Oral Answers to Questions

Sarah Dyke Excerpts

Monday 11th March 2024 Commons Chamber

[Damian Hinds]

I absolutely agree that tutoring is important in multiple contexts. In particular, in the years since the pandemic it has played an essential part. I will add that tutoring by undergraduates can help to introduce a wider range of people to the potential of a career in teaching. I want tutoring to continue. As my hon. Friend rightly mentions, part of the function of the pupil premium is to make such interventions and it can be spent on them.

[Sarah Dyke (Somerton and Frome) (LD)]

A teacher in Frome recently reached out and told me that too few pupils are successful in their education, health and care plan applications. Without a plan and the accompanying support for children’s life chances, they are diminished. Can the Minister reassure my constituents that the Government’s plans to reform the EHCP will still ensure that children receive care that is personalised to their needs and not a one-size-fits-all approach to cut costs?

[Damian Hinds]

I absolutely and wholeheartedly agree with the hon. Lady on the central importance of that support and how vital it is to have it. There are, of course, many more EHCPs than there were statements under the old system, with more children receiving support. She will understand that I cannot comment on the individual case she mentions, but I will mention the special educational needs and disabilities and alternative provision improvement plan that we have in place.

Nursery Provision: South-west England

Sarah Dyke Excerpts

Tuesday 6th February 2024 Westminster Hall

[Luke Pollard]

I am grateful for the hon. Gentleman’s intervention; I have the same concerns for people in Plymouth and the south-west that he has for his constituents. There are structural issues that mean that nurseries share the same concerns no matter what postcode they are in. Across the United Kingdom, it is important that those structural issues are addressed. The best way of doing so is through collaboration, first to identify the issue and then to work out what the solutions could be. I hope the Minister has heard the matter that the hon. Gentleman raised and will respond to it.

Nursery providers face a perfect storm, with rising bills, free childcare funding that does not meet the cost of providing childcare, and a drive for parents to return to work to pay bills in the middle of a cost of living crisis, All the while, nurseries are experiencing a shortage of trained staff, who, with the qualifications and skills that we require of them, can often earn more elsewhere. That is simply an unsustainable position for our nurseries.

I want the Government to act urgently before any more nurseries in the south-west close and before any more children lose their places at nursery. That is why I secured this debate: to put the issue in the public domain and to ask the Minister for more action from his Department to deliver for parents who are desperately short of nursery provision.

During the cost of living crisis, the cost of childcare is hitting families in the south-west hard. It now costs a staggering £15,000 a year on average for a child under two to receive full-time nursery care in Britain, according to analysis by the children’s charity Coram. In fact, parents in Britain spend among the highest proportion of their income on childcare in the OECD.

For some parents, childcare is simply unaffordable. Others have been forced to cut down their work hours because an extra day’s childcare is costing them more than an extra day’s wage. How can that be right? One mother, Shelly, told me that she can only afford to put her two-year-old in childcare part-time, which means that she can only work part-time and she is falling behind on her bills as a result. The Women’s Budget Group network says that 1.7 million women in England would do more paid work if they had better childcare. Finding the economic growth for which we are so desperate in this country comes from better childcare. Childcare is often most expensive for those who need flexible provision, like Tracey, a nurse at University Hospitals Plymouth who got in touch with me.

All the while, families in the south-west are having to contend with rising costs of energy and food, as well as a housing crisis. This matters, because when parents cannot afford childcare, there is a greater strain on their family. It hits children who do not have access to outdoor space at home and prevents a level playing field for children starting school. The Sutton Trust says that the lowest-income children are 11 months behind their peers by the time they start primary school. They do not have a fair start.

We cannot make childcare more affordable unless nurseries are financially viable, but nurseries in the south-west, not least in Plymouth, are struggling to stay afloat. A staggering 886 childcare providers in the south-west had to close in the last year alone. That is a sign not of a market working well, but of market failure. What that means for each family is disruption, worry and probably the extra cost of securing their child a place if they can find other provision. The Roundabout Nursery in Cattedown in Plymouth has just announced that it will shut its doors for good at the end of March, leaving more than 100 families without childcare. I know it did everything it could to stay open, like nurseries across the board facing the same challenges.

This is one of the issues that genuinely keeps me awake at night. The system is not working, and there is no recognition that it is failing. My inbox has been flooded with messages from worried parents who are rightly concerned about finding childcare elsewhere. That area of Plymouth has already suffered other closures. St Jude’s Church Pre-School closed in the face of the same financial pressures that closed the Roundabout Nursery. Staggeringly, parents tell me that they cannot find a place anywhere in the city.

The closure of provision in rural communities can leave parents without childcare options altogether. Melanie, who lives in the rural south-west, writes:

“There is a two-year waiting list for my local nursery. They are so full they won’t even take names on that list.”

How did we end up in this mess?

Nurseries face not only spiralling costs, but a retention and recruitment crisis. Dr Simon Opher in Stroud has been working with a good local playgroup in Uley that has been forced to close because there are no qualified staff in the area to employ. In Filton and Bradley Stoke, Claire Hazelgrove has been in touch with a local mum called Kate. She did everything right. She knew she would be going back to work, so she got a nursery place sorted early on, and everything was set. That was until she heard, just five weeks before her son was due to go to the nursery, that his start date had been pushed back by four months because of a lack of staff. That is an issue right across the south-west.

Again, I stress that it is not the fault of the staff who work in our nurseries. I have never met a more dedicated, warm and generous group of people. They care passionately about the children they care for. The system is not delivering on the objectives Ministers are setting it, so nurseries are facing real struggles to survive.

Another headache for nurseries is that the Government do not provide enough financial support for the free—Government-funded—childcare. The Early Years Alliance says that it is “financial suicide” for nurseries to sign up to provide more free childcare places. Some nurseries in the south-west are now reportedly asking parents for voluntary donations to cover the shortfall in Government funding for free places, and sometimes that donation is compulsory.

[Sarah Dyke (Somerton and Frome) (LD)]

I thank the hon. Gentleman for securing this important debate. He is making a really strong speech. Yesterday, I spoke to Sue Place, the chief executive officer of the Balsam Centre in Wincanton, which runs Conkers Community Nursery. She has seven infants with special educational needs in her care, but one-to-one funding for just one place. She told me that

“we end up subsidising the state because the Government relies on nurseries to meet these additional costs”.

Does the hon. Gentleman agree that we need more ringfenced funding for education, health and care plans for very young children to avoid nurseries being forced to hike their prices to survive, putting them out of reach for many hard-working families?

[Luke Pollard]

I am grateful for that intervention. The hon. Member raises a really important issue, which I think all Members across the House will be familiar with. One group of children for whom nursery provision is most essential are those with special educational needs and disabilities, but parents with SEND children often struggle the most to access childcare. According to a BBC report from January, only one in five councils has sufficient childcare available for children with SEND, and one third expect fewer SEND places to be available after the Government’s proposed childcare roll-out than before it. That is not right, and it shows that the roll-out is having a perverse, unintended consequence. I genuinely do not believe that the Minister wants to cut the number of SEND places in nursery provision, but that is the effect that the roll-out is having on some nurseries.

We need to ensure that the message is sent out loud and clear that a child with SEND should have the support to fulfil their full potential. That means not only support in nursery but support in primary and secondary school to ensure that they can be properly assessed for their needs and properly provided for. If the consequence of the changes the Government are rolling out is that fewer SEND children will get the support they need, we are failing more SEND children and failing the families of more SEND children. The consequences of that will be felt not just for the next few years or in the next spending review period, but for the child’s entire lifetime. That is something we should reflect on to see whether this policy is working, because I do not think it is working for parents of SEND children, in particular.

One concern I have is about an inequality in the effect on parents with different income levels. Those who can afford to pay are often in a more favoured position than those who cannot. I do not believe that that was the intention of the Minister or his predecessor when this was originally rolled out, but that is the consequence—effectively baking in an inequality because Government-funded childcare does not cover the cost of the place. That means compulsory top-ups—no matter whether they are framed as voluntary or as being for a certain product—that parents have to pay to secure the place. That means that parents need to have the money to pay for their nursery—pay for that top-up—and that is not right. It means that the very people we should be encouraging back to work, who would benefit most by being back in employment, are struggling most to access the childcare to deliver that opportunity for them and their families.

Nurseries have been left with huge uncertainty because of the extended free childcare roll-out. Bambinos childcare in Plymouth has told me that the funding rates for the new scheme, launching in April, have not yet been released, leaving it with no ability to plan its staffing requirements or speak to parents. One area I would like the Minister to look at is how he can provide certainty for the sector. We know that there is a feeling of vulnerability and of uncertainty and worry, not just from parents but from the people who run the nurseries, who cannot plan their workforce or train people to offer the right provision, because they do not know how much money will be coming in. That uncertainty is really crippling when it comes to having a vibrant and successful sector.

Before I conclude, may I ask the Minister four questions? I would be grateful if, in his response, he could set out what he is doing to stop nurseries closing in the south-west. Are there levels of intervention that his Department can be making to support nurseries in the south-west? Can he guarantee that the Government will deliver on their free childcare promise for every child in the south-west? I note that the Education Secretary rowed back on that promise in the media this week. I would be grateful if this Minister could provide some clarity on what is actually being delivered, because and nurseries need certainty as to what is coming in only a few weeks’ time. Can the Minister set out what he and his Department are doing to reduce the eye-watering cost of childcare for families? Finally, what steps is he taking to tackle the lack of provision in some areas—especially the poorest areas in our region—where nurseries are struggling to survive?

A good local nursery is a lifeline service for families in the south-west, but just as with access to a GP or to an NHS dentist, it is harder for the poorest in our communities to find a good, local, affordable nursery. I know that this is at odds with the language that the Minister uses, but I am raising the issue again today because the people I represent are experiencing real challenges in accessing the help the Minister is claiming to offer. It is not enough to say that free childcare is available if it is not actually available and if, when parents access it, the viability of the nursery is put in doubt. We know that childcare will be an election issue because the system we have is not working well enough, especially for parents on low incomes and those who cannot afford to pay for top-ups.

I genuinely look forward to this debate and hon. Members’ contributions. I know that this concern is shared by not just Labour MPs, and I hope to hear from Conservative MPs as well. I also know that the particular geography of the south-west makes things harder and compounds some of the structural problems that have been experienced nationwide. I hope the Minister will look at our geography to see what support he can offer nurseries in the south-west, in particular.

Children Not in School: National Register and Support

Sarah Dyke Excerpts

Tuesday 23rd January 2024 Commons Chamber

[Sarah Dyke (Somerton and Frome) (LD)]

First, I extend my deepest sympathies to the family of Sir Tony Lloyd. I would also like to mention that, as Members will know, I am a proud Somerset councillor. Tory cuts to local authorities have had far- reaching consequences. In Somerset, that has been mixed with a toxic cocktail of the previous Tory administration’s financial ineptitude. This perfect storm has vastly increased the burden on local authorities to deliver high-quality statutory frontline services, which residents should expect.

Particular pressure is on education. In the 2022 autumn term, Somerset state schools had a primary school absence rate of 5.3%, including 3.2% due to illness. At secondary level, there was a 10.2% absence rate, including 4.9% due to illness. The statistics do not reflect what the illness is—acute or chronic, covid-related or not. That reflects a wider problem. We are treating children with SEND as a homogenous identity. I fully support a “children not in school” register, which reflects that data, as the hon. Member for Houghton and Sunderland South (Bridget Phillipson) proposes.

One of my constituents is 13-year-old Otis. He has a diagnosis of autism and Tourette’s syndrome. Otis first attended a mainstream school, but his parents told me that, despite the school’s best efforts, it did not work out for him. Otis then moved to a special school, the Mendip School in Prestleigh, but that did not work either, despite the school doing everything that it could. Otis’s parents said:

“Otis felt that he was placed with pupils with much more significant, and much more visible, needs. His education offer was gradually whittled until he did not go to the school site at all.”

If Otis takes up a rare special school place in September, he will have been out of school for two and a half years. The trend is clear. Pupils with SEND start school with absences and are either officially or effectively suspended or excluded.

Mind’s 2021 report “Not Making the Grade” showed that 68% of interviewed pupils had at least one absence due to mental health. We need top-down direction from the Department to ensure that schools do not unfairly penalise pupils with SEND for low attendance. That includes children with possible mental health issues who have not received a diagnosis because of the NHS backlog that this Government have caused.

We simply cannot view all children with SEND as a conglomerate, in the same way that we would not group together numeracy and literacy statistics. Child A, who is non-verbal with autism, might be absent because she needs to be in a sensory tent without disruption. Child B, with ME, might be absent because he is not physically able to get out of bed. Child C, in a wheelchair with muscular dystrophy, might be absent because the staff member who helps them with sanitary needs is off that day. Meanwhile, children D, E and F are almost invisible in the system, because they are on a two-year waiting list for a diagnosis, they are the sibling of a seriously ill child and going without sleep, or they might have told their teacher they just had the flu to avoid questions about their mental health. I know all six of those children, and I suspect many colleagues know children just like them.

We need the Government to recognise key differences in the SEND acronym; to set up a national SEND body; to have comprehensive training for all civil servants, Ministers and council and school staff; to have a mental health practitioner in every school; to ring-fence funding for local authorities to halve the cost of an EHCP for schools; and to reform the Mental Health Act. We need a children not in school register that is sensitive and informed. These policies will help to ensure children are not alienated from their peers or shut out of education. We Liberal Democrats have committed to all those things.

When we really understand the reasons why so many children are absent, we can deliver effective and tailored solutions to level up our stratified society, and give all our children a grade 9 education.

Free School Meals: Children with SEND

Sarah Dyke Excerpts

Wednesday 10th January 2024 Westminster Hall

[Sarah Dyke (Somerton and Frome) (LD)]

It is a pleasure to serve under your chairship, Dr Huq. I thank the hon. Member for Liverpool, West Derby (Ian Byrne) for securing this debate.

Mainstream and special schools across Somerset are stretched beyond sense and practicality. Local education practitioners and local authorities are at the top of their class in delivering tailored care, but 13 years of Tory government have left them without the pens and paper they need to get on with the job.

We need to start with clear Government guidance. The free school meals guidance from February 2023 does not even include the term “SEND”. It has no specific guidance for SEND children and pretends that children on free school meals have a homogeneous identity, devoid of nuance or feeling. It is unfit for purpose. This speaks to a wider failing in Government guidance that sees disability as an optional add-on to legislation, not an integral part of it. We need to envelop children with special needs and disabilities, throughout all educational guidance.

I receive frequent representations from neurodivergent constituents who, after contact with Government services, have felt stigmatised and patronised. Often there is not a deliberate bias, but I ask that the Government consider providing education and training resources, delivered digitally and at low cost and based on the very latest clinical information.

The Liberal Democrats have already called for continuous, high-quality professional development for all teachers. It would be delivered in schools by mental health practitioners with ringfenced funding, and would prioritise early intervention and effective communication. Unfortunately, my hon. Friend the Member for Twickenham (Munira Wilson) is unwell and is not able to speak today, but I urge hon. Members to fully support her Bill on the issue.

SEND children are much more likely to be suspended or excluded. The suspension rate for England’s 2022-23 autumn term was four times higher for SEND pupils with an EHCP. The permanent exclusion rate was six times higher for SEND pupils without an EHCP. Parents and special guardians are left without the food support to which they are legally entitled. Food parcels rarely meet the minimum standard required, so special schools such as Critchill School in Frome need help to bridge the SEND funding gap. I have many more constituents who would thrive in these schools, where they would be understood and supported, but who cannot get in because there are simply no places.

We need to see nutritional needs included as standard on every EHCP. That includes sensory issues with certain foods; possible nutrition issues due to selective eating behaviours; and refusal to eat, or to eat in public. At the moment, schools cannot opt out and they cannot suck it up. As eating disorders campaigner Sophie Maclean told me, “Tough love just doesn’t work.”

Breaking Down Barriers to Opportunity

Sarah Dyke Excerpts

Wednesday 8th November 2023 Commons Chamber

[Gillian Keegan]

As somebody who grew up in Liverpool, I have had many a fabulous holiday in north Wales. In terms of the education department, unfortunately Wales suffers from a poor Administration.

Let us move on to schools. Nowhere is the difference between Labour and the Conservatives clearer to see than in our school system. When we came into office, Labour had overseen a decade of decline in our schools. Fortunately, thanks to the tireless work of my right hon. Friend the Member for Surrey Heath (Michael Gove) and, notably, that of the Minister for Schools, we have reversed that trajectory. Today, 88% of our schools are “good” or “outstanding”—up from just 68% under Labour.

By the end of the Labour era, we had plummeted down the international league tables: our children were ranked 25th for reading and 27th for maths. Now, we are up 10 places in both. Better still, the progress in international reading literacy study shows that when it comes to reading, English primary school children are the best in the west, coming fourth in the world—an amazing, phenomenal achievement, for which I thank our teachers, parents and children.

How have we done this? We have reformed the school system, putting teachers and experts—not politicians—in charge of schools. Through our free schools and academies programmes, we have empowered heads and focused on academic excellence, improving discipline and ensuring that schools are calmer, happier places to learn. We have built on the evidence, not the ideology, over the past decade.

The Education Endowment Foundation has carried out over 200 evaluations to understand which approaches are the most effective in closing the attainment gap. It has engaged 23,000 nurseries, schools and colleges and, as a result, teachers are better trained in the things that make a difference, and children are taught in ways that we can prove work, such as phonics and maths mastery. We have made our exams more rigorous and reliable; and we have changed how we teach for the better. And at every turn we were met with a barrage of opposition from the opportunists on the Labour Benches.

In 2011, the Opposition said that our literacy drive was “dull”. In 2012, they said that phonics would “not improve reading”. In 2013, they called free schools “dangerous”. All three accusations have been categorically proven wrong. Our results simply speak for themselves, and we are not stopping there. Our new advanced British standard will remove the artificial divide between academic and technical education, and place the two on an equal footing, bringing together the very best of A-levels and T-levels to form a single overarching qualification. Right on cue, what did Labour call this? A “gimmick”. Given Labour’s track record, that condemnation is a very good sign that we are on the right track.

The advanced British standard will ensure that every child studies a form of maths and English until they are 18, and equip our children with the skills they need for the future. They will be entering a very different workplace—one where artificial intelligence, and quantum and digital systems, are a big part of every working day—and they will be competing for the top jobs internationally, so we will be increasing the time spent in the classroom, bringing us more in line with other countries, including Denmark, Norway, France and the US.

[Sarah Dyke (Somerton and Frome) (LD)]

The Government’s disregard for school pupils with special educational needs has never been clearer. The silent assassination of any new mental health Act has let down my constituents, who are struggling to get a diagnosis and to get continuous support in schools. Does the Secretary of State therefore agree that pupils and schools urgently need new legislation?

[Gillian Keegan]

We published our special educational needs and alternative provision improvement plan in March 2023—the hon. Lady may have missed that as she was not yet in her place—and we have backed the plan with investment of £2.6 billion between 2022 and 2025. That will fund new and alternative provision places, and it is also a significant investment in the high-needs budget. We know that we need to invest in improving the special educational needs and alternative provision system, and I am happy to go through that plan with her.

Reinforced Autoclaved Aerated Concrete in Education Settings

Sarah Dyke Excerpts

Monday 4th September 2023 Commons Chamber

[Madam Deputy Speaker (Dame Eleanor Laing)]

I call Sarah Dyke for her maiden question.

[Sarah Dyke (Somerton and Frome) (LD)]

Children in Somerset have gone back to school and are going back to school this week in buildings that may collapse at any moment. At least three schools in Somerton and Frome may have this weak concrete. Will the Education Secretary apologise for all the stress that this Government have caused families because they have slashed repair bills and sat on their hands for months?

[Gillian Keegan]

I thank the hon. Lady for her maiden question. It is a little ill-informed. If the schools in Somerton and Frome are identified, she will have a “Dear colleague” letter; I will just check that has happened, because I know she is new to the House. If the schools are suspected, as long as her local authorities or multi-academy trusts have responded, we will be coming to do the surveys as soon as possible and then we will have mitigation actions in place to make sure that there is minimum disruption to children in Somerton and Frome.