Length of the School Week

Beccy Cooper Excerpts

Monday 5th January 2026 Westminster Hall

[Dr Beccy Cooper (Worthing West) (Lab)]

It is a pleasure to speak in this debate. I have to declare an interest: my children asked me to do so. I think one of them actually signed the petition; I am not sure what the age limit is, but he is certainly very interested in the debate.

I will leave the education questions to my hon. Friend the Member for Lichfield (Dave Robertson), who has just spoken so eloquently, and to other people who know so much about education. My background is in health, so I come at the debate from that point of view, and I absolutely hear and reiterate the points about mental health conditions for young people, particularly post pandemic. That is a serious issue, and I know that the schools in my constituency have serious concerns about absenteeism and providing the best support that they can for pupils.

In terms of health issues, I want to draw some parallels with research that has been done on a four-day working week. My hon. Friend mentioned that if we did go to a four-day school week, that would obviously have implications for parents, who would need to be able to ensure that their children were safe and cared for on the fifth day. Some good research has been done on four-day working weeks, and it showed—this is within my remit—that in companies that offered one, there was a significant improvement in mental and physical health for workers. The before-and-after data shows that 39% of employees were less stressed and 71% had reduced levels of burnout at the end of the trial, which is very significant and a serious consideration given what we have heard about the enormous number of teachers who are leaving with burnout.

Of the 61 companies participating in the research, 56—that is 92%—are continuing with the four-day week, with 18 confirming that the policy is a permanent change. I wonder whether this debate, specific as it is to a four-day week for schools, is part of a wider consideration, and perhaps a wider cultural change, as to how we reorientate the work-life balance, which I think most of us would say is not optimal for a good number of people in this country and perhaps globally.

I would like the Minister to consider a couple of things and I am sure he will. The petition says that the teaching time per week would stay the same. I know that there has already been a conversation with my hon. Friend the Member for Lichfield about the curriculum’s shape and size and the exam stresses that our children face. Again, I will leave that to people who know much more about education, but does this need to be the case? If the teaching time remained the same on the four days and, as has been said, the fifth day was for teachers to plan, would we be able to right-size and right-shape the curriculum to allow our children to be ready, post 18, to do whatever they wanted to in this world? I do not know the answer, and I would be interested to hear others’ thoughts.

This question has also been talked about: if we did move to a four-day week, should that be for all ages? I am a mum of two children who are now in high school, having been through pre-school and primary school. Pre-school—nursery—was mornings. There was no way my two little boys would have been able to cope for longer than that in pre-school. Similarly, having watched them coming out of primary school, I think a longer day there would have been a lot to deal with. But as they get older, I take the point about starting later—getting my 14-year-old out of bed is increasingly difficult. Is a longer day more viable for older children than for younger children? Should this be looked at more flexibly? I understand that in some schools around the country it is already happening—not just a four-day working week, but perhaps four and a half days or a nine-day fortnight. I understand that the Government have good reasons for not planning to introduce such a policy right now, but I do think this is part of a broader conversation. I welcome young people coming into the conversation and I look forward to the conversation continuing.

SEND Provision: South-east England

Beccy Cooper Excerpts

Tuesday 15th July 2025 Westminster Hall

[Dr Beccy Cooper (Worthing West) (Lab)]

I thank the hon. Member for Tunbridge Wells (Mike Martin) for securing this debate. The crisis in SEND provision is inextricable from the crisis in health and social care, and it is a shameful legacy of the neglect of the austerity years, but funding is not the only issue. What we see with SEND in West Sussex happens because education, health and care are not integrated. SEND provision suffers because there has been little to no working relationship between the local education authority and the integrated care system. As a doctor, it pains me to ask this, but where is the health in education, health and care plans? There is little parity of responsibility for outcomes, and no joined-up work towards shared goals. The profound neglect of specialist services, such as speech and language services, that support early health needs to be addressed, and health also needs to be far better integrated into the EHCP system.

For our schools and families in Worthing West, Sussex devolution is an opportunity to create a system that actually works, where education, health and social care colleagues work together on the issues and outcomes that families and schools so desperately need solving. Yes, we need to address the demand for SEND provision through proper investment in services, preventive healthcare and investment in schools, and yes, we need early intervention and proper access to specialist services, but we also need a functioning system where education and early years have a strategic voice outside siloed local education authorities.

In West Sussex, we have seen years of county council delays and mismanagement, and a complete breakdown in support for SEND children, their families and schools. Like all the other hon. Members here, I have had the privilege of visiting schools and colleges across my constituency. Without exception, they have outstanding teachers and leaders crying out for more SEND support, whether it be the need for specialist staff and training, or for physical space and facilities. Many of them have been waiting for years for decisions from West Sussex county council to build these facilities, let alone actually seeing any funding to directly address the issues that out-of-county settings have with transport costs, which continue to spiral beyond control.

Worthing High, for example, has been unable to move forward with planned expansions of its specialist support centre due to local authority delays and budget reductions. The school finds itself battling the local authority and unable to meet the demand for special social communication support without additional space, which it has actually identified. Northbrook college has had to find funding for increased levels of physical and medical need, with EHCP provisions that it is not equipped to provide, despite its best efforts. Oak Grove college is an excellent example of a local special needs provider, but it, too, is waiting on a decision to expand—again, into land that it has identified—and on funding that has been promised. In the meantime, it has taken the excellent, innovative step of providing support outreach to mainstream schools from within its capacity.

The SEND system is not working, and neither is the two-tier system of local authorities. It is time for a new model of regional school boards, with increased accountability, shared goals and, most importantly, multi-year funding settlements to address issues of demand and supply of SEND services—

[Sir Edward Leigh (in the Chair)]

Order. I am sorry, but there is a three-minute limit.

[Dr Beccy Cooper]

Oh, I am sorry, Sir Edward.

[Sir Edward Leigh (in the Chair)]

It’s all right—it is a very good speech, but we have to keep to time.