Giving Every Child the Best Start in Life

Allison Gardner Excerpts

Wednesday 16th July 2025 Commons Chamber

[Dr Allison Gardner (Stoke-on-Trent South) (Lab)]

I commend the Government for their mission to give every child the best start in life. It is critical that all children, no matter where they are born, have every opportunity to achieve their potential. I must mention at this point the number of Staffordshire MPs who are here for the debate, which just shows the importance of this topic to the children in our county.

[Adam Jogee]

Inspired by my hon. Friend the Member for Stoke-on-Trent Central (Gareth Snell), does my hon. Friend agree that team Staffordshire hunt as a pack?

[Dr Gardner]

My hon. Friend is right that we hunt as a pack: when the three Stokie MPs get together with our Staffordshire colleagues, we make a formidable bunch, and I am very proud to be part of the team.

I am incredibly proud to work for a Labour Government who are breaking down the barriers to opportunity, tackling child poverty and improving early years development through our plan for change. This is certainly a nationwide issue, but I wish to stress the critical importance of this mission in Stoke-on-Trent South and Stoke-on-Trent more widely. Our children were neglected time and again by the previous Government, and we now have some of the worst outcomes for childhood development, health and wellbeing in the country. Before I list the statistics, I want to point out that Stoke-on-Trent is also the best place in the country to live and that the people are fantastic. We have been let down and that is by no means the fault of the wonderful people of Stoke-on-Trent.

[Uma Kumaran (Stratford and Bow) (Lab)]

My hon. Friend is making an important point. My constituency of Stratford and Bow, in east London, was recently scored second best in the country on the Sutton Trust opportunity index, for opportunities for children to advance in life, and the neighbouring constituency, East Ham, scored top. London has severe inequalities in giving children the best start in life, but we also have opportunities. It is important that kids in Staffordshire get the same opportunities. That is why this Government are working to spread that opportunity far and wide, so that they all have the best possible start in life.

[Dr Gardner]

I commend my hon. Friend and her neighbour for those wonderful outcomes, although I am sure she still has issues in her constituency that we need to battle against.

As I have said in the Chamber before, child poverty in some parts of my constituency is as high as 76%. In 2022-23, 13 children in every classroom of 30 were living in poverty in Stoke. Stoke-on-Trent has the highest rate of infant mortality in the country, and between 2019 and 2021, babies born in Stoke were nearly twice as likely to die before their first birthday than the national average.

In addition, Stoke-on-Trent has the highest number of children in care per head of population in England, and our children face successive delays in early years development. In 2023, Stoke-on-Trent was in the bottom 10 of all English local authorities for the number of children with the “expected” level of literacy, communication and language, and numeracy skills by early years foundation stage. I know that these figures will shock many, but Stoke-on-Trent must be a priority region for tackling child poverty and our related missions. There are children in my constituency who start school unable to speak, use the toilet or brush their teeth, and there are children in our high schools who are still learning phonics, which should have been taught in primary school, as they are struggling with such severe delays in their development.

Infant mortality, a topic that is very close to my heart, is explicitly linked to socioeconomic inequalities and persistent inequalities in health. As has been mentioned, the first thousand days of a child’s life are the most important. What happens during those days can, in many cases, predict a child’s entire life course. It is devastating that for so many children in our city their first few years are marked by deprivation, poor quality housing and incredibly low living standards.

Labour Stoke-on-Trent city council is doing excellent work to support our children. It has made major improvements to children’s social care services, focusing on early help and new front-door arrangements, and the family matters programme is a multi-agency programme delivering prevention and support services to give our children the very best start in life. Local organisations, like Thrive at Five and Stoke Speaks Out, have also run incredible programmes to facilitate a thriving early years network in Stoke-on-Trent to improve children’s early development.

However, our city council and our local services have had to work incredibly hard against a backdrop of successive cuts over the past 14 to 15 years that have decimated so many services and forced many to close altogether. Many of our holistic early intervention programmes, where families could get advice, health visitors supported families from pregnancy onwards, and staff could identify families in need and offer early support, have now closed their doors.

[Adam Jogee]

I am grateful to my constituency neighbour for her brilliant speech. Is not much of this issue about the history of our communities? These are industrial heartlands that were let down, left behind and forgotten for many, many years. We need not just joined-up thinking as we address these results, from the early years right through the journey to higher education and beyond, but joined-up results. That is how we will be able to deliver for communities in Newcastle-under-Lyme and Stoke-on-Trent and right across Staffordshire.

[Dr Gardner]

My hon. Friend quite rightly points out the complexities and histories of the issues that we face, which we need to solve with a holistic approach.

In the absence of amazing services such as Sure Start, mentioned by my hon. Friend the Member for Stoke-on-Trent North (David Williams), the predominant policy route has been to fund reactive services that reach families only at crisis point. Not only is that incredibly costly, but it results in so many children with developmental delays or safeguarding concerns going unnoticed until it is far too late. Early years services provide a lifeline to so many families; in their absence, inequalities have risen and our children have suffered. Stoke’s children deserve better. I am deeply grateful to the Minister, who is in her place and who has agreed to have a meeting with me to discuss the difficult problems that we wish to solve. The Government are absolutely working hard to address those.

As I said, I am incredibly pleased that this Government are expanding the early years offer through the Best Start family hubs model. I am so grateful that the Government have committed to further support the family hub in Normacot, which the community has fought so hard to save, but families in Meir also deserve a Best Start family hub. Residents in Meir are proud of where they live, but they are aware of the challenges in their community, and they too deserve support. Children in Meir would benefit hugely from a centre in their neighbourhood.

We know what works. We know that high-quality early years education and support networks for families can completely transform a child’s life chances. We know that early intervention is far more effective and affordable than trying to fix problems later down the line. We need policies that improve neonatal and post-natal health, provide parents with the knowledge and support to give their children the very best start and provide children with support to achieve their early learning and development goals. I am therefore so grateful for the expansion of early years support through the Best Start family hubs and our targets for early years development under the plan for change. This Government will bring about much-needed change for children across the country, and it is critical that that investment is received in Stoke-on-Trent South.

--- Later in debate ---

[Gareth Snell]

No, I will not give way a second time.

My hon. Friend is correct, in that the teachers I speak to say that it is hard. They talk about the societal impacts that are affecting children, through no fault of those young people themselves—there is nothing they can do about it—and impeding their ability. It is the teachers, and also the teaching assistants and support staff, who are having to do the social work. They are helping parents to sort out access to benefit claims, and in some cases they are helping to arrange childcare for parents who are doing shift work. They are stepping into a void that, in some parts of the world, is filled by extended families. In other parts of the world, such tasks are carried out by statutory services. But as a result of cuts to support services, and of social workers having huge caseloads, they are simply unable to do that, so it all falls on people whose primary motivation in life is the education of our young people.

[Dr Gardner]

I thank my hon. Friend for mentioning the extra work that so many of our primary schools do. I particularly want to comment on the headteacher of Alexandra infants’ school in Normacot, Adele Lupton, who has for many years had a community room that is open to the community. She has worked so incredibly hard to support children in incredibly difficult circumstances, and has managed to keep her teams together. She is a shining example, as are so many of the wonderful headteachers in Stoke-on-Trent who fight to deliver the services that are so sadly lacking sometimes.

[Gareth Snell]

My hon. Friend has made the point excellently. Although she and I will talk passionately about the experiences that we see in our own city, I am sure that in every city like ours across the country—including, I would wager, Bradford, Madam Deputy Speaker—there are good teachers who go above and beyond to support local communities, and schools that act more as hubs for social support, community involvement and neighbourhood engagement than simply as places for young people to be educated.

We are very fortunate in Stoke-on-Trent, because we already have some family hubs. I have two in my constituency. There is one at Bentilee, which does exceedingly good work, supported by Simon French and the Alpha Academies Trust, and Thrive at Five; multi-agency activity there is genuinely looking at the direct causes of the attainment issues and at what can be done practically to support families. We also have the hub at Thomas Boughey children’s centre.

The family hubs model is not particularly revolutionary, because it replicates what happened with Sure Start. My daughter is now 14, and her mother and I had to access the Sure Start system when she was born. There were things that, as new parents in our mid-20s, we simply did not know. My family and hers both lived far away, and our network of support was really quite small, so we naturally turned to our Sure Start centre, which was based up the road in the constituency of my hon. Friend the Member for Newcastle-under-Lyme (Adam Jogee), who is no longer in his place—I have denied him the opportunity for another intervention. We walked into the Sure Start centre, spoke to a lovely woman and explained our problems, which were about latching and trying to understand routines.

Unless people have someone who can sit them down and talk them through it, they do not really know what they are doing. As a new parent who did not really know what I was doing, my instinct was to think, “I’m probably doing it badly and wrong.” We went to the Sure Start centre, and it was lovely and welcoming. We sat down and had a conversation with somebody. We went through what we were worried about, and we were reassured that the anxiety we were experiencing as new, young parents was perfectly normal and in line with everybody else’s expectations and understanding. Somebody there was a lifeline for us, and we were signposted to a room down the corridor and told when we could pop by again and have another conversation with somebody who had a level of expertise and who could offer support.

The model that we are now rerunning in Stoke-on-Trent has benefits. Looking at some of the data coming out of Bentilee in particular, we can see that there are improvements in the attainment levels of children starting school who have been through the programme, who have interacted with some of the schemes and who have accessed the maintained school nursery at the same site. I know the Minister will be aware of the importance of maintained nursery schools—those teacher-led facilities that really get to the crux of the problem in some of the communities that are the hardest to deal with.

Alongside the family hub, I welcome all the work that the Government are doing in this area. There is a breakfast club at the Co-op Academy Grove school in Northwood. Mrs Carrigan and I were there one morning as it was starting, and I noticed not just that children were coming in to have a hot breakfast, which was reassuring and welcome, but that they were interacting and talking to each other. In fact, the staff told me that the most popular thing that the young boys do after they have their breakfast is to go and play with the playdough. They do not want to play electronic games; they want to build and model stuff. As a result, the staff are looking at setting up a science, technology, engineering and maths group, because they can see that that is where some of the young people want to go.

Mrs Carrigan told me that the children were also more settled; because they have come into school slightly earlier, have had their breakfast and taken off their coats, when the day starts they are ready to start learning from the moment the bell goes, which means those vital minutes in the morning are used for teaching, not for trying to calm down a class of 30 children who are a little bit all over the place. We cannot underestimate how much those minutes accrue over the course of a year and how much time can be brought back for education purposes.

Fundamentally, the challenges I face in Stoke-on-Trent, and that other Members have eloquently articulated in their own communities, stem from the fact that the attainment rate for the best start to life in places like Stoke-on-Trent is not as great as for children in other areas because of the poverty levels. Whether we call it furniture poverty, food poverty or child poverty—whatever we call it—it is poverty: young people growing up in households that simply do not have enough coming in to meet all their outgoings.

The best start in life is not only an educational issue. I appreciate that this debate is being led by the Department for Education because that is where the policy area sits, but if we want to give a child a good start in life, they need a safe, warm home that is not draughty; they need somewhere where they have the space to grow, develop and learn; and they need secure play areas where they feel comfortable to socialise and interact with their peers. They also need access to good-quality dentists, as the huge levels of tooth decay in Stoke mean that children are missing school; access to those vital health services is crucial.

Let me turn to the parenting aspect. Too many of my constituents tell me that they had a really bad experience at school, so they do not want to go back into school to get help, advice and support. For them, school was a moment of trauma—a time that they did not particularly enjoy—so being asked to go back to school, in some cases to see the same members of staff who taught them 20 years earlier, gives them the sense that they are being judged.

We need to think much more holistically and about what levers we can pull, through Government and local government, to see our aspiration of improved outcomes for young people. Education is one of those levers, but we also have to make sure that parents can access good-quality support for their own health and mental health, and good-quality jobs so that they can afford to have a good work-life balance and to spend time with their children. We need to have a think about the way in which we establish networks for young people so that, as well as the formal education setting, they can access necessary social activities, whether through formal organisations like the scouts or through sporting clubs. There has to be an opportunity for young people to socialise in the way that they are happiest to do.

Fundamentally—I know the Minister gets this because I have spoken to her about it—we have to think about the nuances for individual groups of young people, who need specific support. The hon. Member for Twickenham (Munira Wilson) rightly pointed out that the removal of the adoption and special guardianship support fund is a particular challenge for a small but high-need group of young people. I have made my views on that known to the Minister, and I hope that her Department will look at what more can be done to support children growing up in kinship care arrangements, like I did, because they face specific challenges. This is not necessarily a poverty-related issue, but it is about accessing support services that allow them to live a fruitful childhood.

Finally, on SEND, I am proud to be a governor of the Abbey Hill special school, which is in the constituency of my neighbour my hon. Friend the Member for Stoke-on-Trent South. One of the biggest challenges we face relates to EHCPs and how to give young people a particularly good chance in life. Under section I, parents can identify the particular school they want their child to go to. I agree with the Government’s plan on this; if we can keep children who have additional needs—whether that be SEND or social, emotional, and mental health requirements—in the mainstream setting with the right help and the right support, we should do so. That frees up places for the children who need that specialist, bespoke support in special schools, to a level that means everyone is in the right place.

We need to stop those mainly alternative providers, which are running huge profits, marketing their schools to children and families who are desperately in need of help and support, and saying to them, “Tell your local authority, under section I, that you want to go to this particular school”, because that means the money flows out. Hundreds of thousands of pounds are spent on alternative providers, normally outside of the area, and those providers get that money through marketing; they sell young people and their parents a dream of a particular type of education that they can access, regardless of the standard of that education.

Holidays in School Term Time 

Allison Gardner Excerpts

Monday 25th November 2024 Westminster Hall

[Dr Allison Gardner (Stoke-on-Trent South) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Edward. I thank my hon. Friend the Member for Lichfield (Dave Robertson) for introducing the petition and the debate in Westminster Hall. As I have said previously, I am a teacher of 30 years’ experience, but I also have fantastic and wonderful children in my family who have certain difficulties. In the past, it has absolutely been the best possible thing for us go away on a family holiday for various reasons. We still think we did the right thing, so I see this debate from both sides.

As we have heard today, school attendance is absolutely vital to children’s development, for not just their academic skills but their social skills, as well as their mental and physical wellbeing. I am proud to support a Government who are committed to properly resourcing our education system. However, with an absence rate of 6.7% last autumn, we risk far too many children being left behind, and we have a unique situation at the moment post-covid. There are more difficulties with school attendance and in addressing the mental health problems of children, so I appreciate that we are in challenging times.

As we have heard, there are some very good reasons why a child may be absent, and there are children and families in my constituency of Stoke-on-Trent South who are in difficult—but sadly not unique—circumstances, including bereavement. Bereavement is never just a one-off but often a long sequence of events, so the point from the hon. Member for Mid Dorset and North Poole (Vikki Slade) was well made, and I thank her for it. Fines will not only beat those people down but fail to encourage attendance. If a family has a child with special educational needs and disabilities who is having a particularly difficult time, and who needs more time, the fine is not an incentive; it is a punishment for looking after their child.

As the petition clearly sets out, there are families for whom travelling outside term time is quite impossible. While costs are higher, planes and trains are also overcrowded, so it is not just about the costs, although there are families in financial difficulties. For children with special needs or in unique situations, travelling at very busy times can be challenging. We sometimes need family holidays in difficult times, and those difficult times do not respect term times, so taking our child out of school is the only option.

Again, this unfairly punishes already struggling families, and worse, it compounds an issue that already exists. I understand that there are still some exemptions at the discretion of headteachers, but as we have just heard, more needs to be done with them. From speaking to parents who have contacted me, and I spoke to one only this morning, I can say that that discretion is not always evenly exercised, so this is not hypothetical. In Stoke-on-Trent South, my constituents are 20% more likely to be living with learning disabilities than the national average. The parent whom I spoke to today has a neurodiverse child who, as frequently happens, went undiagnosed. As a result, he faced a series of circumstances in school, from which he experienced quite severe trauma, and he eventually became a school avoider. I want to stress that I know the mum of that family; they are good parents who have given up a huge amount for their child, and indeed they have a second child with special educational needs. The threat of fines does nothing to help them or their child, and it just adds stress on to stress.

I want to take a little time to go deeper into that story, which I heard only today. That parent was taken into school and told, “Right, we need to talk about fines. We are going to take you down the court process.” The threat of court was used against the parents, and as the child was having significant problems, when they tried to get him into school, he would have a meltdown. As we have all seen, if a parent is dealing with a very young child who does not want to do something, that child kicks and lashes out. The teacher saw the child being violent to their parents and it was even suggested that they use the youth offender system with a primary school child. They do not need that sort of stress. In the parent support group my constituent was given advice—and other parents report this too—such as, “Try making your home life more miserable so that they want to go to school.” That indicates the experience of parents who are fighting to do the best by their child, with children who do not want to go to school. They are just trying their best to manage, and the fines system is causing supreme difficulty for them.

I was a teacher for 30 years, so I know what it is like from the teacher’s perspective. When there is absenteeism teachers have to try to catch up a child who has been away while still trying to teach the other children and bring them forward. There are the gifted and talented children who are flying ahead, the children who need more direct support, and then there is the child who has been absent for two weeks and is saying, “I don’t understand anything, Miss, what’s going on?” It is really challenging, so I understand the perspective of the school. The education system and the teachers want the other children as well as that child to get the best possible education, but it is challenging to work in those environments. I see that side of things.

I have also seen countless children and parents struggling with attendance, not because the child just does not want to go to school, but as part of a more complex and unique set of needs that cannot be solved with fines. For those parents, especially those on lower incomes for whom the fines will be more damaging, there must be exceptions. With 30% of children in my constituency living in relative poverty—again, above the national average—the whole fine and court process is too punitive. Having to travel at expensive times is difficult.

The process does not produce the intended outcome of improving attendance. It taxes an already overwhelmed system, and places further burdens on those who need support, not punishment. We need a balanced approach that tackles those who take their children out for unwarranted reasons—I understand that—but that supports families who are struggling to best help their children. Sometimes that means taking them outside school in schooltime, to have a break and some respite—it is not a holiday; it is a period of respite. I therefore support the principle of the petition.

Primary School Breakfast Clubs

Allison Gardner Excerpts

Monday 18th November 2024 Commons Chamber

[Mr Dhesi]

My hon. Friend speaks with a great deal of experience. I have seen over the last seven or eight years in the House that she has done a great deal of work to counter poverty and some of the worst problems that our society faces. Everything should be evidence based. It is important that the Government build on that to help our communities further.

[Dr Allison Gardner (Stoke-on-Trent South) (Lab)]

As a biologist and teacher, I believe that linking breakfast clubs with dental hygiene practices will have a significant impact on the long-term health of our children, and indeed of our adult population, and eventually on the NHS and our economy. Does my hon. Friend agree?

[Mr Dhesi]

I fully agree. My hon. Friend also speaks from experience. I can see many teachers present, and people who are a lot more knowledgeable than I am. I thank her for her contribution. I hope that all Members’ contributions will be considered by the Government, because of the far-reaching impact that their suggestions would have.

As the MP for Slough, I have a particular interest in this matter, which is why I applied for the debate, and I am grateful to the House authorities for granting it. A quarter of my constituents are under the age of 15, which is why I say that we are the youth capital of Britain. Sadly, however, 21% of children in Slough live in relative poverty, and 14% live in absolute poverty. Nearly 7,000 are eligible for free school meals, and the roll-out of breakfast clubs will provide thousands of my Slough constituents with a better start in life.

Educational Opportunities

Allison Gardner Excerpts

Wednesday 13th November 2024 Westminster Hall

[Dr Allison Gardner (Stoke-on-Trent South) (Lab)]

It is a pleasure to serve under your chairship, Mr Pritchard. I thank my hon. Friend the Member for Folkestone and Hythe (Tony Vaughan) for securing this important debate.

I want to focus on the importance of the fabric of the buildings in which we deliver our educational opportunities, and on one particular school in my constituency of Stoke-on-Trent South—Trentham academy. I have been a teacher for 30 years, and I was astonished at what I saw when I visited recently. I met the headteacher, Mr Mike Whittingham, to discuss the Trentham academy estate and to see for myself the challenges that it has faced.

I will say at the outset that Trentham is an excellent school. It has achieved a “good” Ofsted rating, with “outstanding” in some areas, and it is highly oversubscribed. The 750-capacity school already has more than 790 pupils, and last year it received 580 applications for new students as the first choice of parents. It delivers excellent education. It has a strong ethos, the teachers are smiling and it is a great little school, so when I visited I could not have been more shocked at the state of it. There are rotting floors and mould in some classrooms. There are annual rat infestations, with fly infestations following. Rats and other vermin have repeatedly fallen into classrooms, into teachers’ hair and, worst of all, into their cups of tea, which is enough of an excuse in itself to rebuild the school.

There are only five female toilet cubicles, three male cubicles and 11 cubicles in a unisex toilet, which I would not enter—not because it is unisex, but because it is just not fit for purpose. It is technically against building regulations, and the disabled accessible toilets are inadequate. Legislation says that there must be one toilet per 20 pupils. Trentham academy currently has one toilet per 40 pupils, and I would not go in some of those. I could continue. Another issue is the poor fire doors and the real fire safety risks.

I welcome the school rebuilding fund, with £2.4 billion for school maintenance and £1.4 billion for school rebuilding. I ask the Minister merely for the money to rebuild the school, and I assure her that we will deliver a cracking school with great education, and fill the desperate need for extra secondary school places in Stoke-on-Trent.

Higher Education: Staffordshire

Allison Gardner Excerpts

Wednesday 9th October 2024 Commons Chamber

[Adam Jogee]

I thank the hon. Gentleman for his intervention—it would not be an Adjournment debate without it. He raises an important point that I will come to later in my remarks. It is not just the financial pressures that young people face that have an impact on their mental health. Other pressures include the inability to secure affordable, accessible and safe places to live, as well as trying to keep down a job and study at the same time, which is pushed and caused by some of the financial pressures that he referred to. I thank him for his kind comments—I am not sure whether that is better for his street cred or for mine, but I take the compliment.

The “Keele in Town” programme will see an empty 19th century building, in the heart of Newcastle-under-Lyme town centre, made into a mixed-use facility for the community. I have already touched on this, but it is important. It will have meeting spaces offering digital connectivity to the community, helping to drive productivity and boost skill levels. The programme includes working with our brilliant local FE institutions.

[Dr Allison Gardner (Stoke-on-Trent South) (Lab)]

I thank my hon. Friend for securing the debate and promoting my ex-employer, Keele University, which is an interest I declare. I recently had the great honour of visiting the Burslem campus of the prestigious Stoke-on-Trent College, in the constituency of my hon. Friend the Member for Stoke-on-Trent North (David Williams), to meet with apprentices, including inspirational young people such as Robbie and superb employers such as Carson Powell Construction. Does my hon. Friend agree that apprenticeships, including degree-level apprenticeships, provide an excellent alternative route for young people and career changers to access higher education, in our FE colleges and universities, and that such apprenticeships provide a real benefit to our local employers and economies, by developing the workplace skills of the future?

[Adam Jogee]

My hon. Friend raises an important point. In previous years she has worked and lived in Newcastle-under-Lyme, so she understands the power and importance that the issue has for a wider north Staffordshire family.

I was talking about the excellent Newcastle college, which is further education rather than higher education, but it is important because it is from there that our wonderful institutions at Staffordshire and Keele get their young people. I was there last Friday, presenting the student of the month awards and meeting young people who look forward to staying in Staffordshire for university.

Let us focus on students for a minute. In 2022-23, 34,535 students enrolled for a degree at a higher education provider in Staffordshire. These are young people to whom we will be looking for leadership and inspiration in the years ahead. Following our departure from the European Union, the proportion of EU students in Staffordshire has decreased, while the proportion of overseas students has more than tripled, from 2.3% to 7.8%. That speaks to the challenges facing the sector not just in Staffordshire but right across Great Britain.