International Baccalaureate: Funding in State Schools

Caroline Voaden Excerpts

Wednesday 29th October 2025 Westminster Hall

[Caroline Voaden (South Devon) (LD)]

It is a pleasure to serve under your chairmanship, Sir Roger. I thank my hon. Friend the Member for Didcot and Wantage (Olly Glover) for bringing forward this debate.

The international baccalaureate sets a global benchmark for education. It is trusted by universities, employers and educators worldwide as a mark of academic excellence. It equips young people with the skills they need for life, producing confident and well-rounded citizens. It therefore makes no sense for the Government to slash large programme uplift funding for the IB diploma programme—a deeply damaging and short-sighted move that will affect only 20 state schools that offer the IB. That funding makes it possible for state schools to deliver the IB programme, and removing it jeopardises access to the programme for state school students across England, entrenching even further the divide between state and private schools. That directly contradicts the Government’s mission to break down barriers to opportunity.

The cut, worth just £2.5 million, as my hon. Friend the Member for Didcot and Wantage said, is a drop in the ocean for the DFE, given its £100 billion budget, but the impact on state schools and students currently taking or planning to take the IB is devastating. Why are the Government discouraging ambition and preventing social mobility to save such a comparatively small sum of money?

I recently heard from Torquay Boys’ Grammar School, which is in the neighbouring constituency of my hon. Friend the Member for Torbay (Steve Darling) and is attended by many of my constituents. The school was shocked to learn that its large programme uplift funding would end with no prior warning, cutting £116,000 from its budget in 2026 and £90,000 in 2027. It warned that this was an irreversible change. Establishing the IB involves years of preparation and teacher training, something the school has been building up since 2009.

Losing the IB would happen quickly and with no turning back, but the impact extends beyond that. Torquay Boys’ said that without the IB it could not sustain A-level language courses. Those usually have only four to five students per class, but the IB programme keeps 40 students learning languages at 16 to 18. The cut could therefore lead to the death of certain subjects altogether in some state schools. As a language graduate myself, this is something I care about deeply. We can all plainly see the damage that cutting our ties to our nearest neighbours on the European mainland has done. Effectively wiping out language learning in schools is yet another hammer blow to intercultural understanding and relationship building.

We know that the IB is a pathway to top universities, apprenticeships and employment for young people in the state sector, so the cut is at direct odds with the Government’s pledge to increase the number of students pursuing further education. It provides a broad and balanced curriculum, including maths, science, humanities, arts and a language. This decision therefore also actively conflicts with the Government’s promise in opposition to deliver a “broad and bold” curriculum.

Not every student is ready to limit their choices to three A-levels at 16 years old. The IB enables them to keep their options open for longer, ensuring they reach the right decision about what to go on to study later in life. Why are the Government taking a decision that actively narrows curriculums and limits skillsets? Why are they undertaking this hypocritical action that goes against their own commitments, missions and promises? And what do they seek to gain from a cut that will free up so little cash, but take away significant opportunities from ambitious state school students?

Our education system should nurture every child’s full range of talents by embracing a broader curriculum rooted in curiosity, creativity and critical thinking. The Liberal Democrats want a system that supports aspiration and opens opportunity. We need a more diverse education system, not a more homogenised one. The Government must reverse this cut and go further. The upcoming curriculum review should draw on the success of the IB diploma programme so that more students can benefit from its rigorous and balanced approach. The UK should learn from international models like the IB, not shut them down.

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[Helen Hayes (Dulwich and West Norwood) (Lab)]

It is a pleasure to see you in the Chair, Sir Roger. I congratulate the hon. Member for Didcot and Wantage (Olly Glover) on securing this important debate.

Post-16 education is a vital stage of a young person’s life. Whether they are following an academic, vocational or technical pathway, it is the stage at which they can focus more on the subjects they love, exercise greater choice over their learning, and begin to think more about where they want their education to take them, whether into further or higher education or employment. It is also a stage at which wider enrichment is vital, helping young people to develop broader transferable skills, find their talents, grow in confidence and expand into their growing freedom and independence.

However, funding for 16-to-19 education in schools and colleges has been significantly cut in real terms. Per-pupil funding had fallen by approximately 11% for colleges and 23% for school sixth form by 2024-25, compared with 2010-11 levels. That decline is the largest in any part of the education sector from nought to 19, and it has not been fully addressed, even with recent increases in funding. That has left many schools and colleges working hard to deliver a broad and enriched education for their 16 to 19-year-old students in the context of severe resource limitations.

There is no doubt that the international baccalaureate is a welcome development in 16-to-19 education. Its programme of study allows students to maintain a broader base, studying six subjects compared with the three of four that are typical for students taking A-levels. The IB also has a focus on broader skills and on creativity, as well as a more diverse range of assessment methods. It has many features that should be common to all post-16 education. But the IB is taught in just 20 of the 2,132 schools and colleges in the state sector that offer 16-to-19 education—less than 1% of those institutions—and in less than 10% of independent schools.

The Government’s decision to redeploy funding from the large programme uplift for the IB must be seen in the context of the broader challenges they face. Given the education funding landscape they inherited, how can they deliver an excellent education for every 16 to 19-year-old student across academic, vocational and technical pathways?

[Caroline Voaden]

The hon. Member talks about redeploying funding so that it can be spread across the landscape to improve 16-to-19 education, but we are talking about 0.004% of the education budget. Does she think that the tiny amount of funding that goes into the IB would make any difference at all if it were spread across the entire education landscape?

[Helen Hayes]

I think the Government are right to focus on how to improve education for every young person. If the hon. Member will bear with me, I will come on to some wider points about the importance of the IB, and the features of the IB that should be applicable more widely across the education sector. We need to be clear that we are talking about 1% of schools across the country, and that the other 99% of schools and colleges have many deep challenges. The Government are right to turn their attention to them as well.

How can the Government ensure that every young person has opportunities for enrichment and opportunities to develop broad transferable skills? Given the shockingly high figure of one in eight young people who are not in education, employment or training, how can the Government ensure that post-16 education is engaging, inspiring and exciting for all young people?

Where I take issue with the Government is in relation to the lack of consultation underpinning their decision to redeploy funding within the large programme uplift.

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[Caroline Voaden]

Will the hon. Lady give way?

[Helen Hayes]

I am not going to take any further interventions.

The international baccalaureate is an important part of the landscape, and I am pleased that the Government have confirmed that all schools can continue to offer it if they wish, but the bigger challenge for the Government is to ensure that there is excellence and enrichment across the board for post-16 education, which is a challenged part of our education landscape. Every young person should be able to benefit from an engaging, inspiring and exciting course of study, whether they are on an academic, vocational or technical route and wherever they live in the country, and every school and college should have the resources it needs to deliver.

[Alison Bennett (Mid Sussex) (LD)]

It is a pleasure to serve under your chairmanship, Sir Roger. I congratulate my hon. Friend the Member for Didcot and Wantage (Olly Glover) on securing this debate on what we have heard from Members across the Chamber is a really important subject.

Varndean sixth-form college in Brighton is the only state-funded provider of the international baccalaureate in the whole of Sussex. I was lucky enough to visit earlier in the year. It is a remarkable institution that gives young people from across the region, including many of my Mid Sussex constituents, the chance to pursue a truly world-class qualification, as other hon. Members have set out. I am pleased that Varndean’s principal, Donna-Marie Janson, joins us in Westminster Hall today.

The opportunity that Varndean offers is under serious threat. Varndean has warned that, without the large programme uplift, the IB will simply become financially unviable. The IB could—and, by the looks of it, will—disappear entirely from state education in our region, and potentially across the country. Let us be clear: that would be a tragedy for young people from Brighton and for those who travel to Varndean from places such as Burgess Hill, Haywards Heath and Hassocks to take the IB and go on to study engineering, medicine and mathematics at some of our leading universities. Claude from Hurstpierpoint told me that his decision to study the IB was

“One of the best choices I’ve ever made”.

The IB is recognised across the world for its quality. It encourages breadth, critical thinking and an international outlook, developing well-rounded students who go on to thrive. Most IB schools are independent, although as we have already heard, Varndean is one of the few state schools keeping this opportunity open for every student, irrespective of their family’s financial situation. If the Government allow these cuts to go ahead, it risks entrenching a two-tier education system, where access to this globally respected qualification is reserved for the wealthy. That cannot be right.

[Caroline Voaden]

The Government obviously have good intentions about improving the standard of post 16-education; I have seen that for myself on the Education Committee, so I do not doubt their intentions. However, this decision feels like levelling down rather than levelling up. Does my hon. Friend agree that instead of removing the opportunity for students in state schools to study the IB, the Government should consider broadening it and helping other schools to offer this world-class qualification?

[Alison Bennett]

My hon. Friend is absolutely right, and I wholeheartedly agree with her.

The Government say they want to widen participation in higher education and to boost skills, but cutting funding for the IB does the opposite; it narrows opportunity and stifles aspiration. Therefore, I again urge the Minister to reconsider this decision, to ensure that schools such as Varndean can continue to offer this world-class qualification in the future.

Last Monday, during Education questions, I asked the Minister whether he would consider meeting students from Varndean. Given that Donna-Marie Janson, the school’s principal, is sitting behind me in the Public Gallery, I am sure that his officials could swap numbers with her and set up such a meeting, so will he arrange that meeting?

The IB is a symbol of what education should be— ambitious, inclusive and world class. We must not let it become the preserve of the few.