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The Minister for School Standards (Catherine McKinnell)
It is a pleasure to serve with you in the Chair, Dr Huq. I was so gripped by speech made by the hon. Member for Westmorland and Lonsdale (Tim Farron) that I forgot to get any water; I will pour some while I am starting, in case I get a frog in my throat.
I congratulate the hon. Gentleman on securing this important debate and the incredible passion with which he presents these issues. It is, rightly and understandably, not the first time he has raised them with me. I admire his passion, particularly because he represents a part of the world that has an absolute abundance of outdoor riches and opportunities. For him to advocate so strongly for children who do not necessarily have those opportunities on their doorstep is truly admirable, and I respect the arguments he is making in that regard.
I also agree that children and young people need to have that rich experience. As the Minister for School Standards, I know there are many demands on the curriculum and a lot of interest in the curriculum and assessment review, in the hope that it will deliver a broad and rich curriculum, enrichment and opportunities for all young people. Fundamentally, as a Government, we are determined in our mission to break down barriers to opportunity; we know that, as children grow and develop, giving them opportunities and a rich and broad curriculum is not only right, but what drives high and rising standards. The two things are not unrelated.
I do not have time to pay tribute to all the other contributions, but there is clearly a lot of passion in the Chamber about this subject. The hon. Gentleman set out very well the arguments for why we need to enable children and young people to have experiences that will help them develop resilience and build skills for life, so that they can handle life’s ups and downs. For many people, spending time outdoors is how they take care of their mental and physical health.
The hon. Gentleman will be reassured to know that a growing body of evidence links access to nature to a range of positive health outcomes for young people; it helps them to develop a deeper understanding not only of our planet and the world in which we live, but their place within it. There is nothing more humbling than the sight of an enormous mountain or a huge lake, and I agree with him on the importance of being able to have those experiences.
We need an evidence base before we implement or mandate any changes in our school system. I need to discuss that so that I can come on to the hon. Gentleman’s asks at the end of my speech. To build on the evidence that we already have, we are supporting research by the University of Oxford, which is looking at how the mental health and wellbeing of young people can be improved through nature-based programmes that would be delivered by schools. Outputs from this research will be published with the Department for Education and shared during summer this year. That further research will help us to understand the specific benefits of spending time in nature and ascertain which nature-based activities provide the strongest impacts and outcomes for young people.
However, as the hon. Gentleman also passionately set out, access to the benefits provided by nature is unevenly distributed among children and young people, with the most disadvantaged being the least likely to reap the rewards. Children in deprived areas have less access to green space and spend less time in it than those in the most affluent areas. Deprived inner city areas have only a fifth of the amount of good quality green space as the most affluent and children in the most deprived areas spend 20% less time outside. That inequity impacts health, wellbeing, development and career choices. It puts barriers in place for people that can last throughout their lifetime. As a Government, we are determined to break those down.
In April 2022, the Department for Education published “Sustainability and climate change: a strategy for the education and children’s services systems”. Through that, we have emphasised the importance of young people growing up with an appreciation of nature and a strong understanding of climate change and its causes, and of ensuring that they have the skills to help to create a sustainable future for us all. We believe that education settings have to play their part in shaping a sustainable future and helping young people develop responsible behaviours and a sense of responsibility for the world in which we live.
I appreciate that it is not quite the same as being in the beautiful Lake district, but the National Education Nature Park is delivered in partnership with the Natural History Museum and the Royal Horticultural Society, and it is helping to deliver on the vision by bringing together all the land from across education settings into a vast virtual nature park. It inspires children and young people to get involved in taking practical action to improve the biodiversity of their school grounds, while developing a greater connection to nature and learning about its role in climate change. Through the National Education Nature Park, children and young people can participate in outdoor education at low or no cost and within the boundaries of their own education setting.
Shockat Adam
Will there be consideration for children with sensitivity issues and special educational needs in that programme?
Catherine McKinnell
Yes. The particular Nature Education Park is for schools to use and adapt as required. I appreciate the concern that the hon. Gentleman raises. Ensuring that all children have access to an excellent education is a priority for this Government, and that includes children with special educational needs and disabilities.
One of the things I want to focus on is our absolute determination that all children have access to a wide range of enrichment activities. That is an important part of our mission as a Government to break down barriers to opportunity. That might mean Duke of Edinburgh’s award participation, accessing outdoor education through the combined cadet force, accessing local youth services or building trips into outdoor education settings. The Department has committed to publishing an enrichment framework. That will be non-statutory, but there will be very clear guidance for schools on developing their enrichment offer. For some schools, that will include a variety of outdoor education opportunities.
I want to be clear about mandatory class time in a natural setting. The Department does not—and cannot, under the Education Act 2002—prescribe how class time should be used to deliver the national curriculum subject content and certainly cannot prescribe activities outside school time. Setting a minimum expectation for access to nature would remove the school’s discretion over the additional content of its curricula, which they are enabled to tailor to their local environment and to choose what to do within their extracurricular activities and timetable. The hon. Member for Westmorland and Lonsdale knows that many schools choose to do that.
Pupil premium funding is regularly used by schools to ensure equal access to those opportunities and that cost is not a barrier for some families to participate. I was chatting to people at a school just last week about that very thing—making sure that all the activities made available to all students are fully funded by the school. More generally, we are focusing on the quality of teacher training because, as the hon. Gentleman mentioned, some teachers do not feel confident. We are investing in teacher training because teachers know how to get the best for their students and need support and training to offer the best opportunities for the students in their area if they deem that taking classes outside will aid their learning. Geography is a good example of where taking students on outdoor activities will certainly enhance learning, but there are many examples in other subjects as well.
I am afraid that I have no time left to respond to the other, specific concerns that the hon. Gentleman raised, but I am more than happy to respond further in writing. I did not want to take away his opportunity to come back with a final comment, if that is the order of the day.
Catherine McKinnell
No—I just carry on and finish? Fine. I am very keen and more than happy to look further at the issues that the hon. Gentleman has raised. The curriculum assessment review is an independent process. It is evidence led and we are very much looking forward to its outcomes. The hon. Gentleman is a passionate campaigner. He will continue to advocate on these issues and I will continue to listen and do what we can as a Department to make sure that every child has enriching opportunities.
Motion lapsed (Standing Order No. 10(6)).