Adoption and Special Guardianship Support Fund

Alison Bennett Excerpts

Tuesday 1st April 2025 Commons Chamber

[Janet Daby]

For clarity, I have not said that we are looking to expand the fund—that is important. However, we are delighted to confirm £50 million for the fund, and it is available to kinship carers as well. I am sure my hon. Friend is aware that there is a lot of focus from this Government on kinship care, and I would be happy to fill him in on further details on that.

[Alison Bennett (Mid Sussex) (LD)]

In Mid Sussex, Beacon House provides help to so many children. It was led to believe that only a small minority of families were eligible for continued ASGSF funding, but it appears that, in fact, more than half of its service users were eligible. It would have known that had timely and detailed advice from the Government been forthcoming.

We must not forget that at the heart of this are the children and families affected. My constituent Joe has had to explain to their distraught child why their therapy would not continue. As Joe rightly says, this is “cruel”. This is the fourth time I have raised the matter and the urgent need to continue the funding. I welcome today’s decision, but given that the Minister is clearly unable to answer my colleagues’ questions about whether the funding will continue in future years, would she like to apologise on behalf of the Government for the distress caused to those children and families?

[Janet Daby]

We have no intention of ending the funding. What I will say is that we are pleased that we can announce the funding for 2025-26.

Free School Meals

Alison Bennett Excerpts

Tuesday 18th March 2025 Westminster Hall

[Liz Jarvis]

The hon. Lady made an excellent point, and I trust the Minister will address it later in the debate.

One headteacher in my constituency who leads a school of over 600 pupils told me the only way he would be able to resource breakfast clubs is to extend the teachers’ directed time and remove some of the vital continuing professional development interventions and clubs that support disadvantaged pupils. He worries that he will have to cut back on those initiatives to free up time to run breakfast clubs.

Mrs Strong, headteacher at Chander’s Ford infant school, told me that, although the cost of school meals has increased, the funding schools receive has not kept pace.

[Alison Bennett (Mid Sussex) (LD)]

My hon. Friend makes a point that I want to draw out. Gattons infant school in Burgess Hill in my constituency is paid £2.53 per meal, but the caterers charge it £3.15 per meal, so there is a shortfall of 62p per meal per child per day, which amounts to £7,839 over a year. Added to that, the caterers now charge the school an additional £2,000 per year to take away all the waste from the meals. That is a colossal amount of money for a small infant school to sustain. Does my hon. Friend agree that schools should be compensated for the true cost of free school meals?

[Liz Jarvis]

My hon. Friend makes an excellent point. Schools are now being forced to subsidise meals from their already overstretched budgets, which takes away from vital resources such as staff salaries and school supplies.

For Chander’s Ford infant school, the cost of providing meals now exceeds Government funding by £1.11 per meal, forcing it to find another £31,468 out of its budget for the financial year. Schools should not be forced to cut services or make tough decisions to cover the cost of meals that should be fully funded.

Young Carers: Educational Opportunities

Alison Bennett Excerpts

Thursday 13th March 2025 Westminster Hall

[Alison Bennett (Mid Sussex) (LD)]

It is a pleasure to serve under your chairmanship, Ms Furniss.

I thank the hon. Member for Harlow (Chris Vince) for securing this important debate. It is fair to say that he has timed it well following Young Carers Action Day, which, as he mentioned, we both enjoyed yesterday, despite the hail on the open-top bus. What struck me about that trip around central London, talking to carers like Holly and Olly, is just how strong they have to be, because they have no choice. I find that humbling. Every time I talk to young carers, it is deeply humbling to realise what they are contending with at home, what they are managing to achieve at school and how they hold all that together.

It is absolutely right that we should do more to try to support them and to put the framework in place, through all the arms of government, to ensure that they can achieve their potential and feel that they are not letting down their families at the same time. Something that comes through loud and clear is that sense of guilt. I was talking to Holly about deciding whether to go to university, and she felt incredibly guilty about leaving her mum and her sister, who she cares for. But she went ahead and did it. She got into Oxford, and she is in her final year studying French and linguistics. She is an incredible young woman, and I think she will go far in life.

As the Liberal Democrat spokesperson for care and carers, when I speak to young carers—and old carers— I feel very fortunate indeed. It is always a privilege to hear their stories. I am always reminded about how much more there is to do to support them. They make extraordinary sacrifices for their loved ones, but, as we have heard from hon. Members, they quite often do so to the detriment of their education and their futures.

In the 2022-23 school year, young carers missed an average of 23 days of school, compared with just 14 days for children without caring responsibilities. Perhaps even more concerning is that 39% of young carers in secondary school were considered persistently absent, meaning they missed at least 10% of school days. Those high levels of absenteeism are alarming, and the consequences are hugely damaging. Research shows a clear link between school absence and academic performance. Only 40% of absent pupils achieve their expected standards in reading, writing and maths at the end of key stage 2, compared with 65% of all pupils nationally. For young carers, the gap only widens as they move further through their education, and they fall further and further behind. They are 37% less likely to achieve high A-level grades and 38% less likely to obtain a university degree than their peers. If they care for a loved one for more than 35 hours a week, they are an astonishing 86% less likely to graduate from university.

Although some support is available in the form of discretionary bursaries for further education, it often comes far too late down the line, when the damage has already been done. The young carers school programme, run by the Carers Trust and the Children’s Society, is an essential initiative that works to reduce barriers by training local authorities and carers’ services. That is making a difference, but I hope that most Members agree that it is not enough.

Carers, teachers and local authorities all agree that support for young carers is lacking, particularly when it comes to understanding and identifying them in the first place, even before we get into looking at what their needs are. I hear time and again from carers that the lack of recognition is perhaps the most fundamental problem they face—not only recognition of them by others but realising in themselves that they count as a carer and that the support they provide is above and beyond what is normal. Too often when we talk to young carers they say, “I was just helping out my sister at school. She was having a meltdown and the teachers called me. I did not realise I was a carer.”

Although the previous Government committed to developing training modules for educators to better spot young carers, charities and schools, as we all know, are stretched far too thin to ensure consistent coverage across all schools. A key theme that came up on the open-top bus tour yesterday was how different parts of the country have a very different offer for young carers. I firmly believe that young carers deserve more. No child should be forced to choose between their future and helping their family. The previous Government left young carers behind, struggling with school absences, lack of support and barriers to higher education.

On top of that we layer the impacts of the pandemic, and, as the hon. Member for Bexleyheath and Crayford (Daniel Francis) said, that put extra pressure on his family. I commend him for what he has said this afternoon and for everything that he and his daughter do to help the family.

We must ensure that young carers are recognised, supported and given the same opportunities as their peers. The Government have a real opportunity to do the right thing. Schools must play a more proactive role in identifying young carers, which is why I back our Liberal Democrat policy that requires every school to have an appointed, dedicated young carers lead. Meanwhile, higher education must be put within reach of young carers. To make that a reality, my Liberal Democrat colleagues and I believe we need to introduce a young carers pupil premium with targeted funding to support schools in offering academic and pastoral help for student carers. As with so many things, we must identify early and support early. This helps carers and it helps society as a whole, stopping problems before they have even begun and saving money in the process.

My Liberal Democrat colleagues and I believe that young carers deserve better. With the right support, they can thrive in education, achieve their ambitions and build bright futures, all while continuing to provide the support that they need and want to provide for their loved ones. It is time to give young carers the recognition and opportunities that they deserve.

[Danny Kruger (East Wiltshire) (Con)]

It is a pleasure to serve under your chairship, Ms Furniss. I pay tribute to the hon. Member for Harlow (Chris Vince) for securing the debate, for his very good speech and also for the work he has done in support of young carers over the years. It was good to hear about that. I also pay tribute to other hon. Members who have spoken today and brought a wealth of insight to our debate, particularly the hon. Member for Bexleyheath and Crayford (Daniel Francis). He and I serve on a certain Bill Committee and I feel I am getting to know his family very well. The more I hear of them, the more I like them. I pay enormous tribute to him and his family for what they do in often very difficult circumstances and I am grateful to him for what he said.

I particularly pay tribute to young carers across our country. As the hon. Member for Mid Sussex (Alison Bennett) has just said, it is absolutely inspiring and humbling when we hear the testimonies of the unsung, often unacknowledged work—even by themselves, as she says—that they do. It is always great to have the opportunity to hear about them and from them. If any of the young people in the Gallery today are young carers, I pay tribute to them and thank them for what they do. I hope they feel that they are being properly acknowledged in Parliament today.

As we have heard, it is not just the additional responsibility and the weight of caring for a family member or relative that is all-consuming for young people. It is the sacrifices that come with that. For young carers, it often means missing out on social plans with their friends, not being able to commit to extracurricular activities outside the school day, and too often having to miss school in order to fulfil their duty as a carer. We have heard that point made.

The Carers Trust surveyed over 1,000 young carers and the results were saddening. A key finding was that almost a third of young carers reported that they always or usually struggle to balance their caring responsibilities with school, college or university work. We understand that there are 54,000 young carers in England and Wales, and their overall absence rate is 12%, compared with just 7% for pupils who are not young carers. That means that a young carer misses more than one school day per fortnight on average. This commonly leads to persistent absence: 39% of young carers were persistently absent in 2022-23, compared with 21% of those who are not young carers. That is twice as many. The impact is undeniable, not only on the educational attainment and opportunities of young carers, but on their sense of being included in the school community, which is so important.

I was saddened to read in the survey that 28% of young carers report that they either never had, or did not often have, someone at school, college or university who understood that they were an unpaid carer. An even higher rate—40%—said that they never got, or did not often get, help from their school, college or university, so even when it is acknowledged that they have caring responsibilities, many of them do not feel that they get any support from their institution.

As hon. Members have said, there is no doubt that more support needs to be instilled in schools, local authorities and communities. A point was made about the record of the last Government. I do not want to go too much into defensive mode, because I very much acknowledge the points made by the hon. Member for Mid Sussex—she is clearly speaking the truth on behalf of young carers, as other hon. Members have—but in government, we were determined that all young carers should receive the support they need to succeed in all stages of education. The pupil premium, which was introduced under the last Government in 2011, gave schools in England additional funding to improve outcomes for children facing disadvantages. It has supported the roll-out of support for many young carers.

I take the hon. Lady’s point—she may well be right—that it would be appropriate to have a targeted pupil premium for young carers, by making them automatically eligible for the pupil premium, and I would be interested in the Minister’s view. I understand that 60% of young carers are eligible for the pupil premium at the moment—that speaks to the disadvantage that many of them face—but it might be appropriate to be more targeted and specific about their eligibility.

[Alison Bennett]

It struck me as the hon. Member was speaking that an advantage of the proposal is that it would incentivise schools to identify carers. One of the problems we have spoken about this afternoon is the fact that many schools say they have no young carers. Does he agree that it would provide that incentive?

[Danny Kruger]

The hon. Lady is absolutely right: it would be a helpful incentive to identify young carers among the school population. I will come in a moment to further support that schools need to do that work.

As has been mentioned, there are bursaries, introduced by the last Government, to help with the costs of education, such as travel and books, childcare and residential costs when required. In the 2023-24 academic year, more than £160 million of bursary funding was allocated to institutions to help disadvantaged 16 to 19-year-olds with the cost of taking part in education. I recognise the hon. Lady’s point that those bursaries can come quite late in a child’s education, and that it would be good to be more proactive. It might well be that more work can be done to ensure that children and their families get the opportunity to apply for the bursaries, and to encourage schools to support them to apply earlier on, because I bet loads of families do not know that these bursary opportunities exist.

Another programme introduced by the last Government, in 2014, was the Young Carers in Schools programme, which addresses the need to ensure that schools do more to identify young carers and increase their engagement in school. The programme set out 10 key steps to help schools to identify and support young carers. Each step provides key practical tools that can be adapted to support the individual school. The hon. Lady made the point that provision can be quite patchy across the country, and I dare say she is right. Again, national schemes are great, but only in so far as they are properly applied, uniformly, to the best possible standard. I hope that the Department is working on ensuring that there is greater coverage of that useful programme.

The Young Carers in Schools award allows schools to gain recognition for their success in supporting young carers. I would be interested to hear from the Minister to what extent that programme has been successful. It also enables schools to share good practice. My understanding is that its impact is positive: 94% of schools said in response to a survey that their staff were more likely to know what to do if they identified a young carer and how to support them. That sounds improbably good, and it might be that that is a somewhat superficial response; nevertheless, it is encouraging to hear that schools are positive about that programme. There is also encouraging evidence about the impact on young carers themselves.

On higher education, there is depressing research, cited by the hon. Member for Mid Sussex, that shows that young carers are significantly less likely to graduate than young people without caring responsibilities. I understand that the Office for Students launched an equality of opportunity risk register, which identified 12 sector-wide risks that may affect a student’s opportunity to access and succeed in higher education. It made reference to young carers in six of those key sector risks, so there is obviously recognition of the extent to which caring responsibilities can impact on one’s opportunities in higher education.

More needs to be done to set out how education providers will improve equality of opportunity for students from disadvantaged backgrounds so that they succeed and progress in higher education and onwards. There is clearly more to do to ensure that all young carers get the support they need to succeed. I urge the Minister to engage with young carers—I am sure she is doing so—schools and local authorities to identify what additional support young carers need, to ensure true equality of opportunity for every pupil.

Oral Answers to Questions

Alison Bennett Excerpts

Monday 10th March 2025 Commons Chamber

[Catherine McKinnell]

I am sure all Members joined in celebrating World Book Day in their schools. I absolutely agree with my hon. Friend, and recognise how important it is to encourage children to read for pleasure. We know that reading for pleasure does happen in schools; teachers already encourage their students to listen to, discuss and read a wide range of stories, poems, books and plays. Importantly, this can also start at home, where parents can show how much they love reading. That is why I commend the LBC campaign, Kids Who Read Succeed, an excellent initiative to encourage reading and ensure that all children, parents and teachers get that message.

[Alison Bennett (Mid Sussex) (LD)]

In all four libraries in my constituency this week, Mid Sussex babies and toddlers will be enjoying themselves at rhyme time; I hope that will be the start of many happy years of reading for my youngest constituents. Will the Minister join me in congratulating West Sussex library service on its 100th birthday last month, and will she commit to lobbying the Chancellor and the Deputy Prime Minister to ensure that my county council is sufficiently well funded to enable West Sussex to keep its 36 libraries open to the public for another 100 years?

[Catherine McKinnell]

I absolutely join the hon. Lady in congratulating the library service on its success. We all know how valuable our local libraries are in supporting and encouraging children and families to read. This is obviously a priority; we encourage reading for pleasure as much as reading for study, and it is something we clearly need more of—as is longevity, as she rightly says.

Children in Care

Alison Bennett Excerpts

Tuesday 4th February 2025 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Janet Daby)]

It is a privilege to speak with you in the Chair, Sir John. I congratulate my hon. Friend the Member for Derbyshire Dales (John Whitby) on securing a debate on this important subject, and I thank hon. Members for their interventions. I will attempt to respond to as many as possible in the time that I have.

I know that this subject is close to my hon. Friend’s heart, because he has been a foster carer for many years; as a former children and families social worker and fostering manager, it is close mine, too. I am delighted and proud to be part of a Government who are making such a difference for children in care. I thank all foster carers for the care that they provide to foster children across our country.

Children in care are among the most vulnerable in our society. My hon. Friend is correct that the number of children in care has increased year on year since 2010, under the previous Government. The problems facing the children’s care system were set out in a 2022 review led by my hon. Friend the Member for Whitehaven and Workington (Josh MacAlister), and the Competition and Markets Authority also reported on failings in the children’s social care market that year. Both called for radical action. This Government inherited a broken care system that is failing too many children, despite the heroic efforts of social workers, carers and all those who champion children’s outcomes.

We are taking action. Since the election, we have announced funding in the Budget to enable more children to stay in family-centred environments, including the largest ever national investment in kinship care of £40 million. We have also published a policy statement with ambitious plans to reform children’s social care and focus the system towards early help for families.

[Alison Bennett (Mid Sussex) (LD)]

On the point about early intervention and prevention, I thank the Minister for agreeing to visit Sussex later this year to meet me and an organisation called Pause, which works with mothers who have had a child taken into care. It works across a number of local authorities but by no means all, and I hope that the Government will look favourably upon its work and enable more funding to support it in more areas.

[Janet Daby]

I thank the hon. Member for that intervention and I look forward to visiting Sussex.

In the local government finance settlement, we announced two grants that will double settlement investment in preventive children’s services to over £500 million in 2025-26. We have introduced legislation to underpin our reforms, in the Children’s Wellbeing and Schools Bill. The actions we plan to take do not stop there: we have a vision to improve services for children in care and we are on that journey.

Foster carers offer crucial support to some of the most vulnerable children in our society. They provide love, stability and compassion to children and young people when they need it most. We recognise that there are sufficiency challenges in foster care and we want to recruit more foster carers, so that foster care is available for more children who need it, in the places where they live. On that point, I say to anybody listening to the debate who is interested in becoming a foster carer: please do contact your local authority children’s services.

In the autumn Budget, we announced an additional £15 million to expand the fostering recruitment and retention programme. My Department is currently supporting two thirds of local authorities across England in 10 regional hubs. The extra funding will expand our approach to ensure that every local authority has access to that support. The regional hubs support foster carers from their first inquiry through to providing a retention model. Our aim is to boost the number of approvals among those who apply to become foster carers, and take further steps to retain those who we have. I note the comments of my hon. Friend the Member for Derbyshire Dales about the need to retain foster carers and I absolutely agree with him.

No foster carer should be financially disadvantaged because of their fostering role. We expect all foster carers to receive at least the weekly national minimum allowance, in addition to any agreed expenses, to cover the full cost of caring for each child placed with them. In January, local authorities were sent a letter to remind them of their duty to provide the national minimum allowance and to notify them of the latest 3.55% uplift. Fostering service providers can choose to pay above the minimum allowance or to pay additional fees. Qualifying care relief, a tax relief, is also available to support foster carers. The threshold for the relief has been raised in recent years to ensure that the vast majority of foster carers will not pay tax on their care income. We encourage fostering service providers to adhere to the foster care charter, which sets out clear principles for how foster carers should be treated and recognises their invaluable work.

For most children in care, foster care is the best option when they cannot live in kinship arrangements. Kinship care, which has been mentioned by Members across the Chamber, is an area where the Government are investing. We recognise that for some young people, kinship care is absolutely where they need to be, and that kinship carers need support to enable them to care for their children. We announced £90 million of capital funding in the autumn Budget to fund new places in children’s homes and to secure children’s homes.

We are using that money in two ways. First, we are providing funding to maintain existing provision and expand capacity across both secure and open children’s homes. That will provide 180 additional open children’s home placements by late 2025. It will also help local authorities to support our most vulnerable children accommodated in specialist care in secure children’s homes, including continuing plans to create two brand-new secure homes in London and the west midlands. We recognise that we need a variation of care dependent on the care needs of the child.

Secondly, we are taking action to provide increased provision specifically for children with multiple complex needs who have been, or are at risk of being, deprived of their liberty. For such children, their needs will be a response to complex ongoing trauma. We have invited local authorities to bid for new capital funding to build 200 new places in local authority children’s homes. Local authorities and health partners will be encouraged to work together to deliver suitable packages of care and plans to support these young people. Alongside that, the Children’s Wellbeing and Schools Bill will create a new statutory mechanism that allows children with complex needs to be placed in safe, flexible and secure community-based provision that keeps children safe. All young people should receive consistently high-quality care. To improve the quality of children’s homes, the Bill will strengthen Ofsted’s powers to hold provider groups to account where there are quality issues.

The current children’s social care placement market is dysfunctional. It is not delivering enough safe, loving homes for children in the right parts of the country at a sustainable cost to the taxpayer. As has been mentioned, some councils are on the brink of bankruptcy, in part due to the rising cost of spending on children in care, while some providers are making excess profits despite sometimes providing sub-par care for our most vulnerable children. The Government are clear that profiteering from vulnerable children in care is absolutely unacceptable, and we are committed to stamping it out where it occurs in the children’s social care market.

We are introducing a package of measures to fix this. The measures will rebalance the market and improve competition, regulation and the commissioning of placements. They will shine a light on the levels of profit being made and bring greater visibility to the prices that local authorities are paying. The measures, which are in the Children’s Wellbeing and Schools Bill, form a key part of our strategy to address the problems of the market.

I am enormously grateful to my hon. Friend the Member for Derbyshire Dales for speaking so eloquently and passionately about children in care, his experiences and the many issues to do with children’s social care. This subject means a great deal to him, as it does to me and to our Government. We need to get this right. There is a lot to do. I acknowledge the dedication that he has shown in his working life. Our opportunity mission is focused on breaking the link between children’s backgrounds and their success. I am determined to support and to improve the life chances of children in care, and this Government have an ambitious plan.

Question put and agreed to.

Education, Health and Care Plans

Alison Bennett Excerpts

Wednesday 22nd January 2025 Westminster Hall

[Alison Bennett (Mid Sussex) (LD)]

I thank my hon. Friend the Member for Chelmsford (Marie Goldman) on securing this important debate. I will not repeat what colleagues have said about the impact on children, but will instead talk about the impact on teachers.

The current EHCP system is grossly unfair to teachers who are expected to cope. I recently visited the Gattons infant school in Burgess Hill. As an infant school, it has only three school years. Four-year-olds arrive there with clearly unmet needs, and they quite often leave the school before the EHCP has been processed by West Sussex county council. That is clearly unfair on those children, and it is clearly unfair on the children who do not have special educational needs or are not yet diagnosed. It is unfair to expect teachers to be able to cope with a classroom of 30 children, a significant number of whom have needs that are not being met. In conclusion, it is absolutely essential that is this is turned around with urgency, and I thank the Government for all that they are doing.

Sixth-form College Strikes: Sussex

Alison Bennett Excerpts

Monday 13th January 2025 Commons Chamber

[Alison Bennett (Mid Sussex) (LD)]

In my constituency, our young people are fortunate to have several highly regarded sixth-form options, including three brilliant colleges just over the constituency boundary in Brighton, Hove and Horsham. Varndean is one of only a handful of state-funded colleges offering the prestigious international baccalaureate; students at BHASVIC—Brighton, Hove and Sussex sixth-form college—received over 50 offers to study at Oxford and Cambridge last year; and Collyer’s has the best results in west Sussex and is in the top 15 colleges nationally for value added.

Since late November, those three local colleges have been among 32 across England, including one in the Minister’s constituency, that have held seven strike days—four before Christmas and, to date, three in January. I secured this debate having already submitted written parliamentary questions, the answers to which further frustrated those caught up in the dispute. In my opinion, the Government have dropped the ball on fairly and adequately funding non-academised sixth-form colleges. I feel that teachers are being treated unfairly and that students in Mid Sussex and beyond are being badly failed as a result.

[Alison Hume (Scarborough and Whitby) (Lab)]

I thank the hon. Member for raising this issue, which also affects Scarborough sixth-form college in my constituency. There are high levels of deprivation in parts of Scarborough, and the sixth-form college is a key route to higher education or employment opportunities for young people. Will she join me in praising the dedication and hard work of staff at sixth-form colleges not just in Scarborough, but across the country, who enable students to reach their full potential?

[Alison Bennett]

I agree that sixth-form college teachers do a huge amount of good, supporting students from a vast variety of backgrounds, including disadvantaged backgrounds.

This evening, I was pleased to meet in Parliament my constituent Amelie Lockhart, a year 13 student at Varndean, and Fleur Hemmings, a philosophy teacher at Varndean. Amelie told me that the strikes are limiting the time left for year 13 students to finish their subject content, and she and her friends are worrying about hitting their grades for university. Sam, a BHASVIC student from Haywards Heath, said:

“I’m worried about learning all the content for my A-levels at this crucial point in my life but I support the teachers in this strike.”

Similarly, a year 12 double maths student from BHASVIC told me that because they complete A-level maths in just one year, the strikes mean that he has already missed out on the teaching of several full topics of learning crucial to his exams in June. In addition, BTec students started exams last week just as three days of strikes took effect, and university applicants who need extra support—often students from more disadvantaged backgrounds or with special educational needs—have been impacted just before the end of January application deadline.

Lily from Haywards Heath, who studies at Collyer’s, says:

“These strikes disrupted my learning during mocks week. I didn’t have the proper class time to prepare for my exams. Of course I support the teachers. I think they should get the proper salary they deserve.”

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Lady for securing the debate. I spoke to her beforehand to mention an example and support her position. There have been similar strikes in Northern Ireland, and teachers’ strikes are approaching. The main thing my constituents tell me is that students, who are already under enormous pressure during exam periods, must not be left struggling under undue duress and pressure. When it comes to sorting out these problems, does she agree that, although wage increases for teachers are important, the issues facing students must not be ignored?

[Alison Bennett]

I thank the hon. Member for his intervention and agree that the impact on students is at the centre of the debate.

Emma, a parent from Hurstpierpoint, has said to me that it is madness for the Government to think that they could agree a deal with one set of teachers and exclude another. Meanwhile, a BHASVIC parent told me that they support the teachers but are frustrated that their children, who were let down during covid by a Conservative Government, are now being let down by a Labour Government, too.

So it is that teachers such as Fleur decided to go on strike, with a heavy heart. They are mindful that students get just two short years at college to study and prepare for their futures and that every day counts. For our year 12 and year 13 students, this is just the latest round of disruption that their education has been subject to: they were in years 7 and 8 when the first covid lockdown was announced and did not get back into school for six months. That had a profound impact not just on their learning but on their social and emotional development, with soaring rates of mental ill health and school absenteeism still being widely reported five years later. Then, during 2022 and 2023, there were further rounds of strikes in those students’ schools.

As Arianne from Haywards Heath, who is a BHASVIC student, said this week:

“The most frustrating thing is the loss of routine. The strikes have made it hard to integrate back into college after Christmas. We can’t get as much support from teachers for coursework, which might affect our grades. It feels very disengaging. None the less, I still support the teacher strikes and understand that if change is going to happen you have got to do something disruptive.”

[Lisa Smart (Hazel Grove) (LD)]

On Friday, I was at Marple college, where a number of young learners talked to me about the really important elements of quality teaching and how they help, just as my hon. Friend laid out. She has mentioned a number of her constituents who have made exactly the same point.

I have also been contacted by Danny Pearson, the principal of Aquinas college, who knew that my hon. Friend had secured the debate. I want to share one sentence of his. He said:

“We really should be putting students and their education first and it seems a great shame that we cannot avert these strikes and get sixth form teachers back where they belong, in front of our students.”

Does my hon. Friend agree with me and Danny that the Government should do more to get brilliant teachers back in front of their students, where they belong?

[Alison Bennett]

I thank my hon. Friend for her intervention. I absolutely agree that more needs to be done, and with urgency.

Why would sixth-form teachers take this step and cause more disruption to their students? I think that these strikes have come about because of sheer frustration at an illogical pay offer that effectively creates a two-tier sixth-form system. In July, the Government accepted the recommendation of the School Teachers’ Review Body to increase the pay of teachers in schools by 5.5%, and £1.2 billion of funding was provided for that pay award, but the Government excluded teachers at non-academised sixth-form colleges, yet they do exactly the same job as those in academised sixth-form colleges and at maintained schools.

So far, the Government have provided two explanations for that illogical decision. First, in response to my parliamentary question, they said:

“The government is not responsible for setting or making recommendations about teacher pay in further education…colleges, including sixth form colleges.”

One college principal I have talked to described that explanation as

“inaccurate at best, deceptive at worst”.

In fact, the Government have made a choice. They could have chosen to provide more funding to colleges to help fund pay awards, but they did not. There is precedent for making that choice: in 2023, the then Conservative Education Secretary chose to provide more money for all colleges through the 16 to 19 funding formula. This choice is costing some students valuable teaching time, while others—in some cases at schools just down the road—are having no such trouble.

The Government’s second explanation is that they are facing a “very challenging fiscal context”. They were able to find £1.2 billion for the initial pay award but said they could not provide the extra £19 million needed to end the strikes. That relatively small amount would ensure pay parity for teachers everywhere in the country and, in doing so, stop students from needlessly missing out on vital days of education. As the 2023 funding settlement proves, it is absolutely possible to extend support to all sixth-form colleges and there is no legal or technical reason to prevent it. It is a choice in the gift of the Government.

To add insult to injury, sixth-form colleges are already facing significant funding inequalities. According to the Institute for Fiscal Studies, Government spending on students in those colleges is 26% lower than it is for students in secondary schools, and unlike schools and academies they cannot reclaim VAT, costing them around £350,000 per year on average.

There are also the longer-term implications of the widening pay gap. The IFS has estimated that as a result of last year’s 5.5% pay award for schoolteachers and the 2.5% increase for college teachers, the pay gap in this academic year will be the highest on record—£7,000, or 18%. My constituent Jo, a senior sixth-form college teacher and a mentor for early-career teachers, told me that one of her mentees has already had to leave Brighton and return to Newcastle as he could not afford to live in the south-east, and another of her current mentees is finding it difficult to survive on his teaching salary. She said that the erosion of teachers’ pay over the past decade, together with the high cost of living in this part of the country, means that Sussex is losing very good teachers. In her words, that is a direct threat to current and future students.

The Government must take urgent action to ensure that teachers in sixth-form colleges receive the 5.5% pay award, backdated from 1 September 2024. That is essential if we want to ensure that students’ education is not further disrupted. As we have heard, there is a clear and compelling case for providing funding to sixth-form colleges. The Government must change course. They appear to have belatedly realised that they made the wrong choice and have recently offered a staggered pay rise, with the 5.5% pay award applying from 1 April. However, that would still leave a pay discrepancy of £2,000 for no logical reason, other than—I presume—not being seen to backtrack completely from their ridiculous initial decision.

The Government must prioritise the education of students from Sussex and across the country, and must ensure that sixth-form colleges can continue to recruit and retain excellent teaching staff. Varndean, BHASVIC and Collyer’s are currently offering some of the very best opportunities within the state sector to our country’s 16 to 18-year-olds, but that is at risk if the Labour Government do not urgently address the inequality they are exacerbating in the sector.

I close in the strongest terms, by urging the Minister and the Government to reconsider their approach; to find the small amount of money remaining to ensure that teachers are paid the same for the same job; and to finally put this cohort of students, whose education was most affected by covid disruption, at the centre of decisions made by Government that affect them.

SEND Provision: Autism and ADHD

Alison Bennett Excerpts

Thursday 12th December 2024 Commons Chamber

[Pippa Heylings]

I could not concur more. Over the past decade or more, we saw chronic under-investment from the Conservative Government, despite the needs having been recognised in statute, and that has left us in this pressure point situation. We are now seeing the results of that. I have also been told that this is a time bomb, because we will see the impacts in the future in the quality of life, in opportunities, in the NHS and in social services—in all services really—if we do not deal with this situation.

I have also been told about the situation for siblings. When a child is not given the support that they need in school, young carer siblings are often drawn out of their class and asked to be with their sibling during their lunch break or lessons. There is an impact on all those affected.

[Alison Bennett (Mid Sussex) (LD)]

On that point about young carers, does my hon. Friend agree that, at the moment, schools struggle to recognise how many young carers are on their rolls? Does she think that the Department for Education would be wise to look at better ways of measuring the number of young carers and giving schools the toolkits to identify them?

[Pippa Heylings]

I could not agree more with my hon. Friend. The Carers Trust has provided us with these stories and pointed out that we really need to collect this evidence. It would be easy to point the finger at local councils and say that this is their failure, but, as we have said, they are stretched to their limits by a chronic lack of funding. We have heard that f40, the cross-party local authority campaign group, has estimated that an additional £4.6 billion of annual SEND revenue is required to meet the current need, yet most of our county councils face a black hole in their budgets. One issue is the training and retention of educational psychologists, because they and council workers are overwhelmed. Turnover rates are high and burnout is common, which leads to an exacerbation of those waiting lists.

--- Later in debate ---

[Catherine McKinnell]

I absolutely recognise the challenge the hon. Gentleman has outlined, but it very much speaks to the point I was making, which is that we have published independently commissioned insights that suggest that if the education system as a whole was extensively improved, and if we had much better early intervention, which the hon. Member for South Cambridgeshire rightly referred to, and better resourcing within mainstream schools, that could lead to tens of thousands more children and young people having their needs met without an education, health and care plan. Their needs would be met within a mainstream system and with their peers, without needing a specialist placement. Clearly, we need specialist places for children with the most complex needs, but to ensure we have those places, we need to improve inclusivity and expertise within mainstream schools, while ensuring that those special schools and places can cater to children with the most complex needs.

I come back to the hon. Lady’s point about transition points for young people and how important it is for the whole system to be reformed. It is not good enough to reform just part of it, and for that great work to then be undone when a child or young person moves on to a new educational setting that does not provide the right support and environment for them. My point is that this situation is huge and complex. There is not a magic wand, and there is no overnight quick fix, but we are determined to change it, and we cannot do it alone. We need to work in partnership to achieve this.

[Alison Bennett]

I thank the Minister for her response. So much could be said about special educational needs across the country and in my constituency of Mid Sussex. The Minister mentioned how we all as Members of this place are undoubtedly trying our best to help families navigate the special educational needs system. I am sorry to say that when families come to me and I ask, “How can I help you?”, they say, “We don’t think you can help us. We just want you to witness and listen to what we are saying,” because the system is so broken. I met the family of Annabel in Mid Sussex. She has been out of school for several years, has been sectioned and has had multiple suicide attempts because her autism was not being managed in the schooling system. Her family just wanted me to bear witness to them, and I am so sorry that there is not more that we as parliamentarians can do.

[Catherine McKinnell]

The hon. Lady has borne witness today to that family and young person facing that challenge. It is vital that we work together with parents, schools, councils, the health sector and expert staff, who we know go above and beyond to support children within education settings to achieve the changes that are clearly desperately needed.

The hon. Member for South Cambridgeshire specifically focused the debate on support for autistic children and young people and those with ADHD. She will know from the work she has undertaken that we are seeing significant increases in the numbers of children and young people identified as autistic or with ADHD, and that is something we share in common with other countries around the world. We know families are facing significant challenges and that support needs to be in place, as she outlined, to ensure that those children can thrive in school.

We absolutely recognise the long waiting times across the NHS for autism and ADHD assessments, and we are working to address them. As the hon. Lady identified, we need to ensure that mainstream schools and colleges can identify those needs and put support in place early, because the earlier a child gets the support and right environment in which to learn, the more chance that they will thrive and that some of the challenges they face will be mitigated.

Ensuring that we have knowledgeable professionals in our schools and colleges is a key part of this. All teachers are teachers of pupils with special educational needs and disabilities, but we need to make sure those teachers have the skills and support to help all pupils succeed. As such, we are implementing a range of teacher training reforms that begin with initial teacher training and continue through early career teaching to middle and senior leadership.

We have a universal SEND services contract, which provides SEND-specific courses and professional development for school and college staff. Through that contract, the Autism Education Trust offers a range of training and support for staff on how to support autistic children and young people. The contract began in May 2022, and over 200,000 professionals have received training from the Autism Education Trust and training partners. On 1 September 2024, this Government introduced a new mandatory leadership-level national professional qualification for SENCOs. We are making the changes, but it will take time for them to work through.

Our partnerships for inclusion of neurodiversity in schools programme is also running in around 10% of schools, which is approximately 1,600 mainstream primary school settings. It is deploying specialists from both the health and education workforces and building better teaching and staff capacity to identify the needs of neurodivergent children. It provides opportunities to enhance support and improve outcomes for all children, taking a whole-school approach. It is a cross-Government programme backed by £13 million of investment, and it is a collaboration between the Department of Health and Social Care, the Department for Education and NHS England.

Additionally, we have just established a neurodivergence task and finish group, bringing together a group of experts from various backgrounds to help us understand how to improve inclusivity in mainstream schools in a way that works for neurodivergent children and young people. We know that listening to children and young people and their families and understanding their experiences is a really important part of this work. That group met for the first time this week, and I look forward to seeing their recommendations on the best way that we can support these children’s needs. This is happening alongside our expert advisory group on inclusion and the work being done by Dame Christine Lenehan, our new strategic adviser on SEND. We are looking at all of these issues strategically across Government, as we urgently need to turn this situation around.

I could go into the details of high needs funding, but I am very conscious of time. I appreciate the concerns that have been raised about the national funding formula. We prioritised speed over change this year—we needed to get the formula processed and out to schools and educational institutions—but we will obviously keep it under review to make sure the money is being spent in the most effective way to deliver the best outcomes for children. We have also allocated £740 million for high needs capital funding to support mainstream schools to adapt, if needed, to create more inclusive mainstream settings.

I thank the hon. Member for South Cambridgeshire again for bringing this matter forward. Ensuring that effective support is in place for young people is absolutely a priority of this Government. We know the hardship that far too many families have faced, and my final word of thanks goes to all those working in the interests of our children in our health, education and care systems. We will deliver the best for our children and young people, and I am confident that together we can achieve that.

Question put and agreed to.

Oral Answers to Questions

Alison Bennett Excerpts

Monday 4th November 2024 Commons Chamber

[Bridget Phillipson]

I am grateful to my hon. Friend for the work that she leads on behalf of this House on the Education Committee. Our child poverty taskforce is absolutely focused on this area. We will listen to and engage directly with families across the UK, including those who have children with SEND. As she identifies, child poverty blights the life chances of far too many, and that must change.

[Alison Bennett (Mid Sussex) (LD)]

Carers Trust estimates that two children in every classroom across the UK are young carers, yet 72% of schools say that they have no young carers on their roll. What steps is the Department taking to address that?

[Janet Daby]

We have recently required all schools to provide that data, so that we can find out where the young carers are and ensure that they gain the support that they need. Through the children’s framework, they can have an assessment alongside their parents. I am happy to speak further on this matter.

Special Educational Needs and Disabilities

Alison Bennett Excerpts

Thursday 24th October 2024 Commons Chamber

[Catherine McKinnell]

I thank my hon. Friend for his question. I reiterate that the Government have inherited a terrible legacy, not only on special educational needs and disabilities, but on our public spending and the state of our public services overall. The example he raises is good, as it highlights the importance of working across Government to resolve issues and help the families who need support. Whether that is done through the education system, which my Department is responsible for, or through the health service, we need to work collaboratively across Government to address the huge backlogs that far too many people face in getting the support that they need. I can assure him that that is a priority for us.

[Alison Bennett (Mid Sussex) (LD)]

In the past two weeks, I have met two families whose children are suicidal, one of whom is nine years old. The other one was committed to a secure unit for most of 2023. The cause of their suicidal thoughts was their educational needs not being met by the education system. Neither of those children have EHCPs. Conservative-controlled West Sussex county council is completing only 9.4% of EHCPs within 20 weeks. One block is the lack of educational psychologists. Does the Minister agree that increasing the supply of educational psychologists is essential?

[Catherine McKinnell]

I am so sorry to hear about the cases the hon. Lady raises. She highlights very well the huge challenge that we face in addressing needs—in ensuring that we have not only the inclusive mainstream education system that every child should feel they belong in, and that provides the education they need, but the mental health support that we know is sadly lacking. The waiting lists are too long for far too many children and families. We are prioritising investment to ensure mental health support and educational psychologists are available in schools, because we know how important it is to get the right support in place to help the families and individuals affected, and to enable schools to address these needs.