Curriculum and Assessment Review

Lord Holmes of Richmond Excerpts

Monday 18th November 2024 Lords Chamber

Asked by

[Lord Holmes of Richmond]

To ask His Majesty’s Government whether the Curriculum and Assessment Review led by Professor Becky Francis will seek to prioritise digital literacy, artificial intelligence literacy, media literacy and financial literacy, alongside reading, writing and mathematics.

[Lord Holmes of Richmond (Con)]

I beg leave to ask the Question standing in my name on the Order Paper, and declare my technology and financial services interests as set out in the register.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, the curriculum and assessment review is independent. The review will make recommendations to the Government based on evidence and widespread sector engagement. The ambition in the review’s terms of reference is for

“a curriculum that ensures … young people leave compulsory education ready for life and ready for work”,

with digital skills. This may include the other areas that the noble Lord mentions, but it will be for the review to consider that in the context of its overall recommendations.

[Lord Holmes of Richmond (Con)]

Does the Minister agree that we need not only to significantly increase the levels and quantity of digital, AI, media and financial education but to ensure that it is personalised, flexible, relevant and responsive? One reason alone is that low levels of financial literacy currently cost the country £20 billion and individuals at the sharp end almost £500 a year. Does she agree that if we enable the levels of literacy we need, this will deliver immeasurable benefits to individual flourishing, levels of innovation and economic, social and psychological growth, for the benefit of us all?

[Baroness Smith of Malvern (Lab)]

The noble Lord makes an important point about the breadth that we need in the teaching that goes on in our schools and in the skills, attributes and knowledge that young people have when they leave school to enter into life and into work, as I said. That is why this Government set up the curriculum and assessment review: to use the evidence being gained from the wider engagement to make recommendations about how we can improve on providing skills in all those areas, and particularly ensure that the curriculum supports students with special educational needs and those from disadvantaged backgrounds, to close some of the gaps in pupils’ learning.

Special Educational Needs

Lord Holmes of Richmond Excerpts

Thursday 24th October 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

My noble friend is absolutely right. That is why, as part of the 10-year plan for change and modernisation in the NHS, I am assured that there will be a focus on reducing the length of waiting times and improving the provision of autism services. The SEND Code of Practice is also clear that meeting the needs of a child with special educational needs and autism does not require a diagnostic label or a test. We expect schools and colleges to monitor the progress of all pupils and put support in place where needed. There has been some good work—for example, by the Autism Education Trust—to provide a range of training and support for staff on autism. However, it is clear that there is more we need to do, both to identify and then to support children and young people in this situation.

[Lord Holmes of Richmond (Con)]

My Lords, what is the Government’s plan to have the right level of SENCO support throughout our education system? Similarly, what are the Government going to do in terms of access to clinicians and experts for the preparation of reports? It cannot continue to be a matter of those who can pay, paying, and those who cannot, sadly, having to wait and often ending up in an endless loop, never ending up getting the diagnosis and help they require.

[Baroness Smith of Malvern (Lab)]

The noble Lord is right that in an education, health and care plan, the health element is also very important. As my noble friend identified, where there are delays in getting a diagnosis, that can also mean that children and young people are not getting the support that they need in schools or being identified for additional support within those schools, which is wrong. That is precisely why the Government are determined to make the long-term fundamental reform that will support inclusive mainstream schools for the early identification and support of children, and also ensure that where special schools are needed, there is a place in them for the most complex needs.

Skills: Importance for the UK Economy and Quality of Life

Lord Holmes of Richmond Excerpts

Thursday 9th May 2024 Lords Chamber

[Lord Holmes of Richmond (Con)]

My Lords, it is a pleasure to take part in this fascinating and informative debate. I congratulate my friend the noble Lord, Lord Aberdare, on securing it, and both maiden speakers on their excellent and insightful contributions. I look forward to hearing more from both of them in due course. I also declare my interests in technology as an adviser to Boston and to BPP University.

I will talk about three things this afternoon: talent, technology, and Kenneth Baker. We have such an opportunity to be skilled for success in the fourth industrial revolution. I will take the noble Lord, Lord Baker of Dorking, first. I am so privileged to be able to call him my friend. He has done more than anybody in this country to drive forward opportunities for those who all too often have been dismissed or underrated by the state and society through pushing technical education. He deserves the respect and thanks of this House and every single individual across this country for everything that he has done and continues to do so vociferously and effectively.

Skills for success in the fourth industrial revolution—what will it take? First, we must understand that inclusion and innovation are the golden threads. In reality, inclusion enables innovation. We need to consider AI, blockchain, the internet of things and all the elements of these new technologies as tools in our human hands. They are extraordinarily powerful but are still tools. We would not in any sense give an individual a powerful tool without first giving them the skills to make a success of using it. If we are to get optimal outcomes, not least from artificial intelligence and all the other new technologies, it needs to be human-led—human in the loop, human over the loop.

What do we need to think about in terms of society, our democracy and our economy? First, socially: imagine what we could achieve with this skills approach if we had truly personalised skills training and education in real time, considering not just the skills that we need to succeed in AI but AI’s impact on skills. Secondly, the issues goes to our very democracy. Skills need to abound. In a year when over 40% of the world will go to the polls, how can we ensure that all our electors have the skills to make sense of what is out there, not least the proliferation of deepfakes? Media literacy, digital literacy and, yes, financial literacy are all required if people are to be able to play their full part as citizens in our democracy. Moving beyond that, there needs to be much more consideration of risk literacy and resilience literacy. In addition, can we put an end to calling so much of this “soft skills”? These are not soft skills but essential skills, and without them the world is incredibly hard.

I move to the economy—why not have a stat in our debate? PwC says that, by 2030, AI will increase GDP by £15.7 trillion a year but, without the skills, how can we ensure that we are all enabled to take advantage of those economic and social opportunities?

What do we need to change? I offer at least three things. First is the curriculum—yes, in schools first but, beyond that, in higher education and across all training programmes. We need nothing short of a full transformation of the curriculum. Would my noble friend the Minister agree? I know that, when she comes to wind up, she will offer examples of elements throughout the curriculum. It is clear that these are pockets, certainly positive ones, but she must agree that we are far from the complete garment.

Is the Minister aware of the accreditation in ethical AI that is being led by the current Lord Mayor, who is doing such an excellent job and understands this area so clearly? Does she agree that we need accreditation for all our data scientists, developers and deployers of AI? You would not have an accountant, lawyer or any other professional unaccredited and unqualified. Would that not be a positive boon and an opportunity for the UK, not least in ethical AI?

Does the Minister agree that we need to ensure that, whatever the training and the skills programme, it must be both inclusive by design and accessible by all? Can she assure the House that this is the case for all skills and training programmes? If not, why not, and when can we say that this will be the case? We need to move beyond STEM and even STEAM: every voice in every decision should be skilled to articulate and contribute and to have the skills that it takes to make a success individually, connectedly and collectively.

When it comes to STEAM, I believe that there is only one place where we should consider this: if AI was to the human intellect what steam was to human strength, then you get the picture. Steam literally changed time. It is now our time to completely transform the skills ecosystem in the United Kingdom if we are going to enable, empower and unleash all that human talent and enable human-led, human-in-the-loop and human-over-the-loop AI and all the other technologies. If we get it right, it will not just increase all our skills but fundamentally change for the better the relationship between citizen and state.

There has been talk of the lack of a skills strategy. We need to go further. We need a vision for skills. No one even gets off the sofa for a strategy, but a vision for skills, to enable, empower and unleash all that human talent, is our mission for today and should be our mission for all days. #OurAIfutures.

Schools: Curriculum Update

Lord Holmes of Richmond Excerpts

Thursday 8th June 2023 Lords Chamber

Asked by

[Lord Holmes of Richmond]

To ask His Majesty’s Government whether they plan to launch a commission to consider how the school curriculum may be updated to include (1) data literacy, (2) digital literacy, (3) financial literacy, and (4) character and resilience education.

[Lord Holmes of Richmond (Con)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper and declare my technology interests as set out in the register.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, the Government have no plans to launch a commission to review the curriculum. Data literacy is covered within mathematics, science, computing and geography; digital literacy within computing, and relationships, sex and health education; and financial literacy within citizenship and mathematics. Relationships, sex and health education, and citizenship, directly support the development of character and resilience, and schools can reinforce personal development in other curriculum subjects and through their extracurricular enrichment offer.

[Lord Holmes of Richmond (Con)]

My Lords, if AI is to human intellect what steam was to human strength, your Lordships will see the extent of the issue. Steam literally changed time. This is just AI; when it is considered alongside the other emerging technologies, issues around data and privacy, the platforms and the approaching metaverse, is it not clear that it is high time to launch a commission to consider a complete overhaul of the curriculum? It should enable young people—ultimately, all people—to be safe, secure and successful, optimising the opportunity for human talent to lead technology.

[Baroness Barran (Con)]

I agree with my noble friend’s point about the importance of data and AI and how they may transform many aspects of our lives. The Prime Minister has been absolutely clear about our national commitment to be a leader in this space. There is a great deal of work going on across government but, in the interim, we are absolutely committed to elements within the curriculum that deliver on all the issues my noble friend raises.

Assistive Technology: Support for Special Educational Needs

Lord Holmes of Richmond Excerpts

Thursday 25th May 2023 Grand Committee

[Lord Holmes of Richmond (Con)]

My Lords, it is a pleasure to take part in this debate and I congratulate my friend, the noble Lord, Lord Addington, on securing it. I declare my interests in technology as set out in the register and, like the noble Lord and other noble Lords in this debate, as a user of assistive technology. I am looking forward to all the contributions today, not least from my noble friend Lord Shinkwin, who has such expertise and experience to bring to bear in this area.

I have assistive technology in my pocket, on my desk, at home and at work. I could not have done my A-levels, gone to university or got a job, and indeed could not do my work here, without it—it is that significant. If you will, assistive technology is all around me. I ask the Minister: how are the Government ensuring that, for everyone who needs it, assistive technology is around all of us?

I did a report last year on the disabled students’ allowance. I was not asked to or commissioned to. Why did I do it? Because the allowance was not working. I came across many findings around assistive technology from all those who kindly gave of their time—students past and present, those who have experienced DSA and assistive technology and those in positions of responsibility in higher and further education. Do the Government agree with all 20 of the recommendations that I made? Specifically, on assistive technology, is asking for a contribution of £200 towards a laptop from students entitled to assistive technology not a misreading of equalities legislation?

I spoke to an extraordinary student studying architecture. They were told they could not have the laptop required to run the architecture software; they had to have just a more standard laptop. How is that assistive technology? A laptop that could not host the software essential to the course meant that the student had to get a second laptop to do their course on. That may have been technology but it was not assistive. Does my noble friend agree that that is a waste of a precious resource?

As for the time it was taking students to get assistive technology, it was a case of months rather than weeks. I give a shoutout to my old university—I declare an interest in that I was at Cambridge University—which took this service in-house and turned a three-month wait into a three-day delivery. If Cambridge can do it, can it not be done across the system? The services have been tendered since then, so can my noble friend the Minister update the Committee on how that tender is running? What are the early signs from the new processes in place? Similarly, what is happening with the DEAs? What training is in place there? What is happening with the AT teach and learn service? How is that going?

Ultimately, this is about enabling and emancipating talent—be that at school, university, further education or employment. Does my noble friend not agree that it would make sense to have an assistive technology passport which started from the first moment an individual who had a requirement stepped into school and ran throughout their time in education, higher education, further education or employment? Whatever journey or pathway an individual wanted to pursue, the passport would already be in place so that there would not have to be forms, explanations and, worse, justifications at every stage. We found that students who had done incredibly well in education using a particular type of kit were then told for the next step of the journey that it could not be recommended. How can that be right? This surely should be personalised, with the learner and then the worker at the centre, wrapping the services and assistive technology around the individual. That is the approach we take in other areas of policy. Would my noble friend not agree that that is completely the approach that we should and must take in this area?

What are we up against here? Can my noble friend confirm to the Committee what the current disability employment gap and disability pay gap are? I repeat those two questions for those who are blind and visually impaired. What is the Government’s plan to close all those gaps so that we get to something which at least starts to look, feel and be like equality?

Finally, can my noble friend update the Committee on what is happening with the centre for assistive and accessible technology? It is a great initiative. What progress is being made on that?

Ultimately, AT is the right brand—it is a great brand. But may I push my noble friend further on this? Why do she and the department not consider this enabling and emancipating technology, which enables and emancipates talent? Does my noble friend not agree that, for all those people who would benefit from emancipating technology, it is long overdue that ET came home?

Schools: Financial Literacy

Lord Holmes of Richmond Excerpts

Thursday 20th April 2023 Lords Chamber

[Baroness Barran (Con)]

I understand the direction of the noble Baroness’s question. I would say that the data from the APPG report, which is extremely valuable, is none the less from a very small sample. It was from, I think, 401 teachers across the four nations. So, I think we have to be careful about extrapolating from that. The Money and Pension Service, which is responsible for delivering the additional 2 million children receiving good financial education has a wide range of programmes, including support for teacher training, communication and support for parents as well.

[Lord Holmes of Richmond (Con)]

My Lords, I declare my financial services interests as set out in the register. Would the Minister agree that, alongside financial literacy, we should also revolutionise the curriculum with data literacy, digital literacy and data privacy literary, to have a curriculum fit for the future and fit for now? Further, would she join with me in congratulating the right reverend Prelate the Bishop of St Albans? With the financial literacy initiative from the Church of England, it is clear that the bishop and his colleagues are rightly engaged in both LifeSavers and afterlife savers.

[Baroness Barran (Con)]

I am happy to congratulate the right reverend Prelate on his and his colleagues’ contribution before, during and after life. In relation to my noble friend’s question, data and digital literacy already feature within compulsory national curriculum subjects. Data literacy is covered within mathematics, science, computing and geography and digital literacy within computing and RSHE. They also feature within the subject content of GCSEs, which are counted in the English baccalaureate.

Schools: Data, Digital and Financial Literacy

Lord Holmes of Richmond Excerpts

Tuesday 14th March 2023 Lords Chamber

Asked by

[Lord Holmes of Richmond]

To ask His Majesty’s Government what plans they have to designate data, digital, and financial literacy as compulsory subjects in primary and secondary schools in England.

[Lord Holmes of Richmond (Con)]

In asking my Question on the Order Paper, I declare my technology interests as set out in the register.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, data, digital and financial literacy all feature in compulsory national curriculum subjects. For example, data literacy is covered within mathematics, science, computing and geography, digital literacy within computing and relationships, sex and health education, and financial literacy within citizenship and mathematics. They also feature within the subject content of GCSEs which count within the English baccalaureate. The statutory national curriculum tests and assessments, the Ofsted inspections and the EBacc further encourage schools to teach these subjects.

[Lord Holmes of Richmond (Con)]

My Lords, does my noble friend agree, considering so many of the challenges facing particularly our young people in online and offline situations, that it would be helpful to do more than encourage effective quality data on digital and financial literacy—not just through school but throughout life? That would be beneficial not just to young people but to all people.

[Baroness Barran (Con)]

I absolutely agree with my noble friend that all those are critical skills, and that is why they are woven through the curriculum at all stages, and why we put particular emphasis in the new T-levels on digital skills.

Disabled Children: Support Services

Lord Holmes of Richmond Excerpts

Thursday 23rd June 2022 Lords Chamber

[Baroness Barran (Con)]

I understand the spirit in which the noble Lord asked this Question. It is an extremely important one that families with disabled children all around the country are asking. He also hinted at the very confrontational system that we have at the moment. The point of our consultation is to understand and listen to families with disabled children. We have a big hill to climb to build trust and confidence with our families but we are absolutely committed to doing that.

[Lord Holmes of Richmond (Con)]

My Lords, by key stage 2, at the age of only 11, only 22% of children with special educational needs or disabilities achieve the requisite levels of literacy and numeracy. What is the Government’s plan to address this iniquitous situation and close the SEN and disability attainment gap?

[Baroness Barran (Con)]

My noble friend rightly points to the gap in outcomes for children with special educational needs and disabilities. He will be aware of the proposals we set out in the schools White Paper, with the aim that 90% of children should leave primary school with the required standard in reading, writing and maths. That can happen only if children with special educational needs see much better outcomes. That is behind the commitment that we set out in the Green Paper, but also the financial commitments we have made in terms of capital and revenue for those children.

Schools Bill [HL]

Lord Holmes of Richmond Excerpts

Committee stage & Lords Hansard - Part 1
Monday 20th June 2022 Lords Chamber

[Lord Hunt of Kings Heath (Lab)]

My Lords, I have two amendments in this group, Amendments 97 and 99. I also have Amendment 129, which is in a later group, for which I apologise that I will be unable to be present. I also support the noble Lord, Lord Holmes, in his Amendments 163, 164, 165 and 166. I pay tribute to him for his excellent and compelling report and recommendations about disabled students that was published earlier this year.

I make it clear that I support the Government’s ambition, through the schools White Paper and the Bill, that all schools should be welcoming and inclusive for all children, including those with special educational needs and disabilities. I also support the Government’s target for 90% of children to achieve expected outcomes in reading, writing and maths by 2030. But to achieve these goals for deaf children, it is particularly important that expert support is available from local specialist education services for children with sensory impairment. I pay tribute to the National Deaf Children’s Society for its work and its help in drafting these two amendments, and to the Special Educational Consortium for its work.

Part 2 of the Bill sets out a number of changes to schools and local education funding. One key area that is currently funded through local education funding is specialist education services for deaf children. These services are usually formed of small teams of peripatetic or visiting teachers of the deaf and other specialist staff. These teachers play a key role in ensuring that deaf children achieve good language outcomes, and as well as advising on and supporting the inclusion of deaf children in mainstream schools, their early intervention work with families of pre-school deaf children helps to ensure the best possible start in life for deaf children.

Despite the importance of this role, there has been a 17% decline in the number of teachers of the deaf since 2011. In addition, the National Deaf Children’s Society’s annual freedom of information request to local authorities shows that specialist education services continue to be under threat, from either cuts to budgets and staffing or local SEND reviews of provision. Parents also repeatedly say that services are not sufficiently funded to meet their children’s needs.

These specialist educational services for deaf children are usually commissioned by the local authority and funded through the high-needs block, but these services have no formal statutory basis so funding for their work is discretionary. The SEND Green Paper observes that a “vicious cycle” has emerged, where funding is moved away from early intervention and inclusion, so leading the system to not delivering for children, young people and families. It is my belief that specialist education services for deaf children and other low-incidence needs are a critical part of the solution to the problem, in helping to ensure that deaf children start primary school with good language, and ensuring that mainstream schools have access to specialist advice and support.

Improvements to the Bill are required if the Government are to meet their ambitions around inclusion for children with SEND. Indeed, it will also need improvement if the Government are to reach the target set for 90% of children to achieve expected outcomes in reading, writing and maths by 2030, as I said earlier. Looking at the results of deaf children and those with sensory impairments, who do not on the whole have a learning disability—so there is no reason why they should not achieve the same as hearing children—we see that, currently, they achieve an entire GCSE grade less than hearing pupils and have done so for at least six years in a row. Too few deaf children receive tailored or specialist careers advice that focuses on their needs and, as a result, many have limited expectations for what they can achieve.

There are many other examples of poor outcomes for deaf children, including in later life, so it is very important that we do more in our education system to get them started on a much firmer base and foundation. I would welcome a great deal of reassurance by the Government that they understand this and will be taking action to do it. I beg to move.

[Lord Holmes of Richmond (Con)]

My Lords, it is a pleasure to take part in this group, and a particular pleasure to follow the noble Lord, Lord Hunt of Kings Heath. I not only thank him for his kind words about my report on the disabled students’ allowance but thoroughly and full-throatedly support his amendments, particularly Amendments 97 and 99 in this group. Everything that he said in relation to deaf and hard-of-hearing students was absolutely right and applicable to partially sighted and blind students and, indeed, all SEN and disabled young people in our education system. I will speak to Amendments 163 to 166 in my name, all of which largely come out of the review that I conducted earlier this year.

Amendment 163 deals with that horrific—shocking in the 21st century—educational attainment gap for our young people with special educational needs and disabilities. According to key stage 2 stats, at age 11, only 22% of SEN students are achieving the appropriate level in literacy and numeracy. At GCSE, they are achieving pretty much half of what their non-disabled counterparts are achieving. When one looks at the progression rate—that is, young people going into higher education—the rates are over 47.5% for non-disabled students, 20% for those with SEN, and 8% for those with an education, health and care plan. If we go further and look at those progressing to Russell group universities and the higher-tariff providers, it is 12% of non-disabled students, but only 3% of those with SEN, and 1% of those with an EHCP.

This is all about levelling up, or the lack thereof, and what needs to be done to close that educational attainment gap for our SEN and disabled young people. The amendment proposes a review into this, and indeed a plan, reviewed every year, until we close the educational attainment gap by the end of 2027.

Amendment 164 speaks directly to the disabled students’ allowance and what should be happening in our schools and colleges right now to promote it, so that our SEN and disabled young people can be aware of it and can know that higher education is a route for them where they will be supported and enabled to succeed and fulfil their potential. Only 29% of disabled people in higher education currently take advantage of the DSA. One of the main reasons cited for this low take-up was lack of knowledge or awareness of its existence. That is why this is recommendation 1 of my review. Does my noble friend the Minister agree that an information and awareness campaign in every school and college about the existence of the DSA and what it can do for our disabled young people would be a thoroughly good thing, and is very much supported by the Student Loans Company, among others?

Amendment 165 speaks to the idea of a passport that disabled people could carry through their education and higher education and, indeed, into their working lives, to cut through the bureaucracy of having to constantly declare what their disability is, what their needs are, how that impacts on their education, higher education and work experience, and what needs to be put in place.

It seems to me that all of this could be enabled through a passport, not least now in a digital real-time format, cutting bureaucracy and time at every beat point of the interaction that the young person would have with the state, and cutting costs. All too often, young people are asked to provide evidence, and they have to pay to get it from one part of the state—be it the NHS, a doctor or whatever—and present it to another part of the state to get a particular allowance. I believe a passport is overdue and would be beneficial to all concerned. I know there is an excellent pilot under way between higher education and access to work, but I believe that, if we are to gain all the benefits and lay out a seamless process for all our young people, it should run right through school and higher education and into work.

Schools Bill [HL]

Lord Holmes of Richmond Excerpts

2nd reading & Lords Hansard - Part one
Monday 23rd May 2022 Lords Chamber

[Lord Holmes of Richmond (Con)]

My Lords, it is a pleasure to take part in this Second Reading, not least to follow the noble Baroness, Lady Bakewell, three previous Secretaries of State—the noble Lord, Lord Blunkett, my noble friend Lord Baker and the noble Baroness, Lady Morris—the former Minister of State, the noble Lord, Lord Knight, and indeed my noble friend the son of a Secretary of State, as we have just discovered: in fact, the son of a Secretary of State twice.

I will concentrate my remarks on the educational attainment gap for disabled young people and what this Bill does not say about that—to which my friend, the noble Lord, Lord Blunkett, has already alluded. There will be some stats, some chat and a question. I turn first to the stats. Already by key stage 2 SATs, at the age of 11, only 22% of young people with special educational needs are achieving the relevant standards in reading, writing and numeracy. At age 11, almost 80% of disabled young people and young people with special educational needs are being let down and left behind by our school system, through no fault of the teachers—41% of whom say that they do not have the necessary resources, support or training to address the issue at hand.

For GCSEs, 54.5% of non-disabled students are achieving a standard around grade 8, while just over 31% with special educational needs are achieving the same standard. The transition rate from school to higher education is 47.5% for non-disabled students, 20% for students with special educational needs and 8% for students with an EHCP. Of those going to higher-tariff universities—such as the Russell group and Oxbridge—just over 12% are non-disabled, 3.3% have special educational needs and 1.1% have an EHCP.

Those are the stats, but behind each one are young special educational needs and disabled people who are not being enabled and who are not able to thrive in our school system currently, despite significant resources being spent to supposedly address this issue.

Turning to the consequences, if you are disabled, you are far less likely to be in employment. If you are in employment, you will be very much at the wrong end of a disability employment pay gap. You are less likely to be in employment or higher education, but more likely to be financially or digitally excluded and to suffer from isolation or mental illness. Those are the stats and that is the chat.

The question is just this: what do the Government intend to do about this? The Bill may be mostly about structure, but this is an issue which runs through every element of our education system; it affects every beat point, every point where somebody with special educational needs could be enabled or empowered, yet the stats tell the story. As my friend the noble Lord, Lord Blunkett, said, what will be the linkage between the SEND Green Paper and this Bill as it progresses? I ask the Minister: why do we not take the opportunity of this Schools Bill to start to take the most important steps of all, enabling young disabled and special educational needs students to succeed in education and have fulfilled careers? For the SEN students of today and for those who will follow them tomorrow, if we do that, all of us will benefit.