International Baccalaureate: Funding in State Schools

Roger Gale Excerpts

Wednesday 29th October 2025 Westminster Hall

[Sir Roger Gale (in the Chair)]

Before we start, it has been drawn to my attention that a photograph is to be taken in the Chamber at 11 o’clock. We have no power to suspend this sitting to accommodate that, but I will try to get a message to the Speaker’s Office to say that there are Members here who would like to be in the Chamber for that and that if it could be held off until about 11.5 am, that should give Members here time to get across. Those of us taking part in the second debate will not have that luxury.

[Olly Glover (Didcot and Wantage) (LD)]

I beg to move,

That this House has considered funding for the International Baccalaureate in state schools.

It is a pleasure to serve under your chairship, Sir Roger. The international baccalaureate—which I will henceforth refer to as the IB, but I hate acronyms, so I wanted to say it properly to start with—establishes the global standard for education and is recognised by universities, employers and educators worldwide as a symbol of academic excellence.

For those who are unaware, the IB diploma is an alternative to A-levels that offers a breadth of subjects across the curriculum: languages, humanities, sciences, maths and arts. Students complete extended projects, theory of knowledge and service in the community, making for a well-rounded education. Studies have shown that IB students in the UK are three times more likely to enrol in a top 20 higher education institution, 40% more likely to achieve a first-class or upper second-class honours degree and 21% more likely to continue to the second year of university. That is why thousands of British families choose to send their children to schools offering the IB diploma.

[Freddie van Mierlo (Henley and Thame) (LD)]

I am grateful to my hon. Friend and constituency neighbour for giving way. I have constituents who attend the Europa School in his constituency, and they have been in touch with me about this issue. He speaks of choice. If we can have faith schools, free schools, maintained schools, academies, grammar schools, state boarding schools and colleges—

[Sir Roger Gale (in the Chair)]

Order. Let us get the ground rules right: this is an intervention, not a speech.

[Freddie van Mierlo]

Does my hon. Friend agree that choice is an extremely valuable part of the education system, and we should be supporting the Europa School?

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[Charlotte Cane (Ely and East Cambridgeshire) (LD)]

I congratulate my hon. Friend on securing the debate. Students in my constituency are served by Impington Village college for the IB. They are deeply unhappy that the college received a letter from the Department announcing the change with no warning or consultation. Does my hon. Friend agree that the Government decision has caused an unacceptable amount of stress for pupils, parents and staff, and that how the Government are acting is the complete opposite—

[Sir Roger Gale (in the Chair)]

Order. This is an intervention, not a speech. The Chair deprecates scripted interventions; they are supposed to be spontaneous.

[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.

[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.

[Sir Roger Gale (in the Chair)]

Order. Before we proceed, I should say that eight hon. Members have indicated that they wish to speak. I propose to call the Front Benchers at 10.30 am. We have tried to get a message to the Speaker’s Office and I have not had a response, so we do not know what the score is. If the Front Benchers curtail their remarks, I can suspend the sitting slightly early. Those who are participating in the following business will have to remain here, but other Members should be able to make it to the Chamber by 11 o’clock. I am minded to put a time limit on speeches, but for the moment, if we can work on a self-denying ordinance of five minutes, we should be able to get everybody in. I call Josh Dean.

--- Later in debate ---

[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.