Gender Questioning Children: Consultation on Guidance for Schools and Colleges
Gillian Keegan Excerpts(10 months, 3 weeks ago)
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The Secretary of State for Education (Gillian Keegan)
I have been working closely with the Minister for Women and Equalities, my right hon. Friend the Member for Saffron Walden (Kemi Badenoch), on guidance for schools and colleges where a child is questioning their gender. Schools and colleges have been left in a position where they are having to navigate this highly sensitive, complex issue, which is still not properly understood. We appreciate how daunting this is for school and college staff and for parents and children too. The aim of the guidance is to provide clarity for schools and colleges, and reassurance for parents. We will be today publishing the draft guidance for consultation.
The guidance covers how schools and colleges should respond when parents and children ask them to accommodate a child who is questioning their gender. This has been linked to gender identity ideology: the belief that a person can have a “gender”, whether male (or “man”), female (or “woman”), or “other”, that is different to their biological sex. Such accommodation may mean a request to take actions such as changing names or uniforms, or using different facilities to help a child appear more like they are the opposite sex, with the expectation that they will be treated as if they are. This is often referred to as social transitioning.
This guidance is based on a set of five general principles that schools and colleges can use to frame their response to such requests.
Schools and colleges have statutory duties to safeguard and promote the welfare of all children. They should consider how best to fulfil that duty towards the child who is making such a request and their peers, ensuring that any agreed course of action is in all of their best interests. This may or may not be the same as a child’s wishes. Knowing a child’s sex is critical to a school’s or college’s safeguarding duties.
Schools and colleges should be respectful and tolerant places where bullying is never tolerated. Staff and children should treat each other with compassion and consideration, in accordance with the ethos of the school or college.
Parents should not be excluded from decisions taken by a school or college relating to requests for a child to “socially transition”. Where a child requests action from a school or college in relation to any degree of social transition, schools and colleges should engage parents as a matter of priority, and encourage the child to speak to their parents, other than in the exceptionally rare circumstances where involving parents would constitute a significant risk of harm to the child.
Schools and colleges have specific legal duties that are framed by a child’s biological sex. While legislation exists that allows adults to go through a process to change their legal sex, children’s legal sex is always the same as their biological sex.
There is no general duty to allow a child to “social transition”. The Cass review’s interim report is clear that social transition is not a neutral act, and that better information is needed about the outcomes for children who undertake degrees of social transition. If a school decides to accommodate a request, a cautious approach should be taken that complies with legal duties. Some forms of social transition will not be compatible with a school’s statutory responsibilities.
Dr Cass is clear that social transition is not a neutral act, and that better information is needed about the outcomes for children who undertake degrees of social transition. This means that schools and colleges should take a cautious approach and that decisions should not be taken in haste or without the involvement of parents.
We are now consulting on this guidance and welcome responses from the likes of parents, teachers, headteachers, pupils and clinicians. Nothing is more important than keeping children safe and I am grateful to all those who will help us to get this right.
We are also aware that many schools and colleges have commenced their Christmas break this week and so there is no immediate action to be taken now. We welcome their engagement and responses to the consultation from the new year. The consultation will run for 12 weeks and will close on 12 March 2024.
A copy of the guidance will be deposited in the Libraries of both Houses.
[HCWS154]
Advanced British Standard: Consultation
Gillian Keegan Excerpts(11 months ago)
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The Secretary of State for Education (Gillian Keegan)
In October 2023 we announced our intention to create a new qualification framework: the advanced British standard (ABS). Today, we are announcing a 14-week consultation on this new qualification framework.
There are several key principles underpinning the development of the ABS, including ending the artificial divide between academic and technical study, building on the best of A-levels and T-levels, extending the study of English and maths to all students, increasing the number of hours students spend with a teacher and following the evidence on studying a breadth of subjects. This will bring us closer in line with what other high-performing countries offer their students and support the growth of our economy.
The consultation document sets out more detail on how the ABS will work, but there are substantial questions to be worked through. In particular, my Department is seeking views on:
The aims and purposes of the advanced British standard qualification framework. We are inviting views on proposals on what the ABS is trying to achieve.
How the ABS should be designed to achieve our aims: a model that has the highest aspirations for all. We are inviting views on proposals for what ABS study programmes will look like for different students and at different levels, for example an occupational route that will support students to move straight into work and more hours at level 2 to help students progress. We are also seeking views on how we can best design a system that provides all students with the right programme to achieve their full potential.
How assessment and awarding should be designed. We are seeking initial views on how best to design the assessment, grading and awarding of the ABS so it is clear for students, and gives employers and further/higher education providers the information they need.
How changes will affect 16-to-19 providers and how we ensure we are maximising the benefits for students and the wider system. We are seeking views on the challenges, opportunities and risks presented by the ABS, and on the action needed to ensure the quality of and confidence in existing qualifications while developing the ABS.
This consultation is an important part of the reform process as it is an early opportunity for all those with an interest in the ABS to provide their views. We intend to consider carefully all responses received to inform further policy development, and a White Paper in summer 2024. The consultation on the ABS will be available today on gov.uk and will close on 20 March 2024.
[HCWS127]
Oral Answers to Questions
Gillian Keegan Excerpts(11 months ago)
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Mark Pawsey (Rugby) (Con)
The Secretary of State for Education (Gillian Keegan)
Last year’s strikes were one of the biggest outbreaks of industrial action in a generation. Over 25 million school days were lost, with far-reaching consequences across our society. We cannot afford a repeat of that disruption, and it is my duty to protect children’s education. That is why we are consulting on minimum service levels to end further disruption to education, while providing certainty to parents. MSLs will balance the right to strike with children’s fundamental right to a good education.
Mark Pawsey
The issue extends to university students as well. My constituent’s final degree papers were not marked this year because of industrial action. That put in jeopardy her postgraduate course and her employment offer. Her degree was issued only after her mother personally visited the dean of the university involved and demanded action. What steps is the Secretary of State taking to ensure that degree exam papers are marked on time in the current academic year?
Gillian Keegan
Our young people should never be pawns in the disputes of adults. The behaviour of University and College Union members was disgraceful, and their actions caused untold disruption and stress for thousands of students. Although the higher education sector is independent of Government, the damaging impact of strike action cannot go unchecked. That is why we are consulting on minimum service levels in this sector, unlike the Labour party, which always bows to its union paymasters.
Jim Shannon (Strangford) (DUP)
It is a pleasure to be called to ask a supplementary to the first question.
I am ever mindful of the importance that the industrial action finishes. Has the Secretary of State had any opportunities to discuss this with the Department of Education in Northern Ireland? I understand that she has no responsibility for Northern Ireland, but it is important that we work together to try to solve the problems of industrial action. It is affecting loads of schools, particularly those whose pupils have special educational needs. I am really concerned.
Gillian Keegan
The hon. Member puts his finger on it. Industrial action has a massive impact, particularly on vulnerable children, those with special educational needs, and those in exam cohorts. I am always happy to share with my counterparts in the devolved Administrations, and I am very happy to share what we are doing on minimum service levels.
Grahame Morris (Easington) (Lab)
Sarah Green (Chesham and Amersham) (LD)
The Secretary of State for Education (Gillian Keegan)
We want all children to receive the right support to reach their full potential. That is why, since March, we have opened 14 new special free schools, with 78 more approved; we have launched our £70 million change programme, benefiting every region in England and testing key SEND and alternative provision, including innovative approaches to speech and language therapy; and, to help young people with special educational needs into work, we are doubling the number of supported internships to 4,500 by 2025. By next year, we will have increased high-needs funding by 60%, to over £10.5 billion, in just five years.
Sarah Green
Last year in Buckinghamshire, one in three education, health and care plans were issued outside the legally required 20-week timeframe. Will the Secretary of State outline what concrete steps the Department is taking to improve access to educational psychologists and reduce waiting times for EHCPs?
Gillian Keegan
I know how hard parents fight to get the right support for their children. Sometimes that takes too long, and I am determined to make that easier, which is why we are simplifying and standardising the EHCP process. However, to deliver that support, we need our fantastic teachers, teaching assistants and specialist SEND teachers; without them, we could not provide children with the support they require. That is why we are boosting training opportunities through a new national professional qualification for special educational needs co-ordinators, which will be launched in autumn 2024, and investing a further £21 million to train 400 more educational psychologists. We are also training up to 7,000 early years specialists, over 5,000 of whom have begun their training. We now have 280,000 teaching assistants in our schools, an increase of over 60,000 since we have been in office.
Dame Maria Miller (Basingstoke) (Con)
One in 10 children in education in my constituency receives special educational needs support. Thanks to the Department for Education, we have had a new special school, the Austen Academy—that is a free school—and significant increases in budgets, but can we also ensure that teaching children with special needs is a mainstream part of teacher education? Supporting children with special educational needs every day is now a mainstream part of school.
Gillian Keegan
I thank my right hon. Friend for her question. That is exactly why we are developing a new NPQ for SENCOs, which will launch in autumn 2024, and are inputting into the standards for teacher training to ensure that everybody has an understanding of how best to support children. There are now a lot of children with special educational needs, and we all need to know how to support them better.
Rachael Maskell (York Central) (Lab/Co-op)
From my citywide consultation of parents of children with SEND, it came to light that the particularly harsh and punitive disciplinary processes being exercised in schools are having a very harmful effect on many of those children. Will the Secretary of State or the Schools Minister meet me to discuss a particular multi-academy trust in my constituency where those processes are having a very negative impact on young people?
Gillian Keegan
I am very happy to confirm that the Minister for children and families will be happy to meet the hon. Lady.
Sir Jake Berry (Rossendale and Darwen) (Con)
Will the Secretary of State join me in thanking Julie Nixon, head of the Spectrum of Light charity in Rossendale and Darwen, for the work she did on Saturday by bringing together parents from across Lancashire and Rossendale and Darwen on a Zoom call? Those parents were exactly the same as me, in that they all had an autistic child, and I was appalled to hear from them about the time they are having to wait to see an educational psychologist. Will the Secretary of State agree to write to Lancashire County Council to find out what the heck is going on with those parents whose children are missing school and are unable to access an education, health and care plan?
Gillian Keegan
I am very happy to work with my right hon. Friend to improve things in Lancashire. Spectrum of Light sounds like it is doing an amazing job—there are many people who are looking to better support our children with special educational needs. Of course, we recognise that we need to improve aspects, which is why we published an improvement plan in March this year.
Helen Hayes (Dulwich and West Norwood) (Lab)
Would-be educational psychology trainees for September 2024 have been left in limbo because of delays in the Department confirming the available funding. The number of educational psychologists has fallen since 2010, despite requests for education, health and care plans increasing every year. That national shortage of qualified practitioners is contributing to the crisis in SEND that is affecting so many families across the country. Does the Secretary of State agree that this uncertainty about Government funding for educational psychology training is unacceptable, and when does she expect it to be resolved?
Gillian Keegan
We announced in November 2022 that a further £21 million was going to be spent to train more than 400 educational psychologists.
Mrs Paulette Hamilton (Birmingham, Erdington) (Lab)
Simon Jupp (East Devon) (Con)
The Secretary of State for Education (Gillian Keegan)
Ruth Perry’s death was a tragedy that left a hole in the hearts of her family, her community and her school. Throughout this year, I have been honoured to work closely with Ruth’s sister Julia and her friends Lisa and Edmund to introduce important changes to inspection practice alongside Ofsted, which ensure that headteachers can share their inspection outcome, including with colleagues, friends and family. Our new changes mean that if a school is graded “inadequate” due to ineffective safeguarding but all other judgments are “good”, it will be reinspected within three months. That has now happened at Caversham Primary School, which was regraded as “good” this summer. We also doubled the wellbeing support for our school leaders. In life, Ruth dedicated herself to her school, and we will build on her legacy to help ensure that such a tragedy never happens again.
Simon Jupp
I thank my right hon. Friend for her statement; I agree with those sentiments.
This Conservative Government will fund a new school to replace the flood-prone Tipton St John Primary School, which has had to close three times this year and had another near miss last week due to intense heavy rainfall. It is vital that spades are in the ground next year for the new school. Will she meet me to discuss this urgent matter further?
Gillian Keegan
Our school rebuilding programme is transforming 500 schools across England, and I am delighted that Tipton St John Primary School is one of them. The school is currently in a flood zone and was impacted by the recent storms. We are working actively with the diocese of Exeter and Devon local authority to identify suitable sites for the school. I am happy to agree to meet my hon. Friend very soon.
Gillian Keegan
Absolutely not—attendance is my No. 1 priority. I regularly meet and chair the attendance action alliance group, and we are determined to help ensure that children are in school, because that is where they can get the best education. We are working with GPs and other medical professionals to ensure that everybody is aware that, first, school is a good place to be—actually, a better place to be—for those with mild anxiety and, secondly, we are there to give support in school, and we want everybody to be in school. Those efforts are starting to pay off—we now have 380,000 fewer children missing school—but it is very much at the top of my agenda.
Bridget Phillipson
If it is the Secretary of State’s No. 1 priority, why is she not legislating for a register of children not in school? That measure has wide support right across this House, but it was missing from the King’s Speech despite the Secretary of State’s repeated promises to legislate, despite it having been in the Government’s abandoned Schools Bill and despite it being in her Department’s submission, according to the permanent secretary at the Department. Will the Secretary of State confirm, as the permanent secretary suggested, that it was blocked by No. 10?
Gillian Keegan
No, absolutely not. Of course, more things go into King’s Speeches than there is legislative time; that is a process that the permanent secretary laid out. But it is my priority, and I hope to legislate on it in the very short term.
Greg Smith (Buckingham) (Con)
Priti Patel (Witham) (Con)
Gillian Keegan
The temporary classrooms at St Andrew’s Junior School were delivered by Essex County Council, which I thank once again for its exemplary leadership managing RAAC in Essex. The Department is working closely with all parties to ensure that any concerns are addressed quickly. Work is ongoing today to fix a disabled access door. I can confirm that we will remove RAAC from all schools and colleges. Settings will be offered either grant funding or rebuilding projects. We are assessing the right solution for each case and we will update the House shortly.
Alistair Strathern (Mid Bedfordshire) (Lab)
Swallowfield Primary School has a space-constrained site in my constituency, and relies on temporary accommodation to provide important special educational needs and disabilities interventions for pupils. However, because of an inadvertent breach of section 77 of the School Standards and Framework Act 1998, it has had a loss of space and may lose that unit because of the compromising effect on outdoor space. Given that the space lost could never have been used for recreational purposes—
Theresa Villiers (Chipping Barnet) (Con)
Gillian Keegan
Yes. We have to compare and contrast that with Wales, which has the lowest educational standards in the UK. The simple answer to why that is, is that it is run by Labour. Under Labour, our education standards plummeted from eighth to 27th in maths, from seventh to 25th in reading and from fourth to 16th in science. Thanks to the hard work of our teachers and pupils, and the reforms under this Conservative Government, we have rocketed back up the tables to 11th for maths and 13th for reading and science. Every time Labour gets power, education standards fall. The Conservatives are the only ones taking the long-term decisions to deliver a better education for our children.
Mr Speaker
Please work with me to enable everybody to get in.
Harriett Baldwin (West Worcestershire) (Con)
Malvern College in my constituency employs hundreds of local people, supports the local economy, earns export earnings for our country, ensures that people around the world love the UK, and is a huge supporter of our local schools. What kind of destructive ideology would put all that at risk and make the UK the only country in the world to tax education?
Gillian Keegan
My hon. Friend is absolutely right. It is a dreadful policy and it will have exactly the opposite impact. It will probably actually cost money and mean children moving schools, and all because the Labour party just plays the politics of envy.
Matt Rodda (Reading East) (Lab)
I offer my deepest condolences to the family of Ruth Perry. Following the inquest last week, will the Secretary of State now consider the removal of the single-word judgment from Ofsted inspection reports?
Gillian Keegan
I thank the hon. Gentleman for his question, and for arranging the initial meetings with Julia Waters—Ruth’s sister, who I know is his constituent—and attending the first few. I will be working very closely with the new chief inspector of schools when he starts three weeks today to see what more we can do, but we must remember that Ofsted plays an important role in keeping children safe and standards high.
Mr Speaker
Order. May I ask everyone to help me out in future, please? Some may not realise that topical questions are meant to be speedy, so that all Members can be accommodated.
RAAC in Schools and Colleges
Gillian Keegan Excerpts(11 months, 1 week ago)
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The Secretary of State for Education (Gillian Keegan)
This update follows from my oral and written ministerial statements to the House in September and October.
An updated list of schools and colleges with confirmed cases of reinforced autoclaved aerated concrete in England has been published today. As of 27 November, there are 231 education settings with confirmed RAAC in some of their buildings. Thanks to the hard work of school and college leaders, 228 settings (99%) are providing full-time face-to-face education for all pupils. Three settings have hybrid arrangements in place. This may involve some remote learning on some days as not all pupils can currently receive full-time face-to-face education. There are no education settings with confirmed RAAC where all pupils are in full-time remote learning.
Last year we issued a questionnaire asking responsible bodies for schools and colleges to identify whether they suspected they had RAAC. Responsible bodies have submitted responses to the questionnaire for 100% of schools and colleges with blocks built in the target era. All schools and colleges that have advised us they suspect they might have RAAC have had a first survey to confirm if RAAC is present. The vast majority of schools and colleges surveyed to date have been found to have no RAAC.
Every school or college with confirmed RAAC is assigned dedicated support from our team of caseworkers. Project delivery teams are on site to support schools and colleges to implement mitigation plans. They will work with them to put in place a bespoke plan that supports face-to-face education for all pupils as soon as possible based on their circumstances. Mitigation plans include other spaces on the school site, or in nearby schools or elsewhere in the local area, until building works are carried out or temporary buildings are installed.
The Government are funding the emergency work needed to mitigate the presence of RAAC, including installing alternative classroom space where necessary. All reasonable requests for additional help with revenue costs, like transport to locations or temporarily renting a local hall, are being approved. The Government are funding longer-term refurbishment or rebuilding projects to address the presence of RAAC in schools. Schools and colleges will either be offered capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the school rebuilding programme.
I want to reassure pupils, parents and staff that this Government are doing whatever it takes to support our schools and colleges in responding to RAAC and minimise disruption to education.
[HCWS98]
Schools, Colleges and Universities: Minimum Service Levels
Gillian Keegan Excerpts(11 months, 2 weeks ago)
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The Secretary of State for Education (Gillian Keegan)
Today I am announcing the launch of a consultation on minimum service levels in schools, colleges and universities that would apply during strikes. Every day out of education is a missed opportunity, and absences have a significant impact on attendance, attainment, wellbeing and mental health.
This announcement follows a series of talks my Ministers and I have held with trade unions in the schools and further education sectors on a voluntary agreement. Unfortunately, we were not able to achieve significant progress during these discussions to ensure that protections for children and young people are in place for the next academic year. During the consultation period, I remain open to further conversations with the education unions and to discussing any proposals they may have to safeguard our children’s education in the event of strike action, providing a fair balance between the right to strike and children’s right to access education.
Subject to the consultation, I intend to use powers in the Strikes (Minimum Service Levels) Act 2023 to make regulations to set minimum service levels in the event of strike action.
I know that many schools and colleges did their best to keep children and young people in face-to-face education during strikes. However, I believe there are benefits to having a formalised set of standards for children, young people and parents, supporting consistency across the country and clear expectations during strikes.
The consultation we are launching will provide us with information on the best solution for pupils, students and parents. However, I remain committed to ensuring any minimum service level balances the ability of individuals to strike with the rights of children to receive an education.
The consultation launches today, 28 November 2023, and will be open for nine weeks, until 30 January 2024.
[HCWS74]
Education
Gillian Keegan Excerpts(11 months, 3 weeks ago)
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Gillian Keegan
Earlier this year, we announced the largest ever investment in childcare in England’s history. Very soon, we will be spending £8 billion a year. That investment will ensure that every child gets the best start in life. It means that working parents will be entitled to 30 hours of free childcare from the end of parental leave until their child starts school. To give parents the flexibility they need, we are rolling out universal wraparound childcare for primary school children from 8 am to 6 pm. These Conservative policies will end the choice that some working mums and dads feel they need to make between having a family and having a career, and it will save parents up to £6,500 a year.
[Official Report, 8 November 2023, Vol. 740, c. 170.]
Letter of correction from the Secretary of State for Education, the right hon. Member for Chichester (Gillian Keegan):
An error has been identified in my speech.
The correct information should have been:
Gillian Keegan
To give parents the flexibility they need, we are rolling out wraparound childcare for parents of primary school children from 8 am to 6 pm.
Gillian Keegan
I notice that the Labour party had a lot to say about attendance this morning, but the hon. Member for Houghton and Sunderland South (Bridget Phillipson) may have missed the 380,000 fewer children persistently absent in the past year. Yet again, Labour offers little more than empty words, with a touch of student politics. In Labour-run Wales, attendance rates are still far behind those in England. Last year’s attendance data showed that Wales only managed an attendance rate of 85.5%, compared with England’s 92.5%.
[Official Report, 8 November 2023, Vol. 740, c. 171.]
Letter of correction from the Secretary of State for Education, the right hon. Member for Chichester (Gillian Keegan):
An error has been identified in my speech.
The correct response should have been:
Gillian Keegan
In Labour-run Wales, attendance rates are still far behind those in England. Last year’s attendance data showed that Wales only managed an attendance rate of 88.5%, compared with England’s 92.5%.
Breaking Down Barriers to Opportunity
Gillian Keegan Excerpts(1 year ago)
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The Secretary of State for Education (Gillian Keegan)
It is an honour to open today’s King’s Speech debate on behalf of His Majesty’s Government.
Education is the key that unlocks the door to opportunity. Get it right, and it is the single most transformative thing that any Government can do. That is why this Conservative Government have spent the last 13 years doing just that. We have been taking the long-term decisions to ensure that the next generation have a brighter future, because we know what happens when Governments get it wrong—[Interruption.] When we started this journey in 2010—Opposition Members are going to like this—we inherited Labour’s legacy. It was a legacy defined by politicians saying, “Education, education, education” but failing to deliver. The results speak for themselves. At that time, more than a fifth of children left primary school without achieving basic levels of literacy and numeracy, and two fifths finished full-time education without even the bare minimum qualifications. That failure entrenched inequality and locked the door of opportunity. The education system worked against children from places like where I grew up in Knowsley. It was a system that widened the gap between the richest and the poorest in society.
Politicians often say that talent is everywhere but opportunity is not, and they are right. I know that, because I lived it. My failing comprehensive school left many of my classmates without those precious opportunities. Although some came to education later, many others never did—so much so that some are now in prison and others sadly have died many years before their time. It did not have to be this way. For five years, I sat next to those children. We all thought we had a bright future ahead of us, as children often do, but sadly that was not the case for too many of them. Education is about removing the barriers to opportunity and the belief that talent is everywhere. It is about the growth in confidence that our teachers inspire and the understanding that if the playing field is levelled, no one’s dream will be out of reach. That is what this Government are delivering, from the moment someone enters this world until they retire.
Gillian Keegan
Let me make some progress before I take interventions.
Earlier this year, we announced the largest ever investment in childcare in England’s history. Very soon, we will be spending £8 billion a year. That investment will ensure that every child gets the best start in life. It means that working parents will be entitled to 30 hours of free childcare from the end of parental leave until their child starts school. To give parents the flexibility they need, we are rolling out universal wraparound childcare for primary school children from 8 am to 6 pm. These Conservative policies will end the choice that some working mums and dads feel they need to make between having a family and having a career, and it will save parents up to £6,500 a year.
The generation having children now will not remember what was on offer under Labour, but let me remind the House: 13 years of Labour delivered only 12.5 hours of free childcare for some three and four-year-olds. That is less than one hour for every year in office. Our childcare package gives people wanting to start a family the confidence to do so. May I invite the right hon. Member for Ashton-under-Lyne (Angela Rayner), when she stands at the Dispatch Box, to finally offer Labour’s support for our record childcare investment? Can she tell hard-working parents in Wales why her party is not rolling out the same support that English parents will benefit from?
I know that the right hon. Lady, like me, did not grow up with privilege. I have heard her speak eloquently and passionately about the help and support she received from Sure Start, and I know she was grateful for that support. I am sure there were many positives from that programme—indeed, my best friend used to run a Sure Start centre—but there were also some serious failings in the design and delivery. First, Sure Start was not a universal offer, and it stigmatised people who used the services. Plus, it only helped families for the first five years of a child’s life, but any parent will say that challenges can arise at any time. [Interruption.] This is important: the National Audit Office found that Sure Start had failed to target the most disadvantaged families and was even unable to identify families needing support in the most disadvantaged 30% of communities. It simply did not reach the right people.
When we launched our family hubs programme, we ensured that the hubs provided a service to anyone who needed it. They are supporting families with everything from mental health to breastfeeding, and housing and debt services—challenges that many of us need support with. The service is universal, available to anyone. Family hubs support families with children of all ages, from conception to 19, or up to 25 for those with special educational needs. They join up services, ensuring that every family gets the right support at the right time. As part of that, the best start for life programme provides focused support during the crucial first 1,001 days of a child’s life, and I pay tribute to my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) for her work to get that right.
Before I talk about how we have transformed our schools, I will address one of the key challenges we face in delivering opportunity: school attendance.
Gillian Keegan
I will in a moment, honestly, but this is important. I want to address one of the key challenges we face, which is school attendance. Following the pandemic, we have seen a phenomenon where more children are staying home and not going to school. That challenge is not unique to the UK. At the G7, my counterparts from the US to Japan were all grappling with the same issue. I reassure the House that it is a top priority. We are making progress through our attendance hubs and mentoring programmes, as well as more specialised support for key cohorts, such as those with mental health issues or special educational needs. In just the past year, 380,000 fewer children are persistently absent, and we will keep driving at this issue until all our children are back in school.
I notice that the Labour party had a lot to say about attendance this morning, but the hon. Member for Houghton and Sunderland South (Bridget Phillipson) may have missed the 380,000 fewer children persistently absent in the past year. Yet again, Labour offers little more than empty words, with a touch of student politics. In Labour-run Wales, attendance rates are still far behind those in England. Last year’s attendance data showed that Wales only managed an attendance rate of 85.5%, compared with England’s 92.5%. That means that English children are benefiting from well over a week more education than those just over the border. I advise the Labour party to spend a little less time playing politics, and more time helping children. The children of Wales deserve better.
Munira Wilson
I thank the Education Secretary very much for giving way. What was crystal clear from the King’s Speech yesterday was that, despite her grandiose statements here, education is not a priority for this Government. There were two re-announcements, nothing new and no new legislation, and her speech so far is revisiting old announcements, which is shocking, considering the crisis in our schools and colleges. She talks about persistent absence, so can she explain to the House why there was no announcement yesterday about bringing forward legislation for a “children not in school” register, which Ministers promised to do when they scrapped the Schools Bill in the last Session?
Gillian Keegan
The progress we have made on education is phenomenal. The legislation we have put in place has enabled us to make many of these improvements, but we remain committed to legislating to take forward the “children not in school” measures, and we will progress those at a suitable future legislative opportunity. We continue to work with local authorities to improve the non-statutory registers, and have launched a consultation on revised elective home education guidance. There is a lot of work going on. The consultation is open until 18 January 2024, and we intend to bring forward that legislation.
Hywel Williams (Arfon) (PC)
This is a King’s Speech for the UK generally. Does the Secretary of State intend to say anything positive at all about Wales today?
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.
Emma Hardy (Kingston upon Hull West and Hessle) (Lab)
The Secretary of State’s plans to increase maths teaching up to 18 are interesting. I wonder how she expects to deliver that when there is currently a shortfall of over 5,000 maths teachers and the retention of maths teachers is at an all-time low. How does she think she can deliver maths teachers to increase maths education when she cannot deliver enough for children up to the age of 16?
Gillian Keegan
We have some initiatives in place. First, we are raising the starting salary to £30,000 for all new teachers across the country, and more in London. Secondly, we are increasing—in fact doubling—the premium we pay to maths, computer science and some science teachers to enable them to earn more. That is the plan. We are also updating our retention and recruitment strategy before the end of the year.
Anyone who wants a blueprint for a Labour Government does not need to look back to the ’90s and early-2000s, when Labour oversaw a decade of decline. No, they should look to Wales. After a quarter of a century running the education system in Wales, the Labour Administration preside over the worst-performing education authority in the UK. While in England we have increased the number of teachers by 27,000, the numbers have fallen in Wales. While our standards rise, Wales consistently has the worst results for maths and reading in the UK. Those are facts. Even before the pandemic, the head of the OECD said that the Welsh education system had not just “underperformed” but “seen its performance decline”. There is nothing that stifles opportunity more than an education system in decline under Labour.
Stephen Doughty (Cardiff South and Penarth) (Lab/Co-op)
Will the Secretary of State give way?
Gillian Keegan
I will in a second. We believe in the values that I have talked about—aspiration, standards and rigour—precisely because they deliver a brighter future for our young people, and one that means that, as they grow into adulthood, they can be sure that they are getting the skills they need to succeed in life, to get a good job and to earn a good wage. That is the purpose of education: to help ensure that we have the skills to prosper and that every young person can reach their potential.
Gillian Keegan
I will; just give me a second. The hon. Gentleman might want to answer this point. One thing that Labour did do was set an arbitrary target of 50% of young people going to university—a policy that favoured the most advantaged in society and only widened the gap. Today, under the Conservatives, children who come from disadvantaged backgrounds are 71% more likely to go to university than when we took office.
Let me be clear: university is a brilliant choice. For many, it will be the best thing they ever do—life-changing—and a degree will be the first step on a wonderful career journey. But for some, in a minority of cases, it will be a ticket to nowhere, saddling students with debt and no prospects.
Stephen Doughty
As a Welsh MP, I think that learners and teachers in my constituency of Cardiff South and Penarth would be shocked to hear the Secretary of State denigrate their work and efforts. The reality on the ground in Wales is that, in my constituency, I have seen new brand-new schools at Eastern High and Penarth Learning Community, and a brand-new further education college. We are also just opening a brand-new school in Fitzalan. They have all had significant issues with performance in the past, but have turned things around thanks to the dedication of their teachers and the support they have had from Welsh Labour councils and the Welsh Government. Will the Secretary of State apologise for denigrating and running down Wales?
Gillian Keegan
I am happy to answer the hon. Gentleman’s question. I always want things to improve in Wales, and I very much care about the Welsh children. It is not my words; it is the OECD and the international league tables—which I believe they have actually withdrawn from now because they do not want the scrutiny. We have to be open and transparent and put ourselves forward for international scrutiny, and that is where these words are coming from.
Emma Hardy
The Secretary of State is being generous. I was interested in her comments about some university degrees not being of high value. I wonder how she seeks to calculate whether those degrees are not worth the same as others. Does she intend to use the longitudinal educational outcomes data that looks at average earnings? Does she acknowledge that children who wish to stay in areas such as Hull will earn less because wages are lower in certain areas, and that that has nothing to do with the degree? Would she reflect on the presentation given to the Treasury Committee recently, which said that outcomes in life and how successful someone is in terms of job and income are everything to do with their parents’ background and not the background or anything to do with the university that that person attended?
Gillian Keegan
I am happy to come to that later. I am concerned about ensuring that children and young people in Knowsley, Manchester, Hull, Blyth, Teesside and all over the country get fantastic opportunities, so that their earnings rise. That is what we in this party will continue to do.
Jeremy Corbyn (Islington North) (Ind)
Before the Secretary of State moves on to what I assume will be higher education, I want to raise with her a serious problem particularly in inner-city schools in England: falling rolls and, therefore, falling income to the school, which usually means the loss of teaching assistant jobs and all sorts of other issues. This issue has affected rural areas a lot in the past, and special arrangements have been made. Is the Secretary of State aware of that? Is she considering what can be done to ameliorate this very serious problem, which damages the life chances of so many inner-city children?
Gillian Keegan
The right hon. Gentleman made a good point. Local authorities usually work with us to capacity plan for demographic changes, which often happen from time to time—they go up and down. When we were first elected in 2010, we had to find 1 million more school places because the previous Administration had failed to do so. In some London inner-city schools, the pandemic has changed that more rapidly. We are looking at that and the impact that it has had on rural schools, as some have increases in demand. We are aware of that and we will work with schools on it. I thank the right hon. Gentleman for his question.
In a minority of cases, higher education could be a ticket to ride to nowhere, saddling students with debt and no prospects. That is bad for students, the taxpayer and the reputation of our universities, many of which are truly exceptional and admired all over the world. A meaningless and arbitrary target of 50% of students going to university focuses on the wrong thing: quantity over quality. That is why this Government introduced new powers to clamp down on rip-off degrees—something the Opposition claimed was an attack on aspiration. That could not be further from the truth.
The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) may want to listen to this point, because it directly answers her question. Average earnings for computing graduates five years after graduation can vary from £23,000—barely above the minimum wage—to £85,000, depending on the university. Students who choose computing probably listen to their parents and have thought about their future career. They think that they have made a wise and smart choice. The attack on aspiration would be to let the next generation spend their time and money, only to end up with a degree that does not help them to achieve their goals. Those who lose out from low-quality courses are not the universities but the young people who have been sold a false dream. Many of us will know those young people. Defending that is a short-sighted and, quite frankly, snobbish mindset that fails the very people whose education it is meant to help.
I make no apologies for this Government’s commitment to high-quality education, whether at school, college or university. We have already announced that we will introduce recruitment limits to reduce the quota of low-quality courses and account for earnings as part of the quality regime, so that students know that they will get value for money and a return on their investment. I will make no apologies for our work promoting apprenticeships and technical education as an equally valid route. I know how transformational a good technical education can be: it got me to where I am today. As the only degree apprentice in the House of Commons, I will always champion high-quality technical education. It changed my life and it has the power to change many more.
As Conservatives, we will always work to break down the barriers to opportunity. Today, there are more options to access high-quality technical education than ever before, but that has not always been the case. Under Labour, T-levels did not exist. Under Labour, high technical qualifications did not exist. Degree apprenticeships for jobs such as lawyers, accountants and space engineers did not exist. Skills bootcamps did not exist. The lifelong learning entitlement did not exist. Institutes of technology did not exist. Why? They were all introduced by this Conservative Government.
In case Opposition Members are confused about what institutes of technology are, let me tell them: they bring together education and business, providing skills in everything from aerospace to agriculture, and energy to engineering. Does that sound familiar? It should do; Labour’s big new policy of technical excellence colleges is, effectively, little more than a rebrand of something that already exists. We have already delivered it. Once again, Labour demonstrates that it has no new ideas. It has had 13 years to come up with an original idea, and has failed even that.
Apprenticeships are not a new idea, as demonstrated by the fact that I did one many more years ago than I care to admit. What is new is that people can become a doctor, lawyer, account or space engineer. They can take degree apprenticeships in the NHS, Goldman Sachs, Morgan Stanley, Amazon, KPMG, PwC—the list goes on. Any career they aspire to, anywhere, they can do now via an apprenticeship. In fact, there are now more than 680 standards, including 170 degree-level apprenticeships, all developed hand in glove with more than 5,000 employers, none of which existed under the Labour Government. Anyone doing one of those apprenticeships today is doing it because of the work of this Conservative Government.
Since 2010, we have seen 5.5 million people benefit from those apprenticeships. We want to support even more people to access these life-changing opportunities, which are now on UCAS. From next year, young people will be able to apply for them alongside undergraduate courses. My apprenticeship was my golden ticket. Today, thanks to this Government, millions more people are being offered the same opportunity. Hopefully, many future Secretaries of State will sit here, having gone through that fantastic route.
It is not just the younger generation who need opportunities. We are all living and working longer. Many of us will have a second career, including me—this is my chosen second career. For me, politics came after three decades working in international business. Like me, many people will want to change. Often, that will require new skills. Some 80% of the 2030 workforce are already in work today. We know that we need more people with new skills, unlocking new opportunities. That is why we launched skills bootcamps. These are free, flexible courses of up to 16 weeks, training people with an offer of a job interview at the end. They support people to gain skills in key sectors such as digital, HGV driving, civil engineering, electric vehicle charging installation or as a wind technician. Often, they are the first step into a brand-new career. Our new lifelong learning entitlement also removes barriers to gaining new skills later in life. People will have real choice about how and when they study, enabling them to acquire life-changing skills to improve their employment prospects. Both those programmes will give people the chance to transform their lives totally at any stage and any age.
This Government have been defined by our relentless drive to spread opportunity through better education. Yesterday, the King’s Speech continued that legacy. Today is the perfect time to take stock of the impact of those reforms. Those who entered school in 2010 are the first generation of children educated under this Conservative Government. They will take their A-levels and T-levels this summer, and their future is brighter than ever before. Standards of reading are higher, standards of writing are higher, and standards of maths are higher. The next generation are coming through, and their potential and their achievements are higher than ever before.
Let us never forget how the Labour party left us with an education system in decline—as, unfortunately, it continues to be in Wales. Labour left us with a limited childcare offer, declining standards in schools, poor technical education and an arbitrary target of 50% of kids going to university. And we know why: because they are political opportunists with empty words and meaningless promises, which will inevitably change.
That is the difference between us: Conservatives deliver. We have delivered the most generous childcare package in our country’s history; we have delivered the highest school funding ever; we have delivered more high-quality technical education than any other Government; and we have delivered for adults looking to learn new skills. As Conservatives, we do more than break the barriers to opportunity; we take the long-term decisions to create opportunity. Now and in the future, every child will benefit from a world-class education because of the decisions made by this Conservative Government.
Several hon. Members rose—
Relationships, Sex and Health Education
Gillian Keegan Excerpts(1 year ago)
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The Secretary of State for Education (Gillian Keegan)
Earlier this year, I wrote to schools to set out that schools can and should share curriculum materials with parents, in light of the current concerns in relation to materials used to teach relationships, sex and health education (RSHE).
Parents are among their children’s most important teachers. It is vital that they know what their children are being taught in relationships, sex and health education, and that they are reassured that the materials used by schools are thoughtful and appropriate.
Today, I have written to schools again to provide further information in the light of some important cases. This letter confirms that, where contractual clauses exist that seek to prevent schools sharing resources with parents at all, they are void and unenforceable. This is because they contradict the clear public policy interest in ensuring that parents are aware of what their children are being taught in relationships, sex and health education.
The letter is clear that, if faced with such clauses, schools should write to providers asking for those clauses to be withdrawn on the ground that they are unenforceable. In the event that providers refuse to withdraw the clauses, legislation allows schools to still share resources proportionately, for the purposes of explaining to parents what is being taught.
For example, it is best practice to do this via a “parent portal” or, if this is not possible, by a presentation. This is providing that access to the documents is accompanied by a sufficient acknowledgment of the provider’s authorship and includes a statement, which parents agree to as a condition of access, that the content should not be copied or shared further except as authorised by copyright law. Where relevant and possible, IT systems should also be in place to prevent downloading.
Where parents cannot attend a presentation or they are unable to view materials via a “parent portal”, schools may provide copies of materials to parents to take home on request, providing parents agree to a similar statement that they will not copy the content or share it further except as authorised by copyright law.
The points made in both of my letters will be reflected in the updated statutory RSHE guidance, on which we will publicly consult. This additional content will help to further strengthen schools’ position, as they have a statutory duty to have regard to the RSHE guidance and can communicate this duty to their external providers.
We are clear that in all circumstances, parents have a right to see the materials being used to teach RSHE, which is why we have written to schools and parents today clarifying the legal position and reiterating that right.
[HCWS1086]
Oral Answers to Questions
Gillian Keegan Excerpts(1 year ago)
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Kerry McCarthy (Bristol East) (Lab)
The Secretary of State for Education (Gillian Keegan)
The Government introduced fairness into school funding. Under Labour, we got disproportionately inflated school budgets in places such as London, while constituencies such as mine were underfunded for over a decade. It was the Conservatives who introduced the national funding formula, which funds schools fairly, objectively and, most importantly, based on the needs of pupils, not political ideology. Not only that: this year, school budgets are up by over £3.9 billion, and next year schools will be funded at their highest level in history, at £59.6 billion.
Mark Garnier
My right hon. Friend will be aware that Worcestershire County Council languishes among the weakest 10 local authorities for funding per pupil. As a result, a lot of pressure has been put on other budgets, including the high needs and special educational needs and disabilities budget. Worcestershire now faces a deficit of more than £20 million in those budgets. Can she do something to help counties such as Worcestershire to meet those important demands for our young people?
Gillian Keegan
I am conscious of the pressures that many local authorities have faced on their high needs budgets. Nationally, high needs funding is set to increase by 60% between 2019-20 and 2024-25. Next year, Worcestershire will receive more than £89 million for its high needs budget. The Department is also supporting individual local authorities to tackle financial sustainability through two programmes: the Safety Valve programme for those with the highest deficits, and Delivering Better Value in SEND, which will help local authorities, including Worcestershire, to develop plans to reform their systems to reach a sustainable footing.
Kerry McCarthy
The recent accounting error by the Secretary of State’s Department will mean a cut of more than £2.5 million for schools in Bristol. That money could have been spent on breakfast clubs, SEND provision, mental health support, or even such basics as paying the energy bills. The Prime Minister said in this conference speech that his main funding priority in every spending review from now on will be education, but he is cutting school budgets now. Does the Secretary of State not realise the impact that will have on schools, whose budgets have already been cut to the bone?
Gillian Keegan
I take the error in the July notional national funding formula figures very seriously, but it is important to note that schools do not receive notification of their actual budget until February-March. The Department acted quickly to correct the error—well before schools set their final budgets. There is no cut: £59.6 billion, which I have talked about many times from this Dispatch Box, is the number that schools will be funded at next year. At my direction, Peter Wyman, the chair of the Institute of Chartered Accountants, will lead a rigorous independent external review of the Department’s quality assurance processes.
Mr Robin Walker (Worcester) (Con)
I am grateful to the permanent secretary for writing to the Committee as soon as that recent funding error was identified, and for her apology for the concern that it caused. Although no actual money was lost to schools as a result, it reflects the complexity of the current system. We have promised a fair formula for funding, which will flow directly to schools. When do Ministers expect to be able to legislate to put that in place?
Gillian Keegan
It is our intention to legislate, but I cannot give a date for that at the Dispatch Box. I will keep my hon. Friend informed.
Andrew Bridgen (North West Leicestershire) (Reclaim)
Despite North West Leicestershire delivering consistently the highest economic growth in the country, with the resulting tax revenue benefits to the Treasury, my constituents have been blighted by very low per-pupil funding for a long time, as Leicestershire has bumped along the bottom of the funding table for decades. Does the Secretary of State have any words of comfort for my constituents?
Gillian Keegan
The introduction of the NFF will direct resources according to need. That has meant that funding has been redistributed to catch up with these changes. Those with the highest number of pupils with additional needs will also be targeted via the NFF.
Rosie Duffield (Canterbury) (Lab)
Paul Maynard (Blackpool North and Cleveleys) (Con)
The Secretary of State for Education (Gillian Keegan)
Improving attendance is one of my top priorities. Our attendance hub now supports 800 schools, benefiting more than 400,000 pupils; 86% of schools subscribe to our attendance data tool to spot at-risk pupils; and we have specialist programmes helping some of the most vulnerable, including children with social workers, children with special educational needs, and young people facing particular issues such as mental ill health. Our approach is starting to turn the tide—recent data show that 380,000 fewer children were persistently not at school last year—but absence levels are still too high, and that remains my No. 1 priority.
Paul Maynard
As the Secretary of State has said, progress in reducing persistent absence is not as fast as anyone would like, and in places such as Blackpool the attendance monitoring pilots will be crucial. However, according to the charity School-Home Support, which has been working in Blackpool for 18 months, there is a need to focus on more than just individual pupils, and the “whole family support” model is also crucial. Will the Secretary of State meet me, along with representatives of School-Home Support, to hear about the pertinent lessons that they have learnt in Blackpool, which contains the most deprived neighbourhoods in the country? If we cannot get it right in Blackpool, where else are we going to get it right?
Gillian Keegan
I entirely agree with my hon. Friend: School-Home Support does incredible work in Blackpool. The Government’s supporting families programme, backed by £200 million, focuses on attendance by supporting the whole family. Blackpool is also one of our 24 priority education investment areas, with six family support workers helping 11 schools to improve attendance. I am sure that my right hon. Friend the Minister for Schools would be happy to meet my hon. Friend to discuss these issues further.
Sir Chris Bryant (Rhondda) (Lab)
It is not uncommon for kids who have had a brain injury, particularly a significant brain injury, to receive plenty of care and support at school immediately after the event, but, some six to nine months later, to suffer real cognitive problems. They may suffer from depression or anxiety, they may sometimes be unable to inhibit themselves, and they may stop turning up for school and start getting into trouble. Can the Secretary of State commission a specific piece of work on providing protection and support for those children and their families, who desperately need it?
Gillian Keegan
As the hon. Gentleman knows, he and I both worked on this topic when I had a different role. Of course we want all children to be helped to get into school, because they can only benefit from this fantastic education if they are there, and of course schools should make adjustments if children need them. I am sure that my right hon. Friend the Minister for Schools will be happy to meet him as well in order to understand further what more we can do in this regard.
Andrew Lewer (Northampton South) (Con)
Caroline Ansell (Eastbourne) (Con)
The Secretary of State for Education (Gillian Keegan)
The holiday activities and food programme introduced by this Government is hugely important to families up and down the country and supported 685,000 children last summer. We know the positive impacts that these programmes are having on a range of issues, such as by improving attendance. One child in Stoke who attended a HAF programme run by the Kingsland CE Academy increased their school attendance by 32% and is no longer considered to be persistently absent. That is just one example of the wonderful work that HAF programmes do, and there is also strong evidence that they improve health, behaviour and confidence in children.
Caroline Ansell
I have seen at first hand just how brilliant the Government-backed holiday activities and food programmes are for children and young people and their families in Eastbourne. In one magical piece of feedback, a little girl at the Art House café sidled up to me and said, “One day I will own a place just like this,” and I have seen the same energy across the piece. Given that we are hoping that there is a connection between attendance and HAF uptake, what more can we do to provide and promote opportunities for children and young people with SEND, and also for the 11-plus and early teens?
Gillian Keegan
When it launched, HAF was the first summer camp for hundreds of thousands of children—70% had never experienced a holiday club before—and this summer, 4,000 children benefited in East Sussex. HAF is open to children from ages five to 16. Local authorities should meet the needs of all cohorts, including by offering programmes for older children and those with special educational needs. I urge all hon. Members to visit their local HAF over the Christmas recess; they really are heart-warming.
Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)
I have visited my local HAF in Washington over the last few summers, and I certainly will if there is one at Christmas. Does the Minister have any plans to extend the scheme further? There is obviously a lot more need than the current HAF schemes can meet, especially with the cost of living crisis.
Gillian Keegan
As I mentioned, 685,000 children were helped just this summer. Our independent evaluation found that around two thirds of the 700,000 children attending overall live in some of the most deprived areas across the country, so we believe we are getting the targeting right. We are very proud of this programme, which we think is a brilliant addition to the landscape, and we want to ensure that it benefits as many people as possible.
James Grundy (Leigh) (Con)
The Secretary of State for Education (Gillian Keegan)
This Conservative Government are investing more in childcare than at any other point in our country’s history, ensuring that parents do not have to choose between having a family or having a career. With 30 hours of free childcare on offer from the end of parental leave to the start of school, the Under-Secretary of State, my hon. Friend the Member for Wantage (David Johnston)—I welcome him to his place—is working hard to expand the capacity through new capital investment, more avenues into the workforce and increasing childcare rates.
James Grundy
At a Westminster Hall debate on childcare earlier this year, before the Secretary of State’s proposed changes were announced, I expressed concern that low-income families were facing high childcare costs that might make it sub-economic to return to work. Will she tell me how the changes that she has been making will help prevent that?
Gillian Keegan
I thank my hon. Friend for his question. Just to remind everybody, under Labour, parents got just 12.5 hours for three and four-year-olds—less than an hour of free childcare per year in office. We will be spending more than £8 billion a year by 2027-28 to fund 30 hours of free childcare for working parents of children aged nine months to the start of primary school and giving every parent access to wraparound childcare between 8 am and 6 pm, Meanwhile, Labour still does not have a policy for parents.
Munira Wilson (Twickenham) (LD)
A nursery owner in my constituency told me how the Government’s funding for so-called “free” hours covers only about half of their costs, and even with the recently announced uplift for three and four-year-olds, the rate simply does not meet their needs. The Early Years Alliance found that a third of childcare providers suggested that they may close within a year due to rising costs. What will the Secretary of State do to ensure that all these parents who are being told that they are now eligible for free childcare are actually able to access some?
Gillian Keegan
Specifically, I will deliver free childcare for all parents of nine-month-olds until they start school. We have worked with 10,000 businesses to make sure that we get this right. We are supporting the development of new places, by increasing the rates by up to £200 million this year and £288 million next year. We also have a huge programme of work. We will be considering all options to make sure that we are increasing the capacity in the system and that there is enough money in the system to deliver on our policies.
Michael Fabricant (Lichfield) (Con)
Sir David Evennett (Bexleyheath and Crayford) (Con)
The Secretary of State for Education (Gillian Keegan)
Mr Speaker, I stand with this House in condemning the barbaric terrorist attacks on Israel. The brutal actions of Hamas have sent shockwaves that have reverberated all the way to our shores. My ministerial team and I recently met leaders from the Jewish education community. I was deeply moved by the experiences that they shared but horrified by the rise in antisemitism that they faced. That is totally unacceptable. All students deserve to learn without fear or harassment.
Disturbingly, I have also seen evidence of students and academics appearing to support Hamas. Let me be crystal clear: Hamas is a terrorist organisation and supporting it is a criminal act. The Government will take action against those who do. With my Ministers, I have written to schools, colleges and universities, reminding them of their duties under Prevent and that incidents of antisemitism will not be tolerated. We teach our children the British values of liberty, mutual respect and tolerance. This Government will always stand by those values.
Sir David Evennett
I join my right hon. Friend in the comments that she has just made.
Strike action in schools has caused significant disruption to children and parents in my constituency and resulted in the loss of some 25 million school days across the country. I welcome the part that my right hon. Friend played in bringing the dispute to an end, with the largest pay award for teachers in 30 years. However, what further steps is she taking to protect children from the impact of future strike action?
Gillian Keegan
My right hon. Friend is correct: it is unacceptable that the disruption caused over 10 days of strike action saw millions of school days lost. That is why the Government are introducing minimum service levels in schools and colleges, to protect children and parents from the damaging impact of future strike action. We must find a balance between teachers’ right to strike and protecting children’s education. In the first instance, we have asked unions to work with us on a voluntary agreement.
Bridget Phillipson (Houghton and Sunderland South) (Lab)
I join the Secretary of State in recognising the impact of the conflict in the middle east on our education system here and the importance of every child being able to attend school safely.
Rates of persistent absence are now double what they were five years ago. Labour’s plan starts with resetting the relationship between families and schools, delivering new mental health hubs, and having counsellors in every secondary school and breakfast clubs for every primary school child. The Prime Minister’s first step was to say that he had maxed out on supporting our children, and now the Secretary of State is blaming parents for keeping children at home with a cold. When are Ministers going to get a grip on this serious problem?
Gillian Keegan
We do take this issue extremely seriously; as I said, it is my No. 1 priority. The Attendance Action Alliance includes the Children’s Commissioner, Department of Health and Social Care representatives, social workers and many others working together. The letter was sent to help parents because we have noticed that in some cases there has been a change in attendance as a result of parents not being clear about whether they should send their children to school with minor ailments. Chris Whitty took it upon himself to write, and we very much support his action.
Bridget Phillipson
Persistent absence is a symptom of a wider breakdown of trust right across our school system. It is no surprise, given that the Conservatives reopened pubs before they reopened schools, that they have left schools to crumble, and that they have allowed disruptive strike action to drag on for months. Labour’s first priority will be to rebuild that relationship between schools, families and Government. Does the Secretary of State not believe that parents and children deserve a lot better than the sorry mess she is presiding over today?
Gillian Keegan
The hon. Lady talks about responsibility and accountability. When Labour were warned about RAAC—reinforced autoclaved aerated concrete—in 1997, 1999, 2002 and 2007, they did nothing. When Labour spent money on school rebuilding, they ignored school conditions altogether. [Interruption.] The hon. Lady needs to listen to this. They even rebuilt three schools and left RAAC within the buildings. A school even collapsed in 2018. What did they do in Wales? Absolutely nothing. We make the tough decisions. Labour cannot even make a single decision.
Bob Blackman (Harrow East) (Con)
Minimum Service Levels in Education
Gillian Keegan Excerpts(1 year ago)
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The Secretary of State for Education (Gillian Keegan)
Today I am announcing my intention to pursue minimum service levels in education. In the first instance, I will look to proceed through voluntary agreement. I have written to the teaching unions inviting them to discuss minimum service levels proposals in the hope an agreement can be reached on a voluntary basis.
If we cannot reach an agreement, I will use powers within the Strikes (Minimum Service Levels) Act 2023 which allows the Secretary of State to make regulations to set minimum service levels for schools and colleges in the event of strike action. At such a time I will launch a consultation on how minimum service levels could be implemented. This consultation will build on the consultation in higher education announced on 2 October.
The Government remain committed to ensuring that children and young people are not disadvantaged because of any future strike action. This year’s school strikes were part of the biggest outbreak of industrial action in a generation, with far-reaching consequences across the education system. Cumulatively over 25 million school days have been lost over 10 strike days in schools alone. Disruption caused by strike action has only compounded the detrimental impact of the covid pandemic on children’s and young peoples’ learning.
Either through voluntary agreements or legislation we will introduce minimum service levels to protect children and students from disruption to their education during periods of industrial action.
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