there, in that it used to be a European Union-funded institution, affiliated to the JET—Joint European Torus—fusion testing facility that was next door in Culham. Clearly, the school has evolved since our decision to leave the European Union, but it still has that international ethos.

There is a real risk that the UK will lose global talent hubs and STEM industries as cutting-edge scientists relocate to other global destinations in the event that the education available to their families loses its relevance. It is hard to see, therefore, how the policy we are debating supports the Government’s stated aim of pursuing cutting-edge scientific research and their goals for the Oxford to Cambridge growth corridor. Only last week, the Government announced funding for the Oxford to Cowley branch line. The funding needed to support Europa School and others is just a drop in the ocean compared with the costs those needed to deliver the Oxford to Cambridge growth corridor.

Additionally, the Europa School is unique. It operates a bilingual model, enabling European students to continue some learning in their native tongue and UK students the opportunity to reach an unusual level of proficiency in another language. That would be lost if the school had to resort to GCSEs and A-levels, which other schools in the area offer.

Never mind what I think, however. There is a real-world impact on students and their families, and I want to share a little of what students and parents themselves have said. I was told about the Europa headteacher meeting a year 11 student who had applied for a scholarship to a nearby independent school. She would not have considered it but for this announcement. She has her heart set on studying the IB but is now unsettled. Unfortunately, she is not the only one. The existing lower-sixth students have expressed concern about whether the school will be able to continue to offer their choices of subjects without the transitional funding for their final year at Europa.

Uma from the lower-sixth said:

“As an IB student at Europa School UK, my classmates and I are really concerned about the Government’s decision to reduce support for IB students in state schools. It’s a really challenging curriculum that encourages a strong language base, critical thinking, scientific depth and research, with extra requirements to broaden our skills. We are all so passionate about the program and the school, and the opportunity to complete this additional challenge, which now is at risk for us and younger children. If the Government want to invest in the future and believe in equality in education, they should reverse their decision.”

The school has reassured the lower-sixth but cannot offer those reassurances to year 11 students. Amalia in year 11 said:

“Due to the unnecessary uncertainty surrounding this proposal, a significant number of my friends, who I have known for almost my entire life, have started to look into different IB schools. I know I will stay in Europa to pursue subjects such as physics, maths and German, as I want to be an engineer, and the IB is helping me develop all the skills I will need, along with giving me a wider outlook on culture and teaching me problem-solving skills and improving my creative and conceptual understanding. However, my learning of these skills is being put at risk, as some of the classes I hope to take, such as art and philosophy, may not be able to be taught next school year, which would cause such a loss in my and others’ academic development. I also hope to continue with my languages next year, as Europa has provided me with such an enriching and cultural curriculum that has inspired me to continue learning languages, so that I can use them in my later life.”

I would add to those comments that surely, in our globalised world and talk of global Britain, it is more important than ever to improve our language proficiency. We could aspire to be like the Netherlands, where everyone—even in the middle of nowhere, cycling along by the North sea—speaks fluent English. I am not suggesting that Dutch should be the language of choice for us, lovely though it is; I will stop digging at this point.

About 70 parents wrote to me as constituents and have signed a Change.org petition. They told me:

“Many of our families are attracted to work in cutting-edge technology and innovation here, precisely because there is a credible education option for their children who will leave with an internationally recognised qualification. The Government’s stated reason for the change is evidently to encourage schools to focus on the study of STEM subjects. This suggests to us that someone in the Education Department does not understand anything about the IB. The IB ensures that all students must to continue to study mathematics and all the sciences up to the age of 18. For a bilingual school like Europa, the IB offers the only suitable framework that allows our students’ language proficiency to be properly assessed and challenged. If we are forced to revert to GCSEs and A-levels, we will lose the ability to provide the depth of language education that Europa was designed to deliver.”

I hope the Minister can provide clarity on a point that is not clear to me or Europa School. At present, schools get core funding per student for 16 to 19 and then the large programme uplift that I mentioned. The LPU for IB schools was 20% of core funding. Will the increase to core funding of £800 million cover the proposed cut to the LPU? I understand that that £800 million will cover only rising school costs and the increased teacher pay awards. I also understand that there is a parachute payment for the academic year 2026-27 that will be approximately 40% of the previous LPU payment. That might go some way to supporting the current year 12 students to complete their IBs, but still represents a significant shortfall.

In conclusion, it is clear that the education pathway of the IB offers a choice for students and parents that is of high quality and appealing to many. By removing funding for it, the Government are reinforcing a two-tier system, where only those children whose parents can afford independent schools will be able to take the international baccalaureate. That goes against the Government’s stated policies on state versus private education.

The curriculum review should be viewed as an opportunity to learn from the success of the IB diploma, so that more students can benefit from a rigorous programme that balances breadth and depth without narrowing options too early. I ask the Minister to reinstate the funding, at a cost of just £2.5 million a year. When researching for this debate, I was astonished to discover that the Department for Education’s budget is more than £100 billion annually. Assuming that my maths is up to scratch—alas, I did not go to Europa School—that represents 0.0025% of the Department’s annual budget.

I ask the Minister to reinstate that funding so that we do not close the door to a high-quality programme for a generation of state school pupils and their families. I thank everyone for attending the debate and look forward to hearing their comments, in particular the Minister’s.