Educational Opportunities in Semi-rural Areas

Rebecca Paul Excerpts

Wednesday 7th May 2025 Westminster Hall

[Rebecca Paul (Reigate) (Con)]

It is a pleasure to serve under your chairmanship, Sir Edward. I am sincerely grateful to the hon. Member for Hertford and Stortford (Josh Dean) for securing today’s important debate on tackling the barriers to educational opportunity faced by young people in semi-rural areas. This issue touches communities across the country, including parts of my constituency, so I am pleased that we are in Westminster Hall giving it the attention it deserves. I have certainly felt that, for too long, much of the discussion around educational disadvantage has focused to a large extent on inner cities. While there are undeniable challenges in urban settings, that somewhat narrow framing has obscured the realities faced by young people growing up in less densely populated areas.

On the surface, rural and semi-rural pupils appear to perform well, often even outperforming their urban counterparts in headline attainment measures, but averages can be deceptive. Recent research from the University of Exeter has shown that when the data is disaggregated, a very different picture emerges. Pupils from disadvantaged backgrounds in rural and semi-rural communities actually do worse—sometimes significantly worse—than similarly disadvantaged pupils in urban areas. At GCSE level, the attainment gap can be as high as eight percentage points.

We also need to be honest about the practical barriers that young people in semi-rural communities face—barriers that, while often not obvious to central Government, are plain to see for anyone who has spent time listening to families, school leaders or employers in these areas. The first and arguably the most pressing, which has been repeatedly raised today, is transport. The lack of affordable reliable public transport comes up again and again in conversations with headteachers, apprenticeship providers and young people themselves. The result is that some young people simply cannot take up the opportunities that exist, whether that is a college course in the next town, a part-time job or a work placement that would open doors. Employers, too, are feeling the strain, reporting that inadequate public transport limits their ability to recruit young staff. That is simply not good enough.

No less important is solid digital infrastructure. In 2025, it should go without saying that high-speed broadband is a basic educational necessity, yet across pockets of semi-rural England, people still struggle to access reliable internet at home. During the pandemic, when learning moved online, that digital divide was laid bare, but it did not begin there and it has not gone away. Even now, slow speeds and patchy connections undermine students’ ability to complete homework, access the virtual tutoring used by their peers and easily apply for jobs and apprenticeships. The failure to deliver truly universal digital access is becoming a core driver of poorer outcomes in rural and semi-rural education.

The third barrier relates to choice and proximity. In many semi-rural areas, the number of local education providers is limited, as we have heard today. That can mean fewer subject options at A-level, less availability of vocational and technical qualifications and more pressure on local schools to stretch resources across a wide catchment. Whereas a student in a city might have a dozen sixth-form or college options within easy reach, a student in a rural town might face a daily bus journey of more than an hour each way, if the bus runs at all.

Schools and colleges everywhere are feeling the strain on their budgets, but for smaller settings in semi-rural communities the financial pressure is acute. The Government’s decision to increase employer national insurance contributions has added costs to education budgets. For a teacher earning £40,000, the combination of national insurance and teachers’ pension scheme changes means an additional cost of nearly £3,000 per year per staff member.

The reality is that semi-rural schools and colleges are often the most vulnerable to cuts. Their smaller size limits economies of scale, their geographical isolation makes recruitment more difficult and their budgets are less buffered by reserves or alternative income streams. When costs go up and funding falls short, they feel it first and they feel it hardest, and it will have an impact on the most vulnerable students.

In many semi-rural areas, students face a stark lack of choice as to further education and skills pathways post 16. The push for T-levels and other reforms has not been matched by the transport funding or delivery infrastructure needed to make them a realistic option outside urban centres. The promise of parity between academic and technical routes is laudable, but is hollow if it depends on travel that students cannot afford or on opportunities that do not exist locally.

I ask the Minister: what is the strategy to ensure that young people in semi-rural areas can access the full range of educational opportunities, regardless of where they live? Where is the investment in transport links, digital infrastructure and sustainable funding settlements for small schools? When it comes to education, geography should never be destiny. We believe that every child, whether they have grown up in a city suburb, in a coastal town or in a rural village, should have access to a high-quality education that allows them to thrive. Despite our policy differences, I know that the Minister shares that aspiration.

This has been an extremely valuable debate, and I repeat my thanks to the hon. Member for Hertford and Stortford for securing it. I will speak no longer, because we all want to hear from the Minister.