Children's Wellbeing and Schools Bill (Thirteenth sitting)

Catherine McKinnell Excerpts

Committee stage
Tuesday 11th February 2025 Public Bill Committees

[The Minister for School Standards (Catherine McKinnell)]

I thank the hon. Members for St Neots and Mid Cambridgeshire and for North Herefordshire for raising those important issues. Bereavement touches the lives of everyone, and it has a unique impact on each person. It is particularly important that children and young people who lose someone close to them are able to access support when they need it.

New clause 9 seeks to improve access to bereavement support services for children. It seeks to establish a duty to make regulations to establish a protocol to provide information on those services. The Government continue to consider how to improve access to existing support. The cross-Government bereavement group, chaired by the Department of Health and Social Care and attended by representatives from the Department for Education, the Department for Work and Pensions and the Home Office, continues to look at how we can improve access to support and options to improve data collection. There are many fantastic charities and community groups—the Childhood Bereavement Network, Hope Again, the Anna Freud centre and the Ruth Strauss Foundation, to name just four—that provide vital support, and schools and other public bodies perform vital roles in supporting bereaved children and families. A legislative solution would therefore not be the most appropriate way to ensure bereaved children and young people access the support they need.

On new clause 52 and the matter of requiring schools to publish a bereavement policy, including the approach to grief education, we know that teachers and other school staff do an excellent job in understanding the specific needs of their pupils and identifying what support is needed for a range of life experiences, including bereavement. To support them in that, the Department for Education provides a list of resources for schools on supporting pupils’ mental health and wellbeing. That includes resources from charities and organisations, including those I just mentioned, and resources hosted on the Mentally Healthy Schools site for mental health needs, which includes supporting children dealing with loss and bereavement.

On the curriculum, following the consultation that ended in July last year, we are currently reviewing the relationships, sex and health education statutory guidance, which sets out the content of what children and young people are taught about these subjects. It is also clear in the current RSHE statutory guidance that teachers should be aware of common adverse childhood experiences, including bereavement. We want to ensure that children’s wellbeing is at the heart of the guidance, and we are looking carefully at the consultation responses, considering the relevant evidence and talking to stakeholders before setting out next steps to take the RSHE guidance forward. It would not be appropriate to pre-empt our response to the consultation, nor the publication of the RSHE curriculum guidance. I hope the hon. Member for North Herefordshire is reassured that we will consider that as part of our work on RSHE. We will continue to provide support from the Department and right across Government to help schools support children and young people who experience bereavement and other significant adverse experiences in their childhood.

[Ian Sollom]

I beg to ask leave to withdraw the clause.

Clause, by leave, withdrawn.

New Clause 11

Benefits of outdoor education to children’s wellbeing

“(1) The Secretary of State must, within six months of the passing of this Act, conduct a review on the benefits of outdoor education to children's wellbeing.

(2) A report on the review must be published within six months of the conclusion of the review.”—(Ian Sollom.)

Brought up, and read the First time.

--- Later in debate ---

[Ian Sollom]

I am moving the new clauses on behalf of my hon. Friend the Member for Westmorland and Lonsdale (Tim Farron). Many hon. Members will know that he has long been a champion of the benefits of outdoor education. Academic research has shown that greater exposure to natural environments improves learning behaviour and emotional health. Studies have found measurable academic and wellbeing benefits from nature-specific outdoor learning. Even a single outdoor educational experience reduces anxiety, builds resilience and improves focus in the long term, especially for children with attention deficit hyperactivity disorder or anxiety disorders.

We know that children’s wellbeing is suffering. Children are experiencing rising mental health concerns, reduced physical activity and limited access to nature, so there is a real need to support their wellbeing. Outdoor education is proven to improve physical, emotional and social health.

New clause 11 would require the Government to review the impact of outdoor education on children’s wellbeing, with the aim of providing a foundation to embed outdoor education into the curriculum. New clause 12 considers children in kinship care, or those with kinship care experience, and would give them at least one residential outdoor education opportunity and ensure that they are not left behind in accessing those benefits. We would like to hear from the Government about these new clauses.

[Catherine McKinnell]

I thank the hon. Member for Westmorland and Lonsdale (Tim Farron) for his campaign to promote the positive effects of outdoor learning on young people. He clearly has the advantage of living in and representing one of the most beautiful parts of the world.

We believe that all children and young people should have the opportunity to learn about and connect with nature. Access to green space has been shown to have positive impacts on the physical, mental and emotional wellbeing of young people. The national education nature park provides opportunities for children and young people to benefit from spending time in nature, as well as to take positive climate action and to drive solutions to address the growing concerns about climate change and biodiversity loss. The nature park is a key initiative of the Department for Education’s sustainability and climate change strategy, which was launched in 2022.

In the light of progress in the past three years, we are now beginning a process of refreshing and updating the strategic vision for sustainability in the education sector. We are also working with the University of Oxford on research intended to assess the evidence of the impact of nature-based programmes, delivered through schools, on the mental health and wellbeing of children and young people. Once those results are published, I will be happy to share them with the hon. Member for St Neots and Mid Cambridgeshire.

The Government are committed to improving mental health support for all children and young people, and to giving them access to a variety of enrichment opportunities at school. Those are both important parts of our mission to break down barriers to opportunity, helping pupils to achieve and thrive in education.

There is no statutory requirement to offer extracurricular activities, but the majority of schools do because those activities complement a rich and broad curriculum. Schools include a wide range of activities, such as enabling students to take part in the Duke of Edinburgh’s award scheme, supporting them to access local youth services, and building in trips to outdoor education settings. It is right that schools should be free to decide what activities to offer their pupils so as to best support their development, to help them work with others as part of a team, and to support positive wellbeing.

The Department for Culture, Media and Sport’s adventures away from home fund provides bursaries for disadvantaged or vulnerable young people to participate in day trips and residentials to outdoor spaces. There are bursaries available for young people aged 11 to 18—or up to 25 for those with special educational needs and disabilities—who face significant barriers to participation and are under-represented in the sector. We are also extending local authority statutory duties to include promoting the educational achievement of all children living in kinship care, within the meaning of the proposed new section 22I(1) of the Children Act 1989, which will be inserted by the Bill. We will also extend virtual school heads’ duty to provide information and advice to include all children living with a special guardian or a child arrangement order, where the child is living with a kinship carer, within the meaning of proposed new section 22I(6).

On that basis, I ask the hon. Member for St Neots and Mid Cambridgeshire to withdraw new clause 11 and not to press new clause 12 to a vote.

[Ian Sollom]

I beg to ask leave to withdraw the clause.

Clause, by leave, withdrawn.

New Clause 13

Foster carers’ delegated authority for children in their care

“(1) Where a child (‘C’) who is looked after by the local authority is placed with a foster parent (‘F’) by a local authority, F may make decisions on C’s behalf in relation to the matters set out in subsection (2) where C’s placement plan does not specify an alternative decision maker.

(2) The matters referred to in subsection (1) are—

(a) medical and dental treatment,

(b) education,

(c) leisure and home life,

(d) faith and religious observance,

(e) use of social media,

(f) personal care, and

(g) any other matters which F considers appropriate.” —(Ellie Chowns.)

This new clause would enable foster carers to make day-to-day decisions on behalf of the children and young people they foster.

Brought up, and read the First time.

[Ellie Chowns]

I beg to move, That the clause be read a Second time.

I am pleased to speak to new clause 13, which proposes that the Bill should provide a default delegated authority for foster carers to make day-to-day decisions for the children and young people in their care, which I think is quite straightforward.

Foster carers should have delegated authority to make these everyday decisions for children in their care—for example, about day-to-day activities such as school trips, holidays and sleepovers; about important appointments for their health and wellbeing or medical appointments; or indeed about haircuts, which is an issue that has been raised regularly by young people in care and their foster carers.

The guidance around delegated authority has not been strengthened since 2013. As a result, practice varies across fostering services, and foster carers are often unclear about which decisions they can take and which decisions they have to get permission for from elsewhere. Many foster carers report experiencing a lack of communication, clarity and information from social workers, with unnecessary paperwork and box ticking, and complicated processes.

In the Fostering Network’s 2024 state of the nations survey, less than a third of foster carers said children’s social workers are always clear about which decisions they have the authority to make in relation to the children they foster. That lack of clarity is clearly a huge issue for a large majority of foster carers. Only half of foster carers said that social workers are able to respond to requests for decisions in a timely manner; we all know social workers are under huge pressure. Foster carers reported that the most difficult decisions to make were around social opportunities, followed by healthcare, relationships and childhood experiences.

This new clause would set out in legislation that foster carers have default delegated authority on key everyday decisions where the child’s placement plan does not specify an alternative decision maker—and the placement plan can always specify that alternative. That default delegated authority would include decisions in day-to-day parenting, such as healthcare and leisure activities, and it would exclude routine but longer-term decisions such as school choice and significant events, such as surgery. It would provide more clarity, speed up decision making within foster families and for social workers, and provide foster carers with the confidence and autonomy that they need to make day-to-day decisions for the children who are in their care.

I urge the Government to take on board these points, and the content of this new clause, to make it easier for foster carers to make those decisions for children who, after all, they know best as they are caring for them. The new clause would ensure that children and young people do not miss out on the opportunities that they need to live a happy and healthy childhood.

[Catherine McKinnell]

I appreciate the hon. Member’s concern for foster carers having delegated authority on day-to-day decisions for the children in their care. Foster carers offer crucial support to some of the most vulnerable children in our society. They provide love, stability and compassion to children and young people when they need it most.

All foster carers should have delegated authority in relation to day-to-day parenting of the child in their care, such as routine decisions about health, hygiene, education and leisure activities, and where that is not appropriate, the child’s placement plan should set out reasons for that. That is so that the foster carers can support the child in having a normal upbringing, full of the experiences and opportunities that any other child would have. For all decisions relating to the foster child, the foster carer has delegated authority only if it is recorded in the child’s placement plan. That means that if something is not listed on the placement plan, the foster carer does not have that delegated authority and they have to check with their social worker before any decision can be made.

Foster carers can take decisions in relation to the child in their care only in line with the child’s agreed placement plan and the law governing parental responsibility. New clause 13 would mean that foster carers would, by default, have delegated authority on day-to-day issues, except where an alternative decision maker is listed on the child’s placement plan.

The change outlined in the new clause does not require a change to primary legislation. Delegated authority is outlined in secondary legislation in the Care Planning, Placement and Case Review (England) Regulations 2010. We have begun conversations with foster carers and foster care providers about a proposed change, ensuring that all foster carers have delegated authority by default in relation to day-to-day parenting of the child in their care. We believe that reform to this policy area would benefit from a period of consultation with stakeholders to ensure that any change to delegated authority best reflects the interests of all parties.

Following consultation, we are committed to implementing the necessary amendments to secondary legislation. I hope that in the light of that, the hon. Member will feel able to withdraw the clause.

[Ellie Chowns]

I beg to ask leave to withdraw the clause.

Clause, by leave, withdrawn.

New Clause 15

National statutory inquiry into grooming gangs

“(1) The Secretary of State must, within 3 months of the passing of this Act, set up a statutory inquiry into grooming gangs.

(2) An inquiry established under subsection (1) must seek to—

(a) identify common patterns of behaviour and offending between grooming gangs;

(b) identify the type, extent and volume of crimes committed by grooming gangs;

(c) identify the number of victims of crimes committed by grooming gangs;

(d) identify the ethnicity of members of grooming gangs;

(e) identify any failings, by action, omission or deliberate suppression, by—

(i) police,

(ii) local authorities,

(iii) prosecutors,

(iv) charities,

(v) political parties,

(vi) local and national government,

(vii) healthcare providers and health services, or

(viii) other agencies or bodies, in the committal of crimes by grooming gangs, including by considering whether the ethnicity of the perpetrators of such crimes affected the response by such agencies or bodies;

(f) identify such national safeguarding actions as may be required to minimise the risk of further such offending occurring in future;

(g) identify good practice in protecting children.

(3) The inquiry may do anything it considers is calculated to facilitate, or is incidental or conducive to, the carrying out of its functions and the achievement of the requirements of subsection (2).

(4) An inquiry established under this section must publish a report within two years of the launch of the inquiry.

(5) For the purposes of this section—

‘gang’ means a group of at least three adult males whose purpose or intention is to commit a sexual offence against the same victim or group of victims;

‘grooming’ means—

(a) activity carried out with the primary intention of committing sexual offences against the victim;

(b) activity that is carried out, or predominantly carried out, in person;

(c) activity that includes the provision of illicit substances and/or alcohol either as part of the grooming or concurrent with the commission of the sexual offence.”—(Neil O'Brien.)

This new clause would set up a national statutory inquiry into grooming gangs.

Brought up, and read the First time.

--- Later in debate ---

[Amanda Martin (Portsmouth North) (Lab)]

I want to start by agreeing with my hon. Friend the Member for Southampton Itchen that leadership and action are needed. Indeed, leadership and action were needed three years ago in February 2022 when the IICSA report came out. I thank my hon. Friend the Member for Derby North for her knowledgeable insights and her forensic examination of the Bill, the recommendations and the report. I will spend a moment establishing for the record what exactly those 20 recommendations are asking for, which we as a Government have committed to implementing in full—albeit three years too late for some victims.

Let me list the headings of the report. The first is on a mandatory aggravating factor for CSE offences. The second is on statutory guidance on preventing CSE. The third is on data collection and analysis, and establishing a national database. The fourth is about strengthening the criminal justice response. The fifth is about training for professionals and requiring mandatory training for all professionals working with children, including social workers, police and healthcare staff, to help them recognise the signs of exploitation and act accordingly. The sixth is about a national framework for support, and developing a national framework for services to ensure that appropriate support is available for victims. The seventh is about supporting victims and improving the availability and accessibility of specialised support services for victims. The eighth concerns tailored responses to CSE victims, ensuring authorities provide a tailored response to the specific needs of children who are victims. The ninth is about launching a national public awareness campaign to raise awareness of CSE, educating the public and reducing the stigma that surrounds the victims. The 10th is to strengthen safeguarding in schools and introduce better protocols. The 11th is about tackling perpetrators of CSE, strengthening law enforcement’s abilities to target them. The 12th is for a Government review of safeguarding systems, conducting a review of the national safeguarding system to ensure current measures are sufficiently robust to address child sexual exploitation and victims. The 13th is to ensure adequate local authority resources. The 14th concerns independence for local safeguarding boards. The 15th recommends a review of the placement of settings for vulnerable children. The 16th calls for a stronger legal framework for CSE. The 17th is about increasing the use of risk assessment tools. The 18th is about rehabilitation and reintegration services. The 19th is on specialised support for parents and families and the 20th on a regular review of local authority practices. Each one of those 20 recommendations has the victims at its heart.

[Catherine McKinnell]

I am grateful to my hon. Friends the Members for Bournemouth East, for Derby North, for Southampton Itchen and for Portsmouth North, and to the hon. Member for North Herefordshire, for their thoughtful and measured contributions on this incredibly challenging issue. The Prime Minister has made clear that as a Government we are focused on delivering the change and justice that victims deserve.

On 7 January, the Home Secretary outlined in Parliament commitments to introduce a mandatory duty for those engaging with children to report sexual abuse and exploitation, making grooming an aggravating factor to toughen up sentencing and introduce a new performance framework for policing.

On 16 January, the Home Secretary made a further statement to the House that before Easter the Government will lay out a clear timetable for taking forward the 20 recommendations in the final IICSA report, which my hon. Friend the Member for Portsmouth North powerfully set out. All of those recommendations were for the Home Office, including on disclosing and barring, and work on them is already under way.

The Government will implement all the remaining recommendations in IICSA’s separate stand-alone report on grooming gangs from February 2022, and as part of that we will update key Department for Education guidance. As the Home Secretary states, a cross-Government ministerial group is considering and working through the remaining recommendations, and that group will be supported by a new victims and survivors panel.

Other measures that the Government are taking forward include the appointment of Baroness Casey to lead a rapid audit of existing evidence on grooming gangs, to support a better understanding of the current scale and nature of gang-based exploitation across the country and to make recommendations on the further work needed; extending the remit of the independent Child Sexual Abuse Review Panel so that it covers not just historical cases, from before 2013, but all cases since, so that any victim of abuse will have a right to seek an independent review without having to go back to local institutions that decided not to proceed with their case; and providing stronger national backing for local inquiries by providing £5 million of funding to help local councils to set up their own reviews. Working in partnership with Tom Crowther KC, the Home Office will develop a new effective framework for victim-centred, locally led inquiries.

--- Later in debate ---

[Neil O’Brien]

The people who read the transcript of this debate or perhaps have been listening to it at home can judge for themselves whether what I said was a fair summary of the arguments put forward by Government Members.

[Catherine McKinnell]

On the point about putting words in people’s mouths, nobody has said this is job done—quite the contrary. What we have consistently said is that we do not believe another national inquiry is needed. The Alexis Jay report took seven years, engaged 7,000 victims and had 15 separate strands. In the last 12 years, we have had hundreds of inquiries, serious case reviews and 600 recommendations. It is time for action. It is time to put this into practice and provide the justice that these victims deserve. That is what this Government are focused on doing.

[Neil O’Brien]

I wonder whether the Minister agreed with the hon. Member for Southampton Itchen, who said that the grooming gangs had been “fully investigated”. Does she agree with that? I am happy to take another intervention if she does. She does not want to stand up and say that she agrees with her hon. Friend, so the tension I pointed out is real. On one hand there is an argument that there is nothing more to be found out; everyone who should be held to account has been held to account; and we must not go back into it—there is no need to go back into it. On the other hand there is the Government’s admission that we need more local inquiries.

This whole discussion did not start with some person on social media. This whole conversation started because Oldham council formally asked for a national inquiry into what happened there, and it did so because it did not have, at local level, the powers needed: it cannot summon witnesses, take evidence under oath or requisition evidence. It was that request from a council—a good and sensible request—that started this discussion. I have already listed some of the Labour people who have argued for a national inquiry. I hope that in the end they will win the argument in the Labour party, but until then, I want to put the new clause to the vote.

Question put, That the clause be read a Second time.

--- Later in debate ---

[Neil O’Brien]

The proposed new clauses press the Government to restore some schemes they have cut, namely the academy conversion support grant and the trust capacity fund. The latter spent about £126 million over the last Parliament, helping to grow and deepen strong trusts, helping them to do more to help their schools, and helping to create a self-improving system. Unfortunately, the fund was ended on 1 January this year. Its closure is a real loss and there is uncertainty now about who is responsible for school improvement in the Government’s vision. Is that still to be trust-led, or will it be led by RISE from the centre? What happens if ideas from RISE conflict with those of a trust?

The removal of that funding sharpens the sense of a shift away from trusts as the engine for school improvement. The Confederation of School Trusts has said that this funding

“has been very successful in enabling trusts to support maintained schools that need help, especially in areas with a history of poor education outcomes…That will become more difficult to do now. Trust leaders will be especially angry that Ministers have scrapped this summer’s funding round: trusts spent considerable time and effort creating bids and have been waiting for a decision for four months…School trusts have a wealth of experience in school improvement but sharing that effectively takes time and money, and we need to make sure that the wider school sector doesn’t suffer from this decision.”

The confederation also says that it is “incredibly disappointed” at the decision to withdraw the academy conversion grant. It says:

“Ending this grant will leave, in particular, smaller primary schools very vulnerable and without the financial and educational sustainability that comes from being part of a trust. It is a short-sighted decision that will weaken the school system.”

It adds that that will have

“clear consequences for the strength and sustainability of our school system…This is not a neutral decision and will impact the capacity of the system to keep improving.”

Forum Strategy, another membership organisation for school trust leaders, has said of the decision to cut this funding:

“It is difficult to see the vision or strategy that leads to these decisions, or what it means for making the most of the capacity and expertise of the school-led improvement system.”

I hope that Ministers will listen to school leaders and reverse the decisions, as the proposed new clauses suggest.

[Catherine McKinnell]

We have made it clear that the Government’s mission is to break down barriers to opportunity, by driving high and rising standards, so that all children are supported to achieve and thrive. The Government are focused on improving outcomes for all children, regardless of the type of school they attend. Our energies and funding are tilted towards that, including through the new regional improvement for standards and excellence teams.

Nevertheless, we want high-quality trusts to continue to grow where schools wish to join them and there is a strong case for them to do so. We know that where schools have worked together, sharing their knowledge and expertise, as happens in our best multi-academy trusts and best local authorities, we can secure the highest standards and best outcomes for our children.

We will continue to consider applications from trusts that want to transfer their schools to a high-quality academy trust, or where there is a need locally to form new trusts through consolidation or merger. In September, the Government were supporting a higher number of schools through the process of converting to academy status than at any point under the previous Government, since at least 2018. Voluntary conversion remains a choice for schools. The Government believe that the benefits, including the financial benefits, of joining a strong structure are well understood, and for most schools and trusts that will mean that the case for converting will still outweigh the costs.

It was the previous Government who decided to significantly curtail the availability of the conversion grant—a decision that did not have any negative impact on the rate of voluntary academisation. While I recognise that the sector welcomed the trust capacity fund, the truth is that most multi-academy trusts that expanded in recent years did so without accessing the limited fund, including those that applied to the fund but were unsuccessful.

The current financial health of schools and academies suggests that the cost of conversion, where there is a strong case to do so, is likely to be affordable for them. The latest published figures show that the vast majority of academy trusts and local authority maintained schools are in cumulative surplus or breaking even. We do, however, keep this under review.

Let me also make it clear that, where necessary, and in cases of the most serious concern, the Government will continue to intervene and transfer schools to new management, and we will continue to provide support and funding for trusts that take on those schools eligible for intervention.

For the reasons I have outlined, I kindly ask the shadow Minister to withdraw his new clause.

[Neil O’Brien]

It is nice to hear from the Minister that, following our decision to increase funding per pupil by 11% in real terms over the last Parliament, most trusts are in surplus or breaking even. None the less, I hope that Ministers will reconsider this matter. There has been something of a change in tone in recent weeks from the Government, particularly regarding academisation, which they say is now going to happen normally in certain cases, so I hope that Ministers will rethink some of their decisions about funding to enable that to happen, and to enable the best trusts to grow, to become stronger and to do even more to turn around our struggling schools. However, on this occasion, we will withdraw the new clause. I beg to ask leave to withdraw the motion.

Clause, by leave, withdrawn.

New Clause 18

School Trust CEO Programme

“(1) The Secretary of State must, within three months of the passing of this Act, make provision for the delivery of a programme of development for Chief Executive Officers of large multi-academy trusts (‘the School Trust CEO Programme’).

(2) The School Trust CEO Programme shall be provided by—

(a) the National Institute of Teaching; or

(b) a different provider nominated by the Secretary of State.

(3) The purposes of the School Trust CEO Programme shall include, but not be limited to—

(a) building the next generation of CEOs and system architects;

(b) providing the knowledge, insight and practice to ensure CEOs can run successful, sustainable, thriving trusts that develop as anchor institutions in their communities;

(c) building a network of CEOs to improve practice in academy trusts and shape the system; and

(d) nurturing the talents of CEOs to lead and grow large multi-academy trusts, especially in areas where such trusts are most needed.

(4) The Secretary of State must provide the School Trust CEO Programme with such funding and resources as are required for the carrying out of its duties.”—(Neil O’Brien.)

This new clause would require the Secretary of State to provide a School Trust CEO Programme.

Brought up, and read the First time.

--- Later in debate ---

[Catherine McKinnell]

The Government are committed to supporting the development of leaders at all levels. As such, we have announced a review of national professional qualifications, which are evidence-based qualifications available to leaders at all levels. The review will include consideration of the training needs of those leading several schools, including large multi-academy trusts. However, committing to a specific service or provider in the Bill would contravene civil service governance procedures and public procurement legislation respectively, so we will not put in place a legal obligation to provide training or commit funding for the development of the chief executive officers of large multi-academy trusts. On that basis, I ask the shadow Minister to withdraw his new clause.

[Neil O’Brien]

The new clause makes it clear that there would be a choice about who would provide the scheme. We heard from the Minister that there is a review of national professional qualifications going on. I will be happy to take an intervention if she is happy to tell us a date by which we will find out the results of that review. I do not know when school leaders who are currently benefiting from, or hoping to benefit from, this very important programme, designed by the sector, will find out from Ministers what its future will be. It sounds like Ministers are saying that it will not be until the review is completed, so I now have a question about when that will be and when we will have a definitive answer one way or the other. I wonder whether the Minister will consider writing to me to tell us roughly when the review will be complete. She is sort of nodding, but I am not going to probe the point.

We will withdraw the new clause for now, but this is a wonderful scheme and a crucial part of the self-improving system, and I hope that, whatever happens at the end of the review, something along these lines will be maintained. I beg to ask leave to withdraw the motion.

Clause, by leave, withdrawn.

New Clause 20

Approved free schools and university training colleges in pre-opening

“The Secretary of State must make provision for the opening of all free schools and university training colleges whose applications were approved prior to October 2024.”—(Neil O’Brien.)

This new clause would require the Secretary of State to proceed with the opening of free schools whose opening was paused in October 2024.

Brought up, and read the First time.