Children’s Wellbeing and Schools Bill

Andrew Cooper Excerpts

Monday 1st December 2025 Westminster Hall

[Jamie Stone]

I thank the hon. Member for his intervention. That point was made in the consultation I had before this debate.

To continue, the Bill proposes wellbeing co-ordinators, structured mental health assessments and greater collaboration with community health services to embed wellbeing alongside literacy and numeracy as part of what every school must nurture. These are noble aims. Heaven knows, if a child is struggling mentally, they are not going to learn very much about trigonometry, are they?

We must approach the issues that campaigners have with the Bill. Previous Governments have spent decades giving academies and trusts more and more control, only for this Government to take it away again. Sometimes the best way to support wellbeing is to give schools freedom, not more top-down rules. In some instances, an attempt to standardise pay would mean giving our teachers in academies pay cuts. School groups have emphasised to me that the importance of local decision making cannot be underestimated.

[Andrew Cooper (Mid Cheshire) (Lab)]

Perhaps I have misunderstood, but I am sure that the Minister has clarified that the standardised pay across the sector should be a floor, not a ceiling. Can the hon. Gentleman confirm that that is his understanding too?

[Jamie Stone]

It will be interesting to see what the Minister says on that. Perhaps there is a little bit of misunderstanding on that issue. Let us leave it at that.

Teachers, parents and local authorities often know best what their children need—far more than we in Westminster ever could. They understand their communities and deserve to be trusted and, I believe, properly consulted.

The Bill also reaches into the world of home education, with measures such as a national register of children not in school, requirements for local authority consent to home school in certain cases and powers for councils to intervene if a home environment is deemed unsuitable.

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[Andrew Cooper (Mid Cheshire) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Barker. I begin by thanking the petition organiser and all who engaged with it. Like many colleagues from across the House, I entered politics because I wanted to make sure that all children, regardless of their background or circumstances, had the opportunity to have the best start in life. I am sure that that is also the motivation for the majority of those who signed the petition, even if we might disagree that the Bill represents positive progress. Although the petition primarily addresses the school reform aspects of the Bill, it is important to underscore the significant child protection measures it contains that would be lost if the Bill were withdrawn as the petition proposes.

The measures broadly enjoy cross-party support and have been developed following what we have learned when things have gone tragically wrong. One of the most significant protections is the introduction of a single unique identifier for every child, an innovation that will transform how we monitor and safeguard children throughout their educational journey. With a unique identifier, schools, social services, the NHS and other agencies can securely share essential information, ensuring that no child slips through the cracks. Instead of scattering attendance records, safeguarding concerns and progress across disconnected systems, this approach brings everything together. For a child at risk, perhaps moving between schools or facing hardship at home, this identifier becomes a vital thread linking their past experiences to the support they need today.

Time after time, when a serious case review occurs and the resultant review looks at how it could have been prevented, featuring in there somewhere will be poor communication and a failure to connect the dots between agencies. The unique identifier is a key step towards preventing that from happening. Safeguarding cannot happen in silos. That is why the Bill creates multi-agency child protection teams, bringing together professionals from education, health, social services, mental health, housing and law enforcement. When the teams work collaboratively, risks are identified earlier and responses are more effective. For children living in unstable homes, struggling with mental health challenges or at risk of neglect, the joined-up approach can become life changing.

Safeguarding is only part of the ambition, however. True wellbeing depends not just on safety, but on opportunity. That is why the Bill also focuses on raising standards and strengthening support across schools. When education and wellbeing work hand in hand, every child has the chance to thrive academically and personally. The mission that lies at the heart of the Bill is to break the link between a child’s background and their future success. I believe that part 2 is fundamental to that mission. [Interruption.] The right hon. Member for East Hampshire (Damian Hinds) is welcome to intervene.

School reform is about creating the conditions for success. The introduction of regional improvement for standards and excellence teams will lead efforts to improve attendance and behaviour. The teams will provide the expertise and focus needed to tackle persistent challenges and support schools in creating environments where every child can flourish. The clear expectation is that schools employ qualified teachers and teach the national curriculum. Those are the foundations of a high quality education system, ensuring that every child, wherever they live, has access to excellent teaching and a broad, balanced curriculum.

Academy reform is about clarity and accountability. We have seen trusts that deliver exceptional support, helping schools raise standards and share expertise effectively. But we have also seen cases where that support has been absent, where performance has declined and communities have had little influence over improvement. The current system has grown fragmented and inconsistent. Structures alone do not guarantee success. What matters is the quality of teaching, the leadership and the support a child receives at home. The reforms will restore coherence and ensure that every school is part of a system focused on outcomes, not organisational labels. It is time to move beyond debates about governance and put standards at the heart of the conversation.

Other measures tackle barriers to learning head-on. Free breakfast clubs in every state-funded primary school will ensure no child starts the day hungry. Limiting branded items in school uniforms will ease cost of living pressures and promote inclusion.

[Gregory Stafford]

On the point about branded school uniforms, headteachers in my constituency have often bulk bought school uniforms through a supplier, so it can be more cost-effective to buy the uniform through the branded supplier than to buy it on the high street. Surely what the hon. Gentleman suggests could have a perverse outcome. Does he not think that if branded items can be bought at a cheaper cost, they would be better than buying off the peg?

[Andrew Cooper]

That is an interesting approach; it is a shame that has not been rolled out more widely. That is not the experience in the schools in my constituency. Across the population, the measures in the Bill will reduce costs for all. That is my view; the hon. Gentleman is welcome to his.

In short, the Bill is about ensuring that every child is safe, supported and given the chance to succeed. To withdraw it would be to turn away from that vision. Instead, we must commit to a future in which protection and education go hand in hand and no child is left behind.

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[Bradley Thomas]

The hon. Gentleman makes an incredibly valuable point that none of us can disagree with in principle. Safeguarding has to be a foundation of the education system. The point is that the Bill attempts to provide a one-size-fits-all approach, but it does not quite strike the right balance. In the process, many families feel they are being stigmatised.

It is not disputed that stronger safeguards for vulnerable children are essential. It is a tragic reality that many children in abusive or neglectful homes are safer at school than they are at home, but to push all home educating families into that category is not only an insult to the vast majority of responsible, caring families who turned to home education because of failures in state schooling, but a potentially greater safeguarding risk, as it stretches already limited resources even further. Requiring local authorities continually to assess and investigate perfectly safe environments diverts time and resources from children in genuine danger and urgent need of protection. BBC reports reveal that local authorities are set to face a funding shortfall of more than £5.7 billion by 2026-27. The Children’s Commissioner has warned that this crisis poses a direct threat to the wellbeing of children and young adults.

Meanwhile, the number of school pupils with education, health and care plans surged by 71% between 2018 and 2024. Consequently, local authorities have amassed severe deficits in their high needs budgets, with the Institute for Fiscal Studies estimating a total shortfall of at least £3.3 billion at the end of last year. The Bill risks compounding the problem by stretching already overstretched resources, deepening financial pressures and weakening the fight against safeguarding risks. Thousands more children could be forced into placements within overcrowded schools, further exacerbating the crisis.

A Public Accounts Committee report published at the start of this year concluded that the special educational needs system is inconsistent, inequitable and not delivering in line with expectations, which inevitably undermines parents’ confidence in it. The Office for National Statistics predicts that 1.5 million children aged 10 to 15 experience in-person bullying. Which of the figures I have outlined offers any reassurance that children and young adults with complex needs or traumatic pasts would be properly cared for if removed from safe, personalised learning environments?

[Andrew Cooper]

The hon. Gentleman is absolutely right to identify many of the reasons why parents choose to home educate. It quite often is as a result of bullying or an unmet special educational need. But under our current system, local authorities are not aware of the reason why somebody chooses to home educate. Under the Bill, parents will be required to provide that reason to local authorities. That might flag up to the local authority that there is a bullying problem at a school, or that there is a problem with the way special educational needs are dealt with. Does the hon. Gentleman accept that making that information available to the local authority is a plus that the Bill will deliver?

[Bradley Thomas]

The hon. Gentleman is right that it potentially could flag up those things; equally, it could be another burden on local authorities that are under-resourced to fulfil the requirements. It also could place a burden on parents and families that feels like stigmatisation.

The right balance must be struck between strengthening the safeguards for children and young adults and ensuring that the new legislation does not unintentionally harm thousands due to a one-size-fits-all approach. Rather than demonising all home educators and introducing measures that, in practice, will fail to improve many children’s wellbeing, the Government should redirect their focus towards improving support for SEND provision and children’s social services, ensuring better working relationships between home educators and local authorities, and fostering school environments that actively tackle bullying and rising classroom violence.

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[Olivia Bailey]

I thank the hon. Member for his advocacy on this issue after the terrible events that led to Sara Sharif’s death. He has been doing an excellent job of that. I very much agree that the findings in the report on that case are appalling. The Government are taking them extremely seriously and will continue to work with local authorities to make sure that children are kept safe.

Lastly, the Bill helps to ensure consistently high standards in our schools. If I may quote the right hon. Member for East Hampshire (Damian Hinds) , we are indeed “striving for academic excellence”. Through our reforms to the academy system, we will give every family the certainty that they will be able to access a good local school for their child, delivered through excellent teaching and leadership, a rich, broad and high-quality curriculum and a pay floor for all teachers. We are designing a school system that supports and challenges all schools, allowing them to collaborate, innovate and drive excellence.

The hon. Member for Caithness, Sutherland and Easter Ross talked about the issues raised by Michelle Zaher and the hon. Member for Twickenham talked about evidence. The Bill is built on a robust evidence base that the Government have taken time and care to produce. The children’s social care measures in the Bill build on extensive consultation over the last few years in response to three reviews calling for a transformation of children’s social care.

Despite the many strengths and practices that have driven improvements across our school system, including transformational changes in phonics, professional development and strong multi-academy trusts empowering schools to collaborate and innovate, the fact is that the school system is not working well enough for all children. Standards vary widely and there is a stark contrast between the experiences of children in the best and worst schools.

The hon. Member for Bromsgrove talked about the children not in school register. Every child has the right to a safe and suitable education, whether they are educated at school or otherwise. We recognise that parents have a right to home educate and we know that many parents work hard to provide a suitable education for their children. Local authorities must identify children who are not in school and are not receiving a suitable education, but that existing duty is undermined by parents having no obligation to inform their local authority that they are home educating.

Statutory registers of children not in school, along with duties on parents and out-of-school education providers to provide information, will support local authorities to identify all children not in school in their area, including those not receiving a suitable education or at risk of harm, and to take action where that is the case. This was raised earlier, but crucially, parents will also be able to access tailored advice and information from local authorities, thanks to the new duty on local authorities to provide support should parents request it.

The hon. Member for Taunton and Wellington (Gideon Amos) raised concerns about the single unique identifier and the information-sharing duty. For too long, poor information sharing has been identified as a contributory factor to serious child safeguarding incidents. As outlined in “Keeping Children Safe, Helping Families Thrive”, we are taking two important steps in the Bill to improve how services share information. First, we are introducing an identifier system for children to end misconceptions about the legal barriers to sharing information for the purposes of safeguarding and promoting the welfare of children. Alongside that, we are piloting the use of the NHS number as a SUI, starting with Wigan local authority. The pilot phase allows us to test the approach in practice, understand the implications fully and determine whether it should be mandated via future regulations.

[Andrew Cooper]

The right hon. Member for New Forest East (Sir Julian Lewis) raised concerns about the General Medical Council’s view on this. Is the Minister aware that the Royal College of Paediatrics and Child Health is advocating the use of the NHS number? Is she therefore aware that there is a divergence of views in the medical community on this point?

[Olivia Bailey]

I am grateful to my hon. Friend for that useful contribution to the debate.

I am conscious of time, so I will conclude by once again thanking the hon. Member for Caithness, Sutherland and Easter Ross for presenting this debate. I also thank Members across the Chamber for an excellent debate and for their thoughtful contributions this afternoon. I would like to recognise the tireless efforts of schools, local authorities and the many organisations that champion children’s wellbeing every day. The Bill will put more money back into the pockets of parents, reform our children’s social care system, safeguard vulnerable children and drive rising standards in all our schools. As we continue the passage of this transformational Bill, our focus will continue to be on breaking down the barriers to opportunity and ensuring that every child is safe.

Holidays During School Term Time

Andrew Cooper Excerpts

Monday 27th October 2025 Westminster Hall

[Andrew Cooper (Mid Cheshire) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Lewell. I congratulate the hon. Member for Keighley and Ilkley (Robbie Moore) on leading this debate and making many a point that I am about to make and agree with.

I thank those who created and signed the petition, including 357 of my constituents. I have heard from many families who are deeply concerned about the current approach to school attendance and the impact of fines for term-time holidays. Those concerns are especially pressing for those facing challenging circumstances, including financial pressures and limited flexibility in their work schedules, along with those who have children with special educational needs and disabilities, for whom routine, flexibility and emotional wellbeing are often more complex and nuanced.

At the heart of this issue is a tension between two important priorities: ensuring that children benefit from consistent education, and recognising the value of quality time spent together as a family. There is no doubt that regular school attendance is vital. Department for Education research published in March showed a strong correlation between attendance and attainment, with just 10 days’ absence in year 6 reducing the likelihood of achieving the expected standard by 25%, as has been mentioned. Persistent absenteeism can lead to gaps in learning, reduced engagement and difficulties reintegrating into the classroom, all of which can have long-term consequences and act as a significant barrier to opportunity.

We must also acknowledge that family time matters. Shared experiences strengthen family bonds, support emotional wellbeing and create lasting memories, which are vital for a child’s overall development. Those moments are not just desirable; they are necessary. We also need to consider the needs of individual children, particularly those with SEND, including neurodivergent pupils. Any parent of a neurodivergent child—including myself—will say that busier environments, unfamiliar routines and crowded travel periods can be overwhelming and distressing. For some, taking a holiday during quieter times may be the only way a family can ensure their child feels safe, regulated and able to enjoy the experience. In those cases, flexibility around term-time absence is not just helpful; it is a matter of inclusion and wellbeing.

Being unable to choose when to take time off is another broader but related challenge that many families face. For some constituents who have contacted me—notably, an airline pilot—holiday periods are allocated or restricted by employers, limiting parents’ ability to align their leave with school breaks. That lack of flexibility makes it difficult for families to spend meaningful time together, even when school holidays are available.

As we have heard a lot, the most common concern I hear—one that every person here with a child of school age will have experienced—is the inflated cost of holidays during school breaks. Those price hikes make holidays unaffordable for many, meaning that children miss out on valuable experiences, simply because their parents cannot afford to travel during peak times. For parents on lower incomes who decide to take their children on holiday during school term time, the financial challenges they face are often compounded by the imposition of a fine, which many families struggle to afford. That unfairness is exacerbated by a perception of inconsistency. Families tell me that requests for authorised absence are handled differently from one school to another—in particular, between schools in the state sector and independent schools. That lack of uniformity creates confusion and frustration, and can feel unfair to parents trying to do the right thing.

There is no straightforward answer to any of these challenges, but I have long been an advocate of switching to the five-term school year. That model would offer more evenly distributed holidays throughout the year, reducing pressure on the summer break and giving families greater flexibility. It could also help ease the financial burden by spreading demand more evenly across the calendar, potentially lowering travel costs. For teachers, the benefits of a five-term year are equally compelling. Teaching is a demanding profession, and the current long stretches between holidays can lead to fatigue and burnout. More frequent, shorter breaks would allow teachers to recharge regularly, improving wellbeing and job satisfaction. It would also support better curriculum planning, reduce the pressure of end-of-term assessments and create a more sustainable rhythm for teaching and learning.

It is important to recognise that each family has its own unique circumstances, and there is not a one-size-fits-all rule for when spending time together is appropriate. While I agree that school attendance must remain a priority, we must recognise the realities that families face. A more compassionate, flexible and consistent approach that values both education and family life is not only possible but necessary. By rethinking the structure of the school year and advocating for greater flexibility in the workplace, I believe we can create a system that works better for everyone.

Free School Meals

Andrew Cooper Excerpts

Thursday 5th June 2025 Commons Chamber

[Stephen Morgan]

I assure my hon. Friend that we will publish an ambitious child poverty strategy later this year to ensure that we deliver fully funded measures that make a big difference to children’s lives.

[Andrew Cooper (Mid Cheshire) (Lab)]

This announcement to extend free school meals will be hugely welcome news to the families of the 4,300 children in Northwich, Winsford and Middlewich that are in receipt of universal credit. There is a wealth of evidence that good nutrition at school has a significant impact on educational attainment, health and wellbeing and long-term earnings potential. If we are serious about bearing down on the rising levels of child poverty, which are now just short of 30% in my constituency, that starts with measures such as this, which I am sure will be the first of many. Does the Minister agree that this change in eligibility presents an opportunity at a national level to improve data sharing with local authorities so that we can finally facilitate auto-enrolment and ensure that the maximum number of families benefit from this policy?

[Stephen Morgan]

My hon. Friend is right to raise the difference that a Labour Government make and the scar of child poverty on our society. I assure him that we are working across the Department to deliver what he described.

Access to Sport: PE in Schools

Andrew Cooper Excerpts

Thursday 3rd April 2025 Commons Chamber

[Andrew Cooper (Mid Cheshire) (Lab)]

I, too, thank my hon. Friend the Member for Stafford (Leigh Ingham) for leading this debate and for the way that she has set out the issues.

Sport and physical education in schools is not only vital for the future of our children, but critical to the health and prosperity of our nation. As we face higher levels of childhood obesity, increasing mental health concerns, and a need to foster a healthier and more cohesive society, it is more important than ever to make physical activity a central part of the school experience.

The benefits of PE and sport extend far beyond childhood. The life skills gained through physical activity, team work, leadership and communication help young people succeed in school and prepare them for their future careers. According to the Youth Sport Trust, 87% of participants in the Set for Success programme said that they know more about how their skills can help them in the future, with 96% of young people reporting an improvement in at least one of team working, communication or leadership since taking part. These skills are crucial to helping young people thrive in their careers and contribute to the future economy, aiding the Government’s mission to kickstart economic growth.

I wish to take a moment to recognise the incredible work that is being done in my constituency of Mid Cheshire by organisations such as the Vale Royal School Sport Partnership and Active Cheshire. These organisations are working tirelessly to increase the opportunities for physical activity in schools and communities.

Since 2006, the Vale Royal School Sport Partnership has been instrumental in bringing sport to schools across Northwich and Winsford. School sports partnerships were an early casualty of the coalition Government, with the announcement that ringfenced funding would be removed in a letter to the Youth Sport Trust from the then Secretary of State, Michael Gove, in October 2010, in direct contradiction of what the Conservatives had said when in opposition. In Northwich and Winsford, the schools got together and decided that demolishing an entire infrastructure and proven delivery system that was improving children’s lives here and now was not the way to go. So they pooled their funding and saved Vale Royal School Sport Partnership and it is still delivering for children today.

Through well-organised PE programmes, inter-school competitions, and community initiatives, the partnership has helped to increase participation in sport among young people in my area. It offers resources, training and support to teachers, ensuring that every child has the chance to experience the benefits of physical activity, regardless of their background or ability. If the Minister would like to visit my constituency and see the value of the work undertaken by school sports partnerships, I am sure that they would be delighted to receive her.

Similarly, Active Cheshire is dedicated to creating a culture of movement in schools and communities. By providing schools with the tools they need to integrate more sport into their daily routines, Active Cheshire helps foster environments where children feel encouraged and supported to be active.

I cannot let this moment go without mentioning Northwich Rowing Club, which celebrated its 150th anniversary this month. The club has enjoyed huge success in recent years, having produced three Olympians: bronze medallist Emily Ford, and gold medallists Tom Ford and Matt Langridge. What makes me proudest to have them as representatives of my home town is the work they do with schools in partnership with Warrington Youth Rowing to open up access to the sport and break down the perception of rowing as an elitist sport. Every year they give dozens of children across our local secondary schools—all pupil premium children—the opportunity to learn to row, which they otherwise may not have had. Together, these organisations are making a real difference, providing children with the opportunity to develop lifelong healthy habits.

I am conscious of time and so will conclude by highlighting a date for the diary. On 4 June I am sponsoring Youth Sport Trust’s national school sports week’s parliamentary drop-in. Montell Douglas, who represented Team GB at both the summer and winter Olympics, will be in attendance, and I hope that you, Madam Deputy Speaker, the Minister and other colleagues will come along to support this worthwhile event.

[Madam Deputy Speaker (Caroline Nokes)]

I shall certainly do my best. I call Josh Dean.

Oral Answers to Questions

Andrew Cooper Excerpts

Monday 10th March 2025 Commons Chamber

[Bridget Phillipson]

I recognise the incredible work that the early adopters will be taking forward, but it is the case that all primary schools will offer a universal free breakfast club under this Labour Government. Opposition Members can raise the previous schemes that they left behind all they like, but those schemes were far less generous. This Labour Government are trebling investment in breakfast clubs.

[Andrew Cooper (Mid Cheshire) (Lab)]

3. What progress her Department has made on establishing regional improvement for standards and excellence teams.

[The Secretary of State for Education (Bridget Phillipson)]

Labour’s RISE teams have hit the ground running. The first wave of advisers—professionals with a proven track record of driving up standards—are now drawing up improvement plans with schools. The Tories left more than 600 stuck schools teaching over 300,000 children with no plan for improvement. Labour will drive high and rising standards, turning those schools around and creating a system where every child can achieve and thrive.

[Andrew Cooper]

In my area, the Government have identified six stuck schools in Cheshire East and two in Cheshire West. Can the Secretary of State explain the support that will be made available to them to drive up standards? What levers do RISE teams have if schools choose not to follow their advice?

[Bridget Phillipson]

Universal support will be available to all schools to drive up standards, but we expect all schools to engage in mandatory, targeted RISE intervention. We will not hesitate to act where there are concerns. Unlike the last Conservative Government, we will not stand by as children pass through schools that are not delivering, year after year.

SEND Education Support

Andrew Cooper Excerpts

Tuesday 25th February 2025 Westminster Hall

[Andrew Cooper (Mid Cheshire) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Twigg. I congratulate my hon. Friend the Member for Suffolk Coastal (Jenny Riddell-Carpenter) on continuing to keep this important issue on the parliamentary agenda. For many of us, this is a defining issue that motivated us to stand for election; to try and bring about meaningful change on behalf of SEND families who are living with a constant fight for recognition of the challenges they face, for a diagnosis, for mental health support and for the right educational setting.

I could use double or triple my speaking time today describing the cases that come across my desk week after week of children who are not just struggling to get the right support today, but whose lives could have been different if their needs had been identified and met early. Instead, I am going to go through some of the things that I believe—and that parents and professionals I have met with over the last eight months believe—will make the difference and start to bring this broken system under control. I will limit myself to two things, and I hope the Minister will respond and take it as read that I welcome the steps she has already taken to deliver a more inclusive system.

First, there is much more to be done in partnership with the NHS. The time it takes to get a diagnosis for autism or ADHD varies wildly across the country and has vastly increased in recent years. Meanwhile, access to child and adolescent mental health services is now being rationed in a way that means only the most serious referrals are expected, with the perverse effect that children who are not seen get worse. There will be no fix to the SEND crisis that does not also address the crisis in CAMHS, so I urge the Minister to continue to work closely with her colleagues in the Department for Health and Social Care and get school-based mental health support rolled out as quickly as possible.

Secondly, although the fix to the SEND crisis is not all about money, that does not mean that money does not need to be spent—particularly on capital. The reality is, although we need more inclusivity, we also need co-located provision in mainstream schools and more alternative provision. In my constituency in particular, we have a big shortage in specialist social, emotional and mental health difficulties places which is affecting life chances today—the cost of which will be borne by other parts of the state in future.

School Accountability and Intervention

Andrew Cooper Excerpts

Monday 3rd February 2025 Commons Chamber

[Catherine McKinnell]

I encourage the teachers mentioned by the hon. Lady to feed into the consultation. Let me allay some of their concerns. Although how it conducts its consultations and reports on its inspections is for Ofsted, as a Department we are very focused on creating a self-improving system of collaboration, using the new report cards to identify exemplary practice and share that more widely. That will identify where support is required and encourage schools to work in collaboratively to deliver it. RISE teams will bolster that targeted approach, particularly for stuck schools, which we know have been ignored for far too long. I hope that the teachers she referenced will feel more confident about the system, and I encourage them to respond to the consultation.

[Andrew Cooper (Mid Cheshire) (Lab)]

The laser focus on stuck schools will be incredibly important for the life chances of children who have been failed for too long. I am pleased that the Government are putting their money where their mouth is, with up to £100,000 for each school. Ofsted research makes the point that in some unstuck schools, the role of MATs in raising expectations and developing curriculum subject expertise has been critical, but in others that have remained stuck, the MATs have not been effective and are not providing the right quality support. Will the Minister say more about how RISE teams can work with MATs to improve the support that they offer?

[Catherine McKinnell]

Children get only one childhood, so it matters deeply that they get to go to a great school while they are still children, which is why we are determined to deliver faster improvement to the schools that need it. While academisation has been successful in many places, it can be a slow process, and not all schools can be matched up with strong trusts, which is why we will utilise the RISE teams to support schools to work together, drive improvement and create that whole-system reform that we know children need to see.

Oral Answers to Questions

Andrew Cooper Excerpts

Monday 27th January 2025 Commons Chamber

[Bridget Phillipson]

The hon. Lady is absolutely right. Far too often our staff have had to focus on maintenance and buildings rather than driving up standards in our schools. The Conservatives talk about their record, but their record was children cowering under steel props because of the RAAC crisis that they left behind.

[Andrew Cooper (Mid Cheshire) (Lab)]

T4. This morning I visited Cledford primary school in Middlewich to speak in their school assembly. During my visit, the headteacher proudly showed me the school-based nursery that staff went above and beyond to get ready for the start of this term. Will the Minister join me in congratulating Cledford on getting the nursery up and running, and can he outline the role that school-based nurseries will play in helping children achieve their early learning goals?

[The Parliamentary Under-Secretary of State for Education (Stephen Morgan)]

High-quality childcare and early education is a crucial opportunity to transform life chances, but too often it is unavailable or unaffordable. That is why this Labour Government are committed to delivering additional places in new and expanded school-based nurseries. I congratulate my hon. Friend’s school on the work it is doing. Our plans will benefit children and parents with high-quality and accessible provision.

Educational Opportunities

Andrew Cooper Excerpts

Wednesday 13th November 2024 Westminster Hall

[Andrew Cooper (Mid Cheshire) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Pritchard. I congratulate my hon. Friend the Member for Folkestone and Hythe (Tony Vaughan) on securing this important debate. With 4.3 million children living in poverty in the UK and one in four in my constituency, covering Northwich, Winsford and Middlewich, it is an urgent debate. Child poverty latches on to children before they are born, stays with them throughout their educational journey and follows them into adulthood.

We know that education is the key to lifting people out of poverty. UNESCO estimates that world poverty could be cut in half if all adults completed secondary education. It is vital that we tackle each barrier to that outcome head on. There are many barriers to choose from, and we have heard many today. We could discuss high transport costs or low availability of services. We could discuss the effect of poor-quality housing or the lack of available social housing.

As a number of my colleagues have done, I will focus on provision for children with special educational needs and disabilities. In the House, we have heard time and again about inadequate provision for young people with SEND. Every young person deserves the opportunity to thrive in an environment that meets their needs. Despite the best intentions of everyone involved, the current system is broken and actively incentivises bad outcomes for everyone. The recently published National Audit Office report clearly sets out the stark inadequacies of a system that has not only lost the confidence of families but is adversarial, causes immense trauma for children and parents, and sets young people up to fail. It is abundantly clear that we need to rebuild the system from the ground up to ensure that it is not just functional, but robust and fully equipped to provide the necessary support for those that need it.

We need more early intervention, and improved teacher training so that schools are better able to identify and adapt to SEN. We need nothing short of a revolution in how mainstream schools, particularly at secondary level, approach SEN, accompanied by more resource provision. We need to increase capacity in our state-run special schools and avoid the use of private schools that cost local authorities five or six times as much per child. Above all, we need to rebuild trust between parents and a system that has failed them for too long.

I am pleased that the Government have made it a priority to put in place a SEN system that will break down barriers to opportunity and ensure that every child can achieve and thrive. I will champion this crucial mission on behalf of my constituents.

Special Educational Needs and Disabilities

Andrew Cooper Excerpts

Thursday 24th October 2024 Commons Chamber

[Catherine McKinnell]

The hon. Gentleman is right that the solution to many of these challenges is to create inclusive mainstream education in every community, so that every child can benefit from it and thrive.

[Andrew Cooper (Mid Cheshire) (Lab)]

Parents want the best for their children, schools want to deliver the best for their children and local authorities want to provide the best for their children, but the system sets everybody up to fail. It is adversarial instead of being person-centred, and it actively incentivises bad outcomes. I am pleased to hear the Minister say that we need to rebuild the system from the ground up, but does she agree that that needs to go hand in hand with rebuilding child and adolescent mental health services and improving the speed of diagnosis for autism and ADHD? Will she commit to working with my right hon. Friend the Secretary of State for Health and Social Care to help deliver that?

[Catherine McKinnell]

My hon. Friend makes the case very well. I agree that we need to work at pace to improve the mental health support available for young people, to improve the availability of educational psychologists and to work across government, including with colleagues in the Department of Health and Social Care, to ensure that we are unlocking opportunity for all.