Children's Wellbeing and Schools Bill (Third sitting)
Catherine McKinnell ExcerptsThursday 23rd January 2025
(4 days, 6 hours ago)
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Tom Hayes
In that case, can Mr O’Brien remind me of his constituency? [Interruption.] The acoustics in this room are quite bad, so I did not catch all of that, but I will write the constituency down next time; I apologise, Sir Christopher. I have listened carefully to what the Opposition spokesperson said, and take his point about wanting to assess the number of children who will no longer be in care as a result of these measures.
Let me broaden the debate out. A significant reason for care proceedings is that parents are experiencing mental ill health, so making progress on tackling some of the major reasons why parents in our society have mental ill health will bring significant benefits. In my experience, those reasons tend to fall into three categories: employment security, housing security and income security. The measures this Government are introducing on housing security will see a significant improvement in the families’ conditions, and the Government’s measures on employment security will see a significant improvement in families’ security. The measures to tackle the cost of living crisis that people are experiencing, such as the Bill’s provisions on free school breakfasts and the cap on uniform items, will help families with some of their cost of living concerns.
I do not agree with the amendments. The measures in the Bill are satisfactory. I will leave it there.
The Minister for School Standards (Catherine McKinnell)
It is an honour to serve under you as Chair, Sir Christopher, and to be a part of this thoughtful and considered Committee, which is taking this landmark legislation through Parliament. I thank hon. Members for the spirit in which they have discussed the safeguarding aspects of the Bill. I appreciate the support that has been expressed, and thank Members for their questions, concerns and amendments, which I will seek to address.
Amendments 36 and 37 stand in the name of the hon. Member for Twickenham but were presented by the hon. Member for St Neots and Mid Cambridgeshire. I thank him for his support for the clause and acknowledgment that family group decision making is a family-led process. A family network is unique to every child, so we decided not to be prescriptive about who should attend the meetings. That will be assessed and determined by the local authority, which will consider who it is appropriate to invite, and we will publish updated statutory guidance to make it clear that the local authority should engage with the full scope of the family network. That should take place with a view to supporting the wellbeing and welfare of the child, because the child’s voice and views are an integral part of the family group decision-making process.
The process is, by its very nature, child-centric, and is designed with the best interests of the child in mind. The meeting facilitator will talk to families and the child about how best the child might be involved in the meeting. I recognise some of the points made about the extent to which the child should take part in the process, but the child’s participation will clearly depend on several factors, including their age and their level of understanding, and an independent advocate may also be used to help the child to express their views.
As has been set out by my hon. Friend the Member for Derby North, in some cases it may not be appropriate for the child to attend. However, there is time for the child to voice their experiences or concerns through the dedicated preparation time for those meetings. The facilitator will take further action where they think it may be required if they think that there are safeguarding concerns, and we are confident that local authorities will continue to be guided by what is in the best interests of the child. For the reasons that I have outlined, I ask the hon. Member for Twickenham not to press her amendments.
Amendment 18 has been tabled by the hon. Member for Harborough, Oadby and Wigston. I thank him for the spirit in which he presented his amendments and put on record his concerns about the situation that children find themselves in and wanting the best outcome for them. The amendment relates to the 26-week rule for children subject to family court proceedings. As the hon. Gentleman knows, the Children and Families Act 2014 introduced the 26-week limit on courts to complete care and supervision proceedings when they are considering whether a child should be taken into care or placed with an alternative carer. I reassure him that we prioritise reducing unnecessary delay in family courts and securing timely outcomes for children and families.
Clause 1 relates to a specific and critical point before court proceedings are initiated. It gives parents or those with parental responsibility the legal right to a family-led meeting when they are at the point of the risk of entering into care proceedings. There is robust evidence to show that strengthening the offer of family group decision making at that crucial stage will in fact reduce applications to the family courts and prevent children from entering the care system at all.
As much as we acknowledge the concern raised, we are confident that no provisions in clause 1 would result in an extension to the statutory 26-week limit for care proceedings, which starts when the application for a care or supervision order is made. We think it is right that families are given the time and support to form a family-led plan. By strengthening the offer of family group decision making for families on the edge of care, concerns about children’s safety and wellbeing can be addressed swiftly, with the support of skilled professionals, and avoid escalation into potentially lengthy care proceedings. We want to avoid missing those opportunities for children to remain living safely with their families, so the child’s welfare and best interests are very much at the heart of clause 1.
If the local authority believes that the child’s circumstances or welfare needs might have changed at any point during pre-proceedings and it would no longer be in their best interests to facilitate the meeting, the court proceedings can be initiated immediately. The local authority should always act in accordance with the child’s best interests. Indeed, that family work can continue throughout court proceedings being initiated, and family group decision making can also continue. For the reasons I have outlined, I kindly ask the hon. Member for Harborough, Oadby and Wigston not to press his amendment.
Amendment 49 is in the name of the hon. Member for North Herefordshire. Clause 1 gives parents or those with parental responsibility the legal right to the family-led meeting at the specific and critical point, which I referenced, when they are at risk of entering into care proceedings. As I said, we have the clear evidence to show that involvement of the wider family network in planning and decision making at that pre-proceedings stage can divert children from care and keep more families together.
Although clause 1 focuses on the critical point at the edge of care, we already encourage local authorities to offer these meetings as early as possible and throughout the time that the child is receiving help, support and protection, including as a possible route to reunification with their birth parents or a family network where appropriate. We are clear in guidance and regulations that, where a child is returning home to their family after a period in care, local authorities should consider what help and support they will need to make reunification a success and set it out in writing. We will continue to promote the wider use of family group decision making, including by updating statutory guidance where appropriate and through best practice support. We believe that this legislation is a transformative step change that will be helpful in expanding these services for the benefit of children and families right across the country.
I turn to some of the specific questions that have been raised by Members, some of which I have addressed in my comments.
Catherine McKinnell
I may well be coming to the hon. Member’s question, if I can pre-empt her. If not, she is welcome to intervene again.
On reunification specifically, “Working together to safeguard children 2023” was updated to ask local authorities to consider
“whether family group decision-making would support the child’s transition home from care, and the role the family network could play in supporting this.”
It made it clear that family group decision making cannot be conducted before a child becomes looked after, but that it should still be considered as an option later. Family group decision making should be considered at all stages of a child’s journey in reunification with birth parents and the family network, wherever it is appropriate. Although the duty will make it mandatory to offer that family group decision making at the pre-proceeding stage, as I said, we will also be encouraging local authorities to offer it throughout the child’s journey and repeat it as necessary, because we encourage a family-first culture.
Ellie Chowns
Will the Minister respond directly to the thrust of amendment 49? The Bill is shifting from a position where the consideration of family group decision making is already encouraged to a statutory requirement before starting care proceedings. Amendment 49 asks for a mirroring of that at the potential end of care proceedings. Why does the Minister feel that it is important to move to a statutory footing at the start but not the end, particularly given the statistics that I have referenced on the frequency of breakdown? Would it not be entirely consistent for the Bill to specify this—bookending both ends of the care process?
Catherine McKinnell
I do think I have responded to the hon. Lady’s specific request, and explained why we are mandating and putting on to a statutory footing the requirement to offer family group decision making at this crucial point before care proceedings. We obviously encourage local authorities throughout their work with children in these circumstances to take a family-first approach and to offer family conferencing. Indeed, family group decision making can be used at any stage of a child’s journey through their relationship with the local authority. However, our decision to mandate it at this crucial point is very much based on the evidence that this reduces the number of children who end up going into care proceedings, and indeed into care.
A lot of issues were raised and I will do my very best to cover them. The hon. Member for Harborough, Oadby and Wigston raised private law proceedings. The Ministry of Justice offers a voucher scheme to provide a contribution of up to £500 towards the mediation costs for eligible cases, supporting people in resolving their family law disputes outside of court. Similarly to family group decision making, family mediation is a process that uses trained, independent mediators and helps families to sort arrangements out. I take on board the concerns he has raised that all children should be able to benefit from family group decision making where possible. On the impact assessment, as we said in the second evidence session on Tuesday, the Regulatory Policy Committee is considering the Bill’s impact assessments and we will publish them shortly and as soon as possible.
Neil O'Brien
I know that the Minister is trying to get us the impact assessments and is completely sincere about that. Will she undertake to get them while we are still in Committee?
Catherine McKinnell
I believe I can, but I will check and report back in this afternoon’s sitting. I appreciate the hon. Gentleman’s request.
The Chair
Okay, so that does not matter.
Clause 1 ordered to stand part of the Bill.
Clause 2
Inclusion of childcare and education agencies in safeguarding arrangements
Question proposed, That the clause stand part of the Bill.
Catherine McKinnell
By strengthening the role of education in multi-agency safeguarding arrangements, clause 2 recognises the crucial role that education and childcare play in keeping children safe. It places a duty on the local authority, police and health services, as safeguarding partners, to automatically include all education settings in their arrangements, and to work together to identify and respond to the needs of children in this area.
The clause includes the breadth of education settings, such as early years, academies, alternative provision and further education. This will ensure improved communication between a safeguarding partnership and education, better information sharing and understanding of child protection thresholds, and more opportunities to influence key decisions about how safeguarding is carried out in the local area.
Multiple national reviews have found that although some arrangements have worked hard to bring schools to the table, in too many places the contribution and voice of education are missing. Education and childcare settings should have a seat around the table in decision making about safeguarding, so we are mandating consistent and effective join-up between local authority, police and health services, and schools and other education and childcare settings and providers. We know that many education and childcare settings are well involved in their local safeguarding arrangements, but the position is inconsistent nationally, which can lead to missed opportunities to protect children.
This change will improve join-up of children’s social care, police and health services with education, to better safeguard and promote the welfare of all children in local areas. It will also mean that all education and childcare settings must co-operate with safeguarding partners and ensure that those arrangements are fully understood and rigorously applied in their organisations. I hope that this clause has support from the Committee today.
Neil O’Brien
The Opposition do not have amendments to this clause, but we do have some questions. This change is generally a very good idea and we welcome it. I have sat where the Minister is sitting, so I am conscious that, even when a Minister wants to answer all the questions posed by the Opposition, it is sometimes impossible—but I hope, thinking about some of the questions in the last part of our proceedings, that she will continue to consider those and see whether she can get answers to them. I know it is utterly impossible to answer all these questions in real time.
On the Opposition Benches, we welcome the inclusion of education agencies in safeguarding arrangements. All too often, the school is the one agency that sees the child daily and has a sense of when they are in need of protection or are in danger. Our conversations with schools all underline that. We have heard that they welcome this change and that it is a good thing. Last year, schools were the largest referrer of cases, after the police, to children’s social care, and I know from friends who are teachers just how seriously they take this issue. One of my teacher friends runs a sixth form and she spends her spare time reading serious case reviews, so I know that teachers take this issue deadly seriously, and we want to help them to have as much impact as they can.
My questions relate to nurseries, particularly childminders, because this clause is about an extension to education, not just to schools. We understand that child protection meetings can take place via video conference to make them easier to attend. We would just like the Government to confirm and talk about what conversations they have had with those kinds of organisations, which are often literally one-woman bands, about how they will be able to participate, given their very limited staffing and the imperative to look after children in their care effectively.
If the childminder has to go off to some meeting and are shutting down their business for the day, do they have to ask the parents who leave their children with them to find their own childcare? How do we make it easier for these organisations, particularly in relation to really small, really vulnerable children, to take part in this process? We do not doubt that they will want to contribute; we just want some reassurance that the Department is thinking about how that will work well in practice.
The Government argue that education should not be a fourth safeguarding partner because, unlike with other safeguarding partners, there is not currently a single organisation or individual who can be a single point of accountability for organisations across the whole education sector and different types of educational institutions. I understand the Government’s argument, but there are other views. Barnardo’s says in its briefing that
“the Independent Review of Children’s Social Care recommended that the Department for Education make education the fourth statutory safeguarding partner, highlighting that the Department should ‘work with social care and school leaders to identify the best way to achieve this, ensuring that arrangements provide clarity.’
However, the new Bill falls short of this recommendation, mandating only that education providers should always be considered ‘relevant partners’. This should improve the recognition of the importance of education providers in safeguarding arrangements, but we believe that this does not go far enough to protect children at risk.
We recognise that the diverse nature of the education sector could pose a practical challenge in identifying a relevant senior colleague to represent education as a statutory partner. Education settings have a wealth of experience in working with children to keep them safe and we believe it is vital that options are explored to ensure they are able to fully participate in…the planning and delivery of local safeguarding arrangements.”
I want to hear what the Government’s response to those arguments is. As the Minister said, this is a rare legislative moment, so we want to ensure that these important contributions and questions are heard and answered.
Turning to a slightly different question, I understand that there might not be a single point of accountability—which is why this Government, like the previous Government, are not pursuing education providers as the fourth safeguarding partner—but to make this work well, a single point of contact for education might be sensible. Can the Minister confirm that, to support the successful operation of this provision, every local authority currently provides childminders in particular with a line they can call to discuss any concerns, both specific and more general? Schools generally know where to go, but is that true at the moment of nurseries and childminders?
The Chair
Just to be helpful, last time you said you wanted to speak after the debate had closed. What you could have done was to participate again in the debate before it ended. It is open to anybody who is a member of the Committee to speak more than once in a debate—there is no limit on the number of times you can speak in a debate, but you cannot speak after the question has been put.
If you wanted to tell the Minister that you were dissatisfied or that you wanted to have a meeting, then the time to have done that would have been during the debate. At the end, you could have caught my eye and you would have been able to participate. I am trying to help people so that nobody feels that they are being excluded, because I know how difficult it must be for new Members who have not got the support of an established network in this place.
Catherine McKinnell
I thank Members for their contributions, and I appreciate the support—generally speaking—for the change. I can give the hon. Member for Harborough, Oadby and Wigston confidence that the impact assessments will be produced before the Committee has ended, so there will be an opportunity to study them. In response to his question, we are not making schools the fourth safeguarding partner with this measure. As the hon. Gentleman set out and appreciates, the education and childcare sector does not have a single point of accountability in the same way that a local authority, a health service or the police do. There is not currently an organisation or individual that can take on the role of a safeguarding partner.
The measure is therefore crucial to ensuring that education is consistently involved in multi-agency safeguarding arrangements across England. It places a duty on safeguarding partners to fully include and represent education at all levels of their arrangements in order to ensure that opportunities to keep children safe are not missed. It gives educational settings a clear role in safeguarding locally. It is a vital step towards consistency in local areas, and sends out the clear message that education is fundamental at all levels of safeguarding arrangements.
I appreciate the question that the hon. Member for Harborough, Oadby and Wigston asked about childcare settings, and about childminders in particular. We deliberately ensured that the measure includes all educational settings, covering early years, childcare and all primary and secondary schools. It spans maintained and independent schools, academies, further education institutions, colleges and alternative provision. It is important that the measure covers the breadth of education and childcare settings in a local area to ensure that opportunities to help and protect children are not missed. I appreciate that, in some childcare settings, those arrangements will be more formal and practised than in others, but it is important that we ensure that no child is left out.
Question put and agreed to.
Clause 2 accordingly ordered to stand part of the Bill.
Clause 3
Multi-agency child protection teams for local authority areas
Catherine McKinnell
I beg to move amendment 1, in clause 3, page 3, line 33, leave out
“the director of children’s services for”.
This amendment and Amendment 2 make minor changes relating to local authority nominations to a multi-agency child protection team.
Catherine McKinnell
Amendments 1 to 5, in my name, relate to the nomination of individuals by safeguarding partners for multi-agency child protection teams. These important amendments ensure that primary legislation is consistent. To be consistent with the Children Act 2004, the reference to those who nominate should be to the safeguarding partners, not to specific roles. It is, after all, the safeguarding partners who are best placed to make the nomination for individuals, and have the required expertise in health, education, social work and policing. We will continue to use the statutory guidance, “Working together to safeguard children”, to provide further information on safeguarding partner roles and responsibilities, which will include nominating individuals in the multi-agency child protection teams.
These amendments ensure consistency with the Children Act and set out that safeguarding partners are responsible for nominating individuals with the relevant knowledge, experience and expertise to multi-agency child protection teams.
Neil O’Brien
I have nothing to say about these amendments. I will reserve my comments for our amendment, which is in a different group. I completely understand what the Minister is doing.
Amendment 1 agreed to.
Amendment made: 2, in clause 3, page 3, line 36, leave out
“the director of children’s services for”.—(Catherine McKinnell.)
See the explanatory statement for Amendment 1.
Education, Health and Care Plans
Catherine McKinnell Excerpts(5 days, 6 hours ago)
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The Minister for School Standards (Catherine McKinnell)
It is a pleasure to serve under you as Chair, Dr Huq. I congratulate the hon. Member for Chelmsford (Marie Goldman) on securing this important debate and commend all hon. Members for their powerful contributions. They are great in number and their time was short, but their voices were very much heard, and they have been listened to. They have done their constituents, who I know are facing significant challenges on this issue, justice today.
Improving the special educational needs and disabilities system across the country is a priority for this Government. That includes improving the experience of the education, health and care plan process for children and young people and their families. We are clear that the SEND system requires reform, and we are working with families, schools, local authorities and partners to deliver improvements so that children and their families can access the support they need. There are no quick fixes; some of the issues are very deep-rooted in our system, but we absolutely agree that change is needed urgently. As a Government who are absolutely committed to breaking down barriers to opportunities for all children and young people—indeed, all people—we believe the way to achieve that is by ensuring that children and young people get the right support to succeed in their education. The hon. Member for Mid Dorset and North Poole (Vikki Slade) asked whether I agreed that these children and young people should lead happy, fulfilling lives. Absolutely I do.
More than 1.6 million pupils in England have special educational needs, and as one report after another tells us, the SEND system is not providing the support that they and their families need. Although high needs funding for children and young people with complex special educational needs and disabilities continues to rise, confidence in the SEND system remains very low. Tribunal rates are increasing, as are waiting times for the support that children and young people desperately need and deserve. Worst of all, outcomes for children with special educational needs are suffering. Just one in four pupils achieve expected standards at the end of primary school—that is out of all children—and children who have special educational needs are falling behind their peers, struggling to reach expected levels in fundamental reading, writing and maths skills.
We are committed to changing the system. Families are, we know, battling against it at the moment to get support for their children. We are determined to restore parents’ trust that their child will get the support they need to thrive and flourish. regardless of their additional needs or disabilities. We—the Government and I—understand this cannot wait. We will act urgently to improve inclusivity and expertise in mainstream schools, while also—to answer the question from the right hon. Member for Sevenoaks (Laura Trott)—ensuring that special schools can cater to those with the most complex needs.
Effective early identification and intervention are, I absolutely agree, key to reducing the impact that a special educational need or disability may have in the long term. This Government know that, and it is why last July we announced the extension of funded support for 11,100 schools registered on the Nuffield early language intervention programme, helping pupils who need extra support with their speech and language development to find their voice. We are also investing in the system—£1 billion in the special educational needs and disabilities system, and £740 million for councils to create more specialist places in mainstream schools—and our curriculum and assessment review is looking at the barriers that hold children back from having the best chance in life.
We cannot do this alone, though. We will continue to work with the sector to ensure that our approach is fully planned and delivered together with parents, schools, councils and the expert staff who we know go above and beyond to support children. I repeat, there are no quick fixes here, but we are getting on with the job and remain committed and determined to deliver the change that children, young people and their families are crying out for.
Adrian Ramsay (Waveney Valley) (Green)
I appreciate the work that the Minister is doing to address this issue and that there are no quick fixes, but given the terrible cases we have heard today—I have constituent who had to wait two years for an assessment, which spanned the whole length of their GCSE courses—does she agree with those who point out that the funding allocated so far will, given council debts, hardly touch the sides in terms of the SEND capacity that is needed?
Catherine McKinnell
I will talk about how we are seeking to address this. I appreciate the extent of the challenge that the hon. Gentleman raises. The fundamental point here is that the additional funding being spent is not actually achieving the outcomes that children deserve. That is why we need to reform the system fundamentally, to improve both the process for families and children and the outcomes for children.
The number of education health and care plans has increased year on year since their introduction in 2014. As of January last year, nearly 600,000 children and young people had an EHCP. The plans were introduced as a way of minimising the bureaucracy and time-consuming nature of accessing vital support for children and young people with special educational needs and disabilities, to allow them the opportunities they deserve to achieve and thrive.
Over time, however, flaws and lack of capacity in the system to meet lower level needs has added to the strain on specialist services and had a detrimental impact on those who are trying to access support through the EHCP process. As many hon. Members described, that has led to late identification of need and intervention, low parental confidence in the ability of mainstream settings to meet need, inefficient allocation of resources in the system, and inconsistency in practice and provision based on geographical location. All of those problems have contributed to pushing up costs and creating an increasingly unsustainable system.
The latest data we hold shows that in 2023 just 50.3% of new EHCPs were issued within the 20-week statutory timeframe. As the hon. Member for Chelmsford set out, this problem is much worse in some areas, leaving children, young people and their families for weeks, months, and in some cases years, without appropriate and adequate support.
The Government want to ensure that EHC needs assessments are progressed promptly and plans issued quickly to provide children and young people with the support that they need so they can achieve positive outcomes. We are aware that local authorities have felt this increased demand for EHCPs and the subsequent demand for workforce capacity increases, and we recognise that more efficient and effective service delivery and communication with schools and families is pivotal to both rebuilding and reforming the system. Department officials are continuously monitoring and working alongside local authorities to support those who are having difficulty with timely processing of EHCPs. For those who struggle to process and issue EHCPs within the 20-week statutory timeframe and face challenges in making the improvements required to do so, the Department continues to put in place recovery plans with the aid of specialist SEND advisers where necessary.
The Government are absolutely aware of the challenges that families are facing in accessing support for children and young people through this long, difficult and adversarial EHCP process. Independently commissioned insights that we published last year show that extensive improvements to the system and using early intervention, which the hon. Member for Chelmsford mentioned, as well as better resourcing of mainstream schools would have a significant impact on children and young people with SEND who are in need of support. The insights showed that those changes could see more children and young people having their needs met without the need for an EHCP, and within a mainstream setting rather than a specialist placement. As well as that, we have listened to parents, local authority colleagues and partners across education and health and social care. We are considering carefully how to address and improve the experience of the EHCP process and reflecting on what could or should be done to make it more consistent nationally.
The hon. Member for Chelmsford rightly says that early intervention is a priority, and we absolutely agree. Children’s earliest years make the biggest difference to their life chances. We recognise the importance of high-quality early years education and care, which can lead to much better outcomes for all children. Having access to a formal childcare setting allows these needs to be identified at the earliest opportunity. It means that appropriate support and intervention can be put in place so that children with special educational needs and disabilities can thrive.
We have introduced additional resources for early years educators to support children with SEND, including a free online training module and SEND assessment guidance and resources, and we are reviewing the SEND funding arrangements to make sure that they are suitable for supporting children with SEND. This week we published the updated operational guidance alongside detailed case studies of good local practice to provide more detail to support local authorities and promote greater consistency.
The hon. Member for Chelmsford highlighted the broad specialist workforce that is needed across education, health and care. We know that far too many children have been waiting for speech and language therapy. To support the demand, we are working in partnership with NHS England and funding the early language and support for every child programme, trialling new and better ways to identify and support children with speech and language and communication needs. The programme is being delivered through nine regional pathfinder partnerships through our SEND and AP change programme. We know that continuing to build the pipeline of language and speech therapists is essential, so we have introduced a speech and language degree apprenticeship. It is now in its third year of delivery and offers alternative pathways to the traditional route.
Finally, although most education, health and care plans are concluded within a tribunal hearing, I have heard concerns from hon. Members about the process. We want all children and young people with SEND or an AP to get the support they need when they need it, which is why we are strengthening the accountability in mainstream settings to make sure they are inclusive. We are working with Ofsted and supporting the mainstream workforce to increase their expertise. We will also increase mainstream capacity by encouraging schools to set up their own SEND provision units, and we are supporting teachers with training so that every teacher is a special educational needs and disabilities teacher. Again, there are no quick fixes, but we are getting on with the job on multiple fronts.
I thank the hon. Member for Chelmsford again for securing this important debate, and I thank all who contributed today. Reforming the system and supporting children and young people with special educational needs to achieve and thrive and regain the confidence and trust of families are the goals we all share. My final word goes to all those working across education, health and care. In the interests of our children and young people with special educational needs, I thank them for all they do. Together we can deliver for our children and young people, including those with SEND.
Dr Rupa Huq (in the Chair)
I call Marie Goldman to respond briefly to this epic debate.
Children's Wellbeing and Schools Bill (Second sitting)
Catherine McKinnell ExcerptsTuesday 21st January 2025
(6 days, 6 hours ago)
Public Bill CommitteesRead Full debate Children’s Wellbeing and Schools Bill 2024-26 View all Children’s Wellbeing and Schools Bill 2024-26 Debates Read Hansard Text Read Debate Ministerial Extracts Amendment Paper: Public Bill Committee Amendments as at 21 January 2025 - (21 Jan 2025)
The Chair
It will help if those Members who wanted to ask a question last time but were not called indicate if they want to ask a question in this session.
The Minister for School Standards (Catherine McKinnell)
Q
Sir Martyn Oliver: Yes, absolutely. We very much welcome the introduction of the Bill, which will deliver some of the important legislative asks that Ofsted has made for a long time, especially to keep the most vulnerable safe and learning. That includes removing loopholes that enable illegal schools to operate, improving Ofsted’s powers to investigate unregistered schools that we suspect may be operating illegally, enabling Ofsted to fine unregistered children’s homes for operating unsafe and unregulated accommodation for vulnerable children, introducing a register of children not in school—I could go on. We are very happy with large parts of the Bill.
Catherine McKinnell
Q
Sir Martyn Oliver: Our top priority is the most disadvantaged and vulnerable. The ability to look at illegal or unregistered settings, unregistered children’s homes and illegal schools is hugely important. When they are out of Ofsted’s line of sight, it causes us great concern. I think that this Bill or a future Bill could go further and look at unregistered alternative provision, because all children educated anywhere for the majority of their time should be in sight of the inspectorate or a regulator. I do think that we will see significant issues with addressing the most disadvantaged and vulnerable, especially in part 1, on children’s social care.
Munira Wilson
Q
Sir Martyn Oliver: We think that there are grey areas where the legislation will help us get it right, but we do think that we can go further. For example, the feasibility and administrative costs of carrying out searches of illegal schools and the requirement of getting a warrant would be very burdensome for Ofsted, and we will need additional resource to manage that. It is massively important. We will always use those powers proportionately and with care. For example, in a commercial setting, the ability to have different powers that allow us to search without a warrant would be far more reasonable. Obviously, in a domestic setting, I would expect safeguarding measures to be in place and to require a warrant, because forcing an entry into somebody’s private home is entirely different from doing so in a commercial premises. There are resources there, but I am assured that my team, particularly my two policy colleagues here, have been working with the Department for quite some time on these asks. We have been building our measures and building that into our future spending review commitment as well.
Yvette Stanley: To build on what Martyn has just said, from a social care perspective we would like to go further on the standards for care. National minimum standards are not good enough; the standards should apply based on the vulnerability of and risk to children. A disabled child in a residential special school should not be getting a different level of support: the same safeguards should be in place whether they are in a children’s home or in a residential special school.
We would like to go further on corporate parenting. That is something to be addressed. We would also like to look at regional care co-operatives and regional adoption agencies. Those things tend to fall out of our purview as an inspectorate. There is a range of really detailed things, but to echo what Martyn says, we are working actively with our DFE policy colleagues to give our very best advice through the Bill process to strengthen these things wherever possible.
The Chair
We do not want to go too far into the curriculum today, because it is not really part of the Bill.
Paul Barber: I will keep my remarks brief. We have a very clear understanding of what a curriculum is in a Catholic school. It is very much a broad, balanced and holistic curriculum in which there are no siloes and the curriculum subjects interact with each other. There is of course the centrality of RE, which you mentioned. We are hopeful that the review will provide a framework within which we will be able to deliver alongside other views of curricula in other schools.
Catherine McKinnell
Q
Nigel Genders: The Church of England’s part of the sector is very broad in that of the 4,700 schools that we provide, the vast majority of our secondary schools are already academies, and less than half of our primary schools, which are by far the biggest part of that number, are academies. We would like to see the system develop in a way that, as is described in the Bill, brings consistency across the piece. In terms of the impact on our schools, my particular worry will be with the small rural primary schools. Sorry to go on about statistics, but of the small rural primary schools in the country—that is schools with less than 210 children—the Church of England provides 65%.
The flexibilities that schools gain by joining a multi-academy trust, enabling them to deploy staff effectively across a whole group of schools and to collaborate and work together, is something that we really value. What we would not like to see is a watering down of the opportunities for that kind of collaboration. We set out our vision for education in a document called “Our Hope for a Flourishing School System”. Our vision is of widespread collaboration between trusts, and between trusts and academies. The diocesan family of schools is one where that collaboration really happens.
We want to ensure that this attempt to level the playing field in terms of the freedoms available to everyone is a levelling-up rather than a levelling down. I know that the Secretary of State commented on this in the Select Committee last week. I also know that the notes and comments around this Bill talk about those freedoms being available to everybody, but, for me, the Bill does not reflect that. It is not on the face of the Bill that this is about levelling-up. In terms of risk to our sector, I would like to see some reassurance that this is about bringing those freedoms and flexibility for innovation to the whole of our sector because we are equally spread across academies and maintained schools.
Paul Barber: Equally, we have a large foot in both camps. Slightly different in shape, we are involved in all sectors of the school system but the vast majority of our schools are either maintained schools or academies. Currently academies make up just over half. Because our academy programmes are led by dioceses in a strategic way, we buck the national trend in that the number of our primary schools, secondary schools, and academies is almost identical. I agree with what Nigel said. This is a jigsaw of many parts. What we need is an overall narrative into which these reforms fit. It was good yesterday to be able to sign the “Improving Education Together partnership”, to collaborate with the Government in a closer way to create that narrative.
Munira Wilson
Q
Nigel Genders: I have a couple of things to say on that, if I may. I think where this Bill makes a statement in terms of legislative change is in the ability for any new school not to have to be a free school. That opens up the possibility of voluntary-aided and voluntary-controlled schools as well as community schools and free schools. In each of those cases, you are right, our priority is serving that local community. It is an irony that there is a part of the Bill about new schools when, actually, most of the pressure is from surplus places rather than looking for more places. In particular areas of the country where there is rapid population and housing growth, or in areas of disadvantage and need, we would be really keen to have every option to open a school. I am concerned to ensure that local authorities are given the capacity to manage that process effectively, if they are the arbiters of that competition process in the future.
For us, opening a new school, which we do quite regularly as we are passionate about involvement in the education system, is done with the commitment to provide places for the locality. Where schools can make a case for a different model, and in other faith communities as well, which I am sure Paul will go on to say, is for them to do. Our position is that a Church school is for the whole community and we will seek to deliver that under the 50% cap.
Paul Barber: As I understand the Bill, it removes the academy presumption, so if a local authority runs a competition, there has to be a preference for academies. The provision for providers to propose new schools independently of that has always existed, currently exists and is not being changed, as I understand it, in this legislation as drafted.
In terms of the provision of new schools, we are in a slightly different position because we are the largest minority community providing schools primarily for that community but welcoming others. Our schools are in fact the most diverse in the country. Ethnically, linguistically, socioeconomically and culturally, they are more diverse than any other type of school. We provide new schools where there is a need for that school—where there is a parental wish for a Catholic education. We are very proud of the fact that that demand now comes from not just the Catholic community, but a much wider range of parents who want what we offer. We would not propose a new school, and we have a decades-long track record of working with local authorities to work out the need for additional places.
Admissions is one half of a complex thing; the other is provision of places. Our dioceses work very closely with local authorities to determine what kind of places are needed. That might mean expansion or contraction of existing schools. Sometimes, it might mean a new school. If it means a new school, we will propose a new Catholic school only where there are sufficient parents wanting that education to need a new Catholic school. The last one we opened was in East Anglia in 2022. It was greatly appreciated by the local community, which was clamouring for that school to be opened. That is our position on the provision of new schools. We will try to provide new schools whenever parents want the education that we are offering.
Neil O’Brien
Q
Leora Cruddas: Yes, I would say that was true.
Catherine McKinnell
Q
Rebecca Leek: I can only tell you, from my experience, that there is a lot of collaboration where I work. We have Suffolk Education Partnership, which is made up of local authority representatives, associations, CEOs and headteachers. Admissions are not really my area, in this Bill, but my experience is that there is collaboration. We are always looking to place children and make sure that they have somewhere if they are permanently excluded. There is real commitment in the sector to that, from my experience where I work.
Catherine McKinnell
Q
Rebecca Leek: Yes, I do.
Jane Wilson: I agree with that completely. We work with our local authorities and follow the local admission arrangements in all of them. We think it is really important, and we obviously want children to get places in school very quickly.
Leora Cruddas: The duty to co-operate does that. We really welcome that duty.
Catherine McKinnell
Q
Leora Cruddas: Thank you for that important question. Our position as the Confederation of School Trusts is that we must not just think about the practice as it is now, but consider what we want to achieve in the future. The freedom, flexibility and agility that Rebecca talked about is important if we are to ensure that leaders have the flexibility to do what is right in their context to raise standards for children. It is also important in terms of creating a modern workforce. We know that we have a recruitment and retention crisis. We know that there is a growing gap between teacher pay and graduate pay, and that the conditions for teaching are perhaps less flexible in some ways than in other public sector and private sector roles. So it is incumbent upon us to think about how attractive teaching is as a profession and think in really creative ways about how we can ensure that teaching is an attractive, flexible, brilliant profession, where we bring to it our moral purpose, but also create the conditions that the workforce of the future would find desirable and attractive.
Munira Wilson
Q
Leora Cruddas: The conversations that we would be having with any Government prior to a policy being announced or a Bill being laid are typically quite confidential. There is also something about what you mean by the term “consultation”. We did have conversations with the Government, and those conversations were constructive and remained constructive. I would say that CST is committed to continuing to work with the Government to get the Bill to the right place.
Neil O’Brien
Q
David Thomas: I have worked with some fantastic people—generally late-career people in shortage subjects who want to go and give back in the last five to 10 years of their career—who would not go through some of the bureaucracy associated with getting qualified teacher status but are absolutely fantastic and have brought wonderful things to a school and to a sector. I have seen them change children’s lives. We know we have a flow of 600 people a year coming into the sector like that. If those were 600 maths teachers and you were to lose that, that would be 100,000 fewer children with a maths teacher. None of us knows what we would actually lose, but that is a risk that, in the current system, where we are so short of teachers, I would choose not to take.
Catherine McKinnell
Q
David Thomas: Yes. I find it very odd how little flexibility lots of teachers are given. As a headteacher I remember teachers asking me questions such as, “Am I allowed to leave site to do my marking?” and I thought, “Why are you asking me this? You are an adult”. I absolutely agree with that direction of travel, but I do not see that reflected in the wording of the Bill, so I think there is an exercise to be done to make sure that that is reflected in the Bill. Otherwise, the risk is that it does not become the actual direction of travel.
Catherine McKinnell
Q
David Thomas: I absolutely still hold that view. I think that, as I said earlier, a core purpose of education is to ensure that people have a core body of knowledge that means they can interact with each other. That is really important. I think that we should update the curriculum and not hold it as set in stone.
My concern would be that the legislative framework around the national curriculum does not ensure that the national curriculum is a core high-level framework or a core body of knowledge. It is simply defined in legislation, which I have on a piece of paper in front of me, that the national curriculum is just “such programmes of study” as the Secretary of State “considers appropriate” for every subject. We have a convention that national curriculum reviews are done by an independent panel in great detail with great consultation, but that is just a convention, and there is no reason why that would persist in future. I would worry about giving any future Government—of course, legislation stays on the statute book beyond yours—the ability to set exactly what is taught in every single school in the country, because that goes beyond the ability to set a high-level framework. I agree with the intention of what you are setting out, but there would need to be further changes to legislation to make that actually the case.
Amanda Martin
Q
David Thomas: Yes, that is correct.
Children's Wellbeing and Schools Bill (First sitting)
Catherine McKinnell ExcerptsTuesday 21st January 2025
(6 days, 6 hours ago)
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The Minister for School Standards (Catherine McKinnell)
Q
“This Bill presents a new opportunity for services and agencies supporting vulnerable children to work together and make this a reality.”
Will you outline the key measures that you feel support that in the Bill?
Dr Homden: Clearly, there are a number of ways in which the Bill seeks to do that. Quite often what we are looking for here is a strengthening of approaches that reinforce integrated working in local arrangements. There is a question in our mind, which you have clearly considered, about whether it is essential for education to be treated as a core partner in safeguarding. Our consideration is that under article 4 of the European convention on human rights, schools have a protective duty, but this should not diminish the clarity and reinforcement of the importance of roles being defined locally and of the activation of best practice in those circumstances.
I repeat that in many areas, and especially in relation to school exclusion, where it is particularly critical that the roles of schools are appreciated in relation to criminal exploitation, our suggestion to you is that direct access to advocacy for these young people may be a more timely and potentially more sufficient approach, to complement local arrangements in supporting young people’s safeguarding.
Catherine McKinnell
Q
Dr Homden: Having a duty most generally would be reinforcement of the fact that these arrangements are expected and required. The duty does not in itself necessarily prejudge the nature of those local arrangements, but it does place a really clear focus on the need to have those arrangements and to make sure that they are functioning properly. We would be pleased to send you some additional reflections on that, if that would be helpful.
I do want to raise one point in relation to safeguarding, which is that we are concerned because the Bill does present an important opportunity, potentially, to remove the defence of reasonable chastisement for children, and in our view, this opportunity should not be missed.
Catherine McKinnell
Q
“It addresses issues we have been very concerned about over many years, including vulnerable children falling through the gaps and into danger.”
Will you elaborate on how you feel the Bill better protects children and keeps them safe?
Anne Longfield: I am pleased to say that safeguarding does clearly run through the whole Bill. Engagement in the kind of activities around school in the community is one of the ways that children will be safeguarded. The register is something that I campaigned for and has been committed to for some time, so I am very pleased to see that in there. It is not a silver bullet when it comes to children who are out of school, because they are often out of school for a reason and that does not divert from the root causes. But none the less, that is a very welcome move.
On the link between poverty and non-attendance in school, in our experience there is a great link to parents being very worried about not being able to afford branded uniform. That, again, is supported in the Bill. There are various measures around children’s social care as well, including the partnerships that we have just discussed.
There is a clear reset around early intervention, which we very much welcome, and around a much greater co-ordination and relationship between schools—whatever their structures—and local partners. That can only add to the safety of children. There is a lot of interest in the potential to add a wellbeing measure, which would further strengthen the Bill’s ability to be able to identify those children who are vulnerable, and enable those partnerships and services to be able to respond. That would be a very welcome addition.
That would also support the whole ambition around belonging for children. For those children who are falling through the gaps, it would give them an opportunity to have their voices heard. I am thinking, for example, about the almost a million children who end up NEET—not in education, employment or training. None of us wants to see that for them at that early age. Their involvement in advocating for their own experience of careers and other services would be very welcome. That is part of the engine that would drive many of the ambitions in the Bill, so that addition in itself would be very much welcomed.
Dr Homden: I would support that. Coram also supports the introduction of the register for home-educated pupils as the critical protection to children’s right to education and safeguarding. That should include children with special educational needs and disabilities, since all too often, home education feels like the only option available in the context of risks to the child from their anxiety, self-harm or bullying and, where appropriate, school places being not available or, commonly, not resourced.
We would also further support the reintroduction of the national adoption register to ensure that all children waiting receive a proactive matching service without sequential, geographical or financial decision making being involved in that.
I reinforce and support what Anne said about the importance of measurements of wellbeing. It is clear from our research that young people’s wellbeing is associated with being included in decision making. That needs to be thought about in relation to the family group decision-making process for older young people. It gives them a much greater sense of traction and optimism for the future.
The Chair
My main objective is to try to get all the Back Benchers in, so we want crisp questions. It is very important that everybody feels they can get in. I call the Liberal Democrat spokesperson.
Neil O'Brien
Q
Julie McCulloch: In our view, it is right that there should be a core national entitlement curriculum for all children and young people; we think that is the right thing to do. The devil is in the detail—we are going through a curriculum review at the moment. Our view is that that entitlement is important—on the ground it might not make an enormous amount of difference, but it is still important.
Catherine McKinnell
Q
Paul Whiteman: We do think it will help local authorities—we think there has been a gap in terms of their ability to ensure that their admissions duty is fully met. To that extent, the difficulty of some parents to find the school that their children really should go to has been fettered. Therefore, we think these provisions are broadly sensible and to be welcomed.
Julie McCulloch: We agree. The more join-up we can have between local authorities and schools on admissions the better; there are some areas where that is working really well already, and there are others where that statutory duty might help.
Catherine McKinnell
Q
Paul Whiteman: It is important to preface my answer by saying that the success of academies can be seen, and the improvement is very real, but it is not always the only way to improve schools. We have held that belief for a very long time. With the extent to which we rely on data to support one argument or the other—of course, it has been the only option for so very long, and the data is self-serving in that respect.
Academisation is not always a silver bullet, and does not always work according to the locality, status or circumstances of the school. We absolutely think that different options are available. The introduction of the Regional Improvement for Standards and Excellence teams to offer different support and different ways of support is to be welcomed to see if that is better. Academisation has not always been a silver bullet, but it is really important to preface by saying that that is not an attack on the academy system—there are very good academies and there are excellent local authority maintained schools as well, and we should make sure that we pick the right option for the schooling difficulty.
Julie McCulloch: I would start in the same place. It is important to recognise the extent to which the expertise and capacity to improve schools does now sit within multi-academy trusts—not exclusively, but that is where a lot of that capacity sits at the moment. It is important to make sure that we do not do anything that undermines that, but our long-standing position is that accountability measures should not lead to automatic consequences, and that there does need to be a nuanced conversation on a case-by-case basis about the best way to help a struggling school to improve, which we welcome. There are some challenges. I think some members have raised some questions about whether that slows down a process to the detriment of the children and young people in those schools who most need support; clearly that would not be a good place to find ourselves. However, in principle that sort of nuance is welcome.
Paul Whiteman: It is worth adding that we do have examples of schools that are in difficult circumstances where an academy chain cannot be found to accept them, because the challenge is too difficult for an academy to really want to get hold of them.
Munira Wilson
Q
Julie McCulloch: I think it has some important priorities, and the ones you highlighted are first among them—the register, for example. There are certainly other issues that our members would raise with us as being burning platforms at the moment. SEND is absolutely top of that list, with recruitment and retention close behind, and probably accountability third. Those are the three issues that our members raise as the biggest challenges. There are some really important measures in the Bill that talk to some of those concerns. Certainly, there are some things in the Bill that might help with recruitment and retention. But it is fair to reflect the fact that our members are keen to quickly see more work around some of those burning platforms.
Education Provision: South Buckinghamshire
Catherine McKinnell Excerpts(1 week, 6 days ago)
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The Minister for School Standards (Catherine McKinnell)
I congratulate the hon. Member for Beaconsfield (Joy Morrissey) on securing this important debate. She has been a champion for children in south Buckinghamshire and for every child to secure a school place that allows them to achieve and thrive. This Government recognise how important it is that every child gets a great education at a good school in their area. We work closely with our local authority colleagues to achieve that, including in Buckinghamshire.
Local authorities, including in Buckinghamshire, have a statutory duty to ensure that there are sufficient school places for children in their area, as the hon. Lady referenced. To support local authorities to deliver on that statutory duty, the Department provides capital funding through the basic need grant for mainstream school places. Funding is based on local authorities’ own pupil forecasts and school capacity data. They also receive the high needs provision capital allocation to invest in places for children and young people with special educational needs or who require alternative provision—the hon. Lady mentioned that specifically and I will come to it shortly.
The Department engages with local authorities on a regular basis to review their plans for creating additional primary and pre-16 secondary school places, and to consider alternatives where necessary. When local authorities experience difficulties, the Department offers support and advice, including through the pupil place planning adviser. I hope the hon. Lady finds it reassuring that all that support is in place.
At local authority level, Buckinghamshire is forecast to have an increasing surplus of primary places, especially in the year of entry—reception—and in key stage 1. There are, however, some areas of primary place pressure, including at Gerrards Cross and the Chalfonts in the south of the county. At secondary phase, Buckinghamshire is forecast to have a small, slightly declining surplus. However, in common with the primary phase, underlying the local authority-wide picture there are variations in place pressure. The academically selective element of secondary education in Buckinghamshire adds an additional element of complexity in place planning, as does cross-border movement into schools in neighbouring local authorities, which the hon. Lady and my hon. Friend the Member for Slough (Mr Dhesi) referenced.
Nearly £1.5 billion has been announced to support local authorities to create the mainstream school places needed over the current and next two academic years, up to and including the academic year beginning September 2026. The funding is not ringfenced, subject to the conditions set out in the published grant determination letter, and nor is it time-bound, meaning that local authorities are free to use it to best meet their local priorities. They can use it to fund places in new schools or through expansions of existing schools, and they can work with any school in their local area, including academies and free schools.
Mr Dhesi
We have a hugely increasing population in Slough and south Bucks, as well as a high need for SEND provision. I just want to ascertain whether the Minister and her Department will factor those considerations into their determination over a new school in Burnham, on the boundary of Slough and south Bucks, to ensure that the right decision is reached for a new school.
Catherine McKinnell
My hon. Friend raises some important points, both of which are factors that the Buckinghamshire and Slough local authorities, where relevant, will have to take into consideration when determining how to use their allocation.
Buckinghamshire council has been allocated just below £11.3 million to support the provision of the new mainstream school places that it feels it will need over the current and next two academic years, up to and including September 2026. We have also announced £740 million in high needs capital for 2025-26 to support children and young people with special educational needs and disabilities, or who require alternative provision, and we will confirm the specific local authority allocations later in the spring. The important point is that this new funding can be used to adapt classrooms to make them more accessible for children with special educational needs. It can be used to create specialist facilities within mainstream schools that could deliver more intensive support, to adapt them to meet pupils needs, alongside continuing to provide places to support the pupils in special schools with the most complex needs.
David Simmonds
Will the Minister commit to working with colleagues in the Ministry of Housing, Communities and Local Government to review the impact of home-to-school transport rules on the situation? In Hillingdon, there is around a 20% vacancy rate due to falling pupil numbers. All London boroughs contribute to Transport for London, and therefore transport to school on London public transport is free. However, if Buckinghamshire wished to take advantage of those vacancies, bringing those children to schools in Hillingdon would be a general fund cost to council tax payers. Clearly, in efficiently providing those places, it may well be that by looking at those cross-border transport issues we could produce a beneficial outcome for my constituency neighbour, my hon. Friend the Member for Beaconsfield (Joy Morrissey), and for the schools that would thereby benefit from additional pupils.
Catherine McKinnell
The hon. Gentleman raises an import point, which is something the Department is very focused on. Indeed, we need to work with local authorities to deliver on that. The aim of the Department’s home-to-school travel policy is to ensure that no child is prevented from accessing education because of a lack of transport. Local authorities are required to arrange free travel for children of compulsory school age who attend their nearest school but cannot walk there because of the distance or because of a special educational need, disability or mobility problem, or because the route is not safe. There are also additional rights to free travel for low-income households, to ensure that they can exercise school choice.
However, I recognise the challenge that the hon. Gentleman raises. It relates to the investment that we would like to see in mainstream provision—indeed, it is why he jumped up as I was talking about this—to make it more suitable and to adapt it where necessary, in order to have much greater inclusion of children with special educational needs and disabilities, so that they can be educated in their local area, wherever possible, with their peers. That will ensure better outcomes for those children, but it will also tackle some of the growing challenges that he quite rightly identifies with school transport.
The hon. Member for Beaconsfield mentioned a specific request for confirmation on a local special school application—she tempts me to get ahead of announcements that will be made in due course. They are under consideration. Where children have highly complex needs, it is obviously important that we have those specialist school places available in the right place for the children who need them.
We are committed to ensuring that all schools co-operate with their local authority on school admissions and place planning to ensure there are sufficient school places where they are needed. Schools and academy trusts are expected to work collaboratively and constructively with local authorities and other key partners on place planning. We recently reinforced that expectation through the revised “Making significant changes to an academy” guidance. To strengthen it further, we are legislating to require all schools and local authorities to co-operate on admissions and place planning. This new duty will aim to foster greater co-operation between schools and local authorities in these important areas, as well as providing a backstop for addressing serious failures when co-operation is simply not happening.
We are also legislating to make changes to the legal framework for opening new schools. We will end the legal presumption that they should be academies in favour of prioritising any local offer that meets the needs of children and families, allowing proposals for other types of schools to be put forward where a new school is needed, including proposals from local authorities themselves. These changes better align local authorities’ responsibility to secure sufficient school places with their ability to open new schools.
The Government are entirely focused on the quality of education and experience that children are receiving at school, rather than the name above the door. All schools have an important role to play in driving high and rising standards so that every child can thrive, and, indeed, that will help local authorities to make the decisions that are right for the children in their areas. We want all children to be able to attend a high-quality school of their parents’ choice whenever possible. In 2024, 98.5% of children in Buckinghamshire were offered a place at one of their parents’ or carers’ top three preferred primary schools, and just over nine out of 10—91.1%—received an offer of their first preference. At the secondary phase, 91.2% of pupils in Buckinghamshire received an offer at one of their parents’ or carers’ top three preferred schools, with about three quarters—75.8%—receiving an offer of their first preference.
I thank the hon. Member for Beaconsfield for bringing this matter to the House’s attention, and I thank the other Members who contributed to the debate. It is obviously important for children to be able to gain access to school places—ideally in their local communities—that will enable them to achieve and thrive. I appreciate the case that the hon. Lady has made, but it is clearly to Buckinghamshire council that the case must be made. The Government will continue to work with our local authority colleagues, who have a statutory duty to ensure that enough mainstream school places are available. That includes providing funds through the basic need grant and continued support through our pupil place planning advisers, and introducing new legislation requiring all schools and local authorities to co-operate on admissions and place planning, so that every child in every community can have a good local school.
Question put and agreed to.
Dedicated Schools Grant Allocations 2025-26
Catherine McKinnell Excerpts(1 month, 1 week ago)
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The Minister for School Standards (Catherine McKinnell)
Today the Department for Education has published local authorities’ allocations through the dedicated schools grant (DSG) for schools, high needs and early years for 2025-26.
Overall, core schools funding is increasing by £2.3 billion in 2025-26 compared to 2024-25. This means that overall core school funding will total almost £63.9 billion next year, including a £1 billion increase in high needs funding for the costs of complex SEND. The publications today confirm the funding increases that each local authority will see in 2025-26.
The DSG allocations to local authorities consist of four blocks: a schools block, a high needs block, an early years block, and a central school services block. The DSG allocations are calculated from the latest pupil numbers, and therefore update the provisional national funding formulae allocations that were recently published.
Nationally, mainstream school funding in the DSG is increasing by 2.15% per pupil in 2025-26, compared to 2024-25, bringing total funding through this block of the DSG to £48.7 billion. This includes funding to ensure that the 2024 pay awards are fully funded at a national level in 2025-26, and further increases in the schools national funding formula on top of this.
High needs funding will increase to £11.9 billion in 2025-26, a 9% cash increase compared to this year. The vast majority of this will be allocated to local authorities through the high needs block of DSG. Every local authority will receive an increase in funding of at least 7% per head, of their population aged 2 to 18, with some local authorities seeing increases of up to 10%.
Alongside their DSG allocations, local authorities will also receive a separate core schools budget grant in 2025-26 to pass on to special schools and alternative provision to continue helping with the costs of teachers’ pay and pension increases, and other staff pay increases, from 2024. This grant consolidates the separate grants for pay and pensions that are allocated for these settings in 2024-25. Further detail on the grant for 2025-26 is published at the following link:
https://www.gov.uk/government/publications/core-schools-budget-grant-csbg-2025-to-2026-for-special-schools-and-alternative-provision
Indicative allocations for the 2025-26 early years entitlements, totalling more than £8 billion, have been published. On top of over £8 billion through the core funding rates, we are providing an additional £75 million grant for 2025-26 to support the sector in this pivotal year to grow the places and the workforce needed to deliver the final phase of expanded childcare entitlements from September 2025.
The dedicated schools grant allocations are available at:
https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2025-to-2026
Pupil premium rates will be announced shortly in the new year.
[HCWS337]
SEND Provision: Autism and ADHD
Catherine McKinnell Excerpts(1 month, 2 weeks ago)
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The Minister for School Standards (Catherine McKinnell)
The hon. Member for South Cambridgeshire (Pippa Heylings) ended with the words of Desmond Tutu, and I could not agree more. I congratulate her on securing this debate on an incredibly important subject, and I congratulate hon. Members on their valuable contributions to it. I know that, as a former teacher, she is really aware of the critical role that education plays in breaking down barriers to opportunity, and how vital it is that we get our education and health services right to support the most vulnerable in our society. She described incredibly eloquently and powerfully the difference that good, inclusive education provision can make, and the significant challenges in providing it. She also mentioned the challenges that many children face at transition points, which can undermine some of the incredible work that teachers are performing up and down the country, as my hon. Friend the Member for Leeds South West and Morley (Mr Sewards) rightly pointed out.
Like others present, the hon. Member for South Cambridgeshire will have been inundated with letters and emails from concerned families in her constituency. I am sure she has been helping them to navigate the incredibly challenging special educational needs and disabilities system. So many of us are faced with this issue, which is why we need to reform the system. It is a priority for the Government. We want all children, regardless of where they are in the country, to receive the right support to succeed in their education and lead happy, healthy and productive lives. In far too many cases, we have simply lost the confidence of families that children with special educational needs and disabilities will be supported, because they are being failed by every measure.
Despite high needs funding for children and young people with very complex special educational needs and disabilities rising to higher and higher levels, the system is simply not delivering the outcomes that those children deserve, so we desperately need to reform the system. Our message to families is that we are committed to improving the SEND system and regaining their confidence.
Iqbal Mohamed (Dewsbury and Batley) (Ind)
I completely agree with the Minister’s comments. Part of ensuring that we provide the correct support to children is ensuring that the education, health and care plan assessment process is effective. I was told by a charity worker in my constituency of Dewsbury and Batley that 95% of appeals in Kirklees against a conclusion that SEND support is not needed are successful. Does she agree that this is a terrible waste of council resources, and that EHCP assessments must be done properly and got right the first time, so that children can be given support as soon as possible?
Catherine McKinnell
I absolutely recognise the challenge the hon. Gentleman has outlined, but it very much speaks to the point I was making, which is that we have published independently commissioned insights that suggest that if the education system as a whole was extensively improved, and if we had much better early intervention, which the hon. Member for South Cambridgeshire rightly referred to, and better resourcing within mainstream schools, that could lead to tens of thousands more children and young people having their needs met without an education, health and care plan. Their needs would be met within a mainstream system and with their peers, without needing a specialist placement. Clearly, we need specialist places for children with the most complex needs, but to ensure we have those places, we need to improve inclusivity and expertise within mainstream schools, while ensuring that those special schools and places can cater to children with the most complex needs.
I come back to the hon. Lady’s point about transition points for young people and how important it is for the whole system to be reformed. It is not good enough to reform just part of it, and for that great work to then be undone when a child or young person moves on to a new educational setting that does not provide the right support and environment for them. My point is that this situation is huge and complex. There is not a magic wand, and there is no overnight quick fix, but we are determined to change it, and we cannot do it alone. We need to work in partnership to achieve this.
Alison Bennett
I thank the Minister for her response. So much could be said about special educational needs across the country and in my constituency of Mid Sussex. The Minister mentioned how we all as Members of this place are undoubtedly trying our best to help families navigate the special educational needs system. I am sorry to say that when families come to me and I ask, “How can I help you?”, they say, “We don’t think you can help us. We just want you to witness and listen to what we are saying,” because the system is so broken. I met the family of Annabel in Mid Sussex. She has been out of school for several years, has been sectioned and has had multiple suicide attempts because her autism was not being managed in the schooling system. Her family just wanted me to bear witness to them, and I am so sorry that there is not more that we as parliamentarians can do.
Catherine McKinnell
The hon. Lady has borne witness today to that family and young person facing that challenge. It is vital that we work together with parents, schools, councils, the health sector and expert staff, who we know go above and beyond to support children within education settings to achieve the changes that are clearly desperately needed.
The hon. Member for South Cambridgeshire specifically focused the debate on support for autistic children and young people and those with ADHD. She will know from the work she has undertaken that we are seeing significant increases in the numbers of children and young people identified as autistic or with ADHD, and that is something we share in common with other countries around the world. We know families are facing significant challenges and that support needs to be in place, as she outlined, to ensure that those children can thrive in school.
We absolutely recognise the long waiting times across the NHS for autism and ADHD assessments, and we are working to address them. As the hon. Lady identified, we need to ensure that mainstream schools and colleges can identify those needs and put support in place early, because the earlier a child gets the support and right environment in which to learn, the more chance that they will thrive and that some of the challenges they face will be mitigated.
Ensuring that we have knowledgeable professionals in our schools and colleges is a key part of this. All teachers are teachers of pupils with special educational needs and disabilities, but we need to make sure those teachers have the skills and support to help all pupils succeed. As such, we are implementing a range of teacher training reforms that begin with initial teacher training and continue through early career teaching to middle and senior leadership.
We have a universal SEND services contract, which provides SEND-specific courses and professional development for school and college staff. Through that contract, the Autism Education Trust offers a range of training and support for staff on how to support autistic children and young people. The contract began in May 2022, and over 200,000 professionals have received training from the Autism Education Trust and training partners. On 1 September 2024, this Government introduced a new mandatory leadership-level national professional qualification for SENCOs. We are making the changes, but it will take time for them to work through.
Our partnerships for inclusion of neurodiversity in schools programme is also running in around 10% of schools, which is approximately 1,600 mainstream primary school settings. It is deploying specialists from both the health and education workforces and building better teaching and staff capacity to identify the needs of neurodivergent children. It provides opportunities to enhance support and improve outcomes for all children, taking a whole-school approach. It is a cross-Government programme backed by £13 million of investment, and it is a collaboration between the Department of Health and Social Care, the Department for Education and NHS England.
Additionally, we have just established a neurodivergence task and finish group, bringing together a group of experts from various backgrounds to help us understand how to improve inclusivity in mainstream schools in a way that works for neurodivergent children and young people. We know that listening to children and young people and their families and understanding their experiences is a really important part of this work. That group met for the first time this week, and I look forward to seeing their recommendations on the best way that we can support these children’s needs. This is happening alongside our expert advisory group on inclusion and the work being done by Dame Christine Lenehan, our new strategic adviser on SEND. We are looking at all of these issues strategically across Government, as we urgently need to turn this situation around.
I could go into the details of high needs funding, but I am very conscious of time. I appreciate the concerns that have been raised about the national funding formula. We prioritised speed over change this year—we needed to get the formula processed and out to schools and educational institutions—but we will obviously keep it under review to make sure the money is being spent in the most effective way to deliver the best outcomes for children. We have also allocated £740 million for high needs capital funding to support mainstream schools to adapt, if needed, to create more inclusive mainstream settings.
I thank the hon. Member for South Cambridgeshire again for bringing this matter forward. Ensuring that effective support is in place for young people is absolutely a priority of this Government. We know the hardship that far too many families have faced, and my final word of thanks goes to all those working in the interests of our children in our health, education and care systems. We will deliver the best for our children and young people, and I am confident that together we can achieve that.
Question put and agreed to.
Education
Catherine McKinnell Excerpts(1 month, 2 weeks ago)
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Catherine McKinnell
I agree with my hon. Friend. Outcomes in some schools in Hastings are just not good enough. We are all determined to drive up standards. Department officials continue to work with the University of Brighton Academies Trust on that. We are committed to ending its current financial model and to collaborating with school leaders on future budget setting to ensure we can drive high and rising standards in every school, including in Hastings.
[Official Report, 9 December 2024; Vol. 758, c. 667.]
Written correction submitted by the Minister for School Standards, the hon. Member for Newcastle upon Tyne North (Catherine McKinnell):
Catherine McKinnell
I agree with my hon. Friend. Outcomes in some schools in Hastings are just not good enough. We are all determined to drive up standards. Department officials continue to work with the University of Brighton Academies Trust on that. The trust is now committed to ending its current financial model and to collaborating with school leaders on future budget setting to ensure we can drive high and rising standards in every school, including in Hastings.
Oral Answers to Questions
Catherine McKinnell Excerpts(1 month, 2 weeks ago)
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Sarah Green (Chesham and Amersham) (LD)
The Minister for School Standards (Catherine McKinnell)
The Government recognise that breaking down barriers to opportunity for children with special educational needs and disabilities will take a cross-Government approach. To that end, I recently met the Minister for Care, my hon. Friend the Member for Aberafan Maesteg (Stephen Kinnock), to discuss how we can work together to solve some of the challenges. The Department for Education is committed to ensuring adequate support for children with special educational needs and disabilities, and recently announced £740 million of capital funding to support children with SEN to learn and thrive in mainstream settings.
Sarah Green
A recent National Audit Office report makes it clear that, without reform, the SEN system is financially unsustainable. The Minister will know that, since 2020, local authorities such as Buckinghamshire council have been able to exclude their dedicated school grant deficits from their main revenue budgets. That statutory override means that local authorities do not breach their duty to set a balanced budget, but it is due to end in March 2026, and there is currently no identified solution. Can the Minister share more on what urgent conversations she is having with colleagues to ensure that local authorities get the certainty they need?
Catherine McKinnell
The Ministry of Housing, Communities and Local Government regulations, which ringfence dedicated support grant deficits from councils’ wider financial position, were amended. The statutory override goes up to March 2026, when it expires, and we are currently considering how best to continue support for local authorities with deficits. Fundamentally, this is about reforming the system to ensure that more children can be educated within a mainstream setting, and that we have special school places available for those with the most complex needs.
Perran Moon (Camborne and Redruth) (Lab)
Perranporth academy in my constituency plans to provide significant SEN provision, but it is one of 44 schools currently under a value-for-money review. As of last week, the head of Perranporth primary school had not been consulted on this. Will the Secretary of State meet me to discuss the plight of Perranporth academy?
Catherine McKinnell
I appreciate my hon. Friend’s concerns, and we recognise the unprecedented pressures that local authorities are under. High needs funding, which we recently increased, will benefit both mainstream schools and special schools because we will ensure the funding reaches children who need it. However, I recognise the issues and concerns that he raises, and will be happy to arrange a meeting to discuss this further.
Munira Wilson (Twickenham) (LD)
Last week’s announcement of capital funding to ensure that mainstream schools are more inclusive for children with special needs is, of course, welcome, but the Minister will know that, for many children with additional needs, even the most inclusive mainstream schools simply are not appropriate. With two in three special schools at or over capacity, can she provide a timeline for when the 67 planned special free schools will be delivered? Will she commit to looking favourably on local authority applications for such schools?
Catherine McKinnell
I thank the hon. Lady for her recognition of the additional funding. We expect the funding to create thousands of new places, particularly in mainstream schools but also in special schools and other specialist settings. We will confirm the allocations for individual local authorities in the spring, as they know best how to invest in their local area. We are keeping the free schools programme under review and will provide that confirmation in due course.
Alice Macdonald (Norwich North) (Lab/Co-op)
Dr Simon Opher (Stroud) (Lab)
The Minister for School Standards (Catherine McKinnell)
All children deserve a rich and broad education so that they do not miss out on subjects, such as music, art and drama. As part of our opportunity mission, we have launched an independent, expert-led curriculum and assessment review, and we are committed to ensuring that young people are supported to study creative subjects.
Dr Opher
Over the past 14 years, the amount of creative education, particularly at primary level, has been reducing and reducing, so I welcome what the Minister said. There is evidence that doing creative things and learning creative subjects improves our wellbeing, mental health and academic learning. Would the Minister support my campaign to bring musical instrument teaching to every primary school in the country, not just the more well-off ones?
Catherine McKinnell
My hon. Friend speaks with great wisdom. We have confirmed £79 million of funding for a national network of music hubs to give children and young people the opportunity to learn to sing or play an instrument, to create music and to progress their musical interests and talents. We have also launched the music opportunities pilot, with £5.8 million of funding over four years to support students with special educational needs and disabilities and those with less means to access the opportunities to do so.
Laura Trott (Sevenoaks) (Con)
The Secretary of State has made it clear that she would like more time spent on creative subjects, but she must ensure that does not come at the expense of an academic education. Last week’s international education stats found that English children are the best at maths in the western world. That is brilliant news and testament to the hard work of teachers and pupils. It is also down to a world-class curriculum put in place by the previous Government. Will she finally celebrate those results and instruct her curriculum review that it must not dilute academic standards and put that progress at risk?
Catherine McKinnell
From their shameless sense of pride, we would never know that the Conservative Government left England’s school standards getting worse. Conservative Members may be happy that half of disadvantaged pupils in state schools did not meet the requirements in reading, writing or maths at the end of primary school, but we do not think their record is anything to be proud of. Standards is the watchword for this Labour Government, and not just for some of our children but for all of them.
Catherine Fookes (Monmouthshire) (Lab)
The Minister for School Standards (Catherine McKinnell)
Secondary schools are required to teach about sexual exploitation, and this Labour Government are committed to halving violence against women and girls within a decade. Education has a key role to play in addressing that.
Catherine Fookes
I agree entirely. As we near the end of the 16 days of activism, it is really important that we continue to talk about commercial sexual exploitation, which is the exchange of money, accommodation, services or goods for sex acts. It has an impact on all young people’s lives, including in my constituency of Monmouthshire, particularly through exposure to violent online pornography, as well as via the damaging message conveyed by the fact that there is legal impunity for running pimping websites. Does the Minister agree that schools should be supported in addressing these issues through a whole-school approach to combating sexism and sexual harassment, as advocated by organisations such as UK Feminista?
Catherine McKinnell
Of course I agree with my hon. Friend that taking a whole-school approach to tackling sexual abuse and violence is incredibly important. The statutory guidance is very clear that relationship and sexual health education should be delivered through a whole-school approach. Through our safer streets and opportunities missions, the Government are considering how best to support schools in tackling this issue.
Gareth Snell (Stoke-on-Trent Central) (Lab/Co-op)
Dr Al Pinkerton (Surrey Heath) (LD)
The Minister for School Standards (Catherine McKinnell)
The Government’s ambition is that all children with special educational needs receive the right support to succeed, where possible in mainstream schools. We will strengthen accountability and improve inclusivity through Ofsted, and we will support professionals to develop their SEND expertise. High needs funding will increase by almost £1 billion in the next spending year.
Helen Morgan
Children with special educational needs and disabilities in Shropshire are relatively poorly funded compared with those in the rest of the country. Top-up funding for those with the highest level of needs is just £7,000, meaning that the schools that support them cannot even afford a full-time teaching assistant to help them progress. Can the Minister describe what she is doing to ensure that funding is fairly distributed across the country, so that children with special educational needs can get the help they need wherever they live?
Catherine McKinnell
We know that local authorities have been significantly impacted by increased demand for education, health and care plans, as well as challenges in workforce capacity. We expect the £740 million of additional investment to create thousands of new places in both mainstream and special schools and in specialist settings. We will confirm the allocations to specific local authorities, which know how best to invest in their local areas to increase capacity as needed, in the spring.
Mr Speaker
Order. Can I just say to the hon. Gentleman that it is much easier if he gets to the question, instead of having all the preamble? I cannot get other people in. I think the question was clear.
Catherine McKinnell
Following the most recent local area SEND inspection by Ofsted and the Care Quality Commission in September 2023, the Department—working alongside NHS England—continues to track the progress that the Surrey partnership is making against the areas for improvement that were identified, offering support and advice to the local authority. I appreciate the significant concerns that the hon. Gentleman outlines, and we will continue to keep the situation under review.
Ms Polly Billington (East Thanet) (Lab)
Bradstow special school in my constituency supports some of the most vulnerable children across the south-east. More than half of those children are from families in Kent, yet Tory-led Kent county council has refused to pay £2 million in fees, contributing to that school now facing closure. Kent has been offered the school for free, including all of its land, yet it is refusing to keep the school open. Will the Minister join me in urging Kent county council to take responsibility and work with the governing body, staff and children’s families to ensure that we can keep this vital school open?
Catherine McKinnell
If we are to improve the situation that far too many children face in relation to special educational needs and disabilities, and to meet demand, which we know is outstripping supply, it is vital that areas work together in partnership. That is why we very much recommend that local authorities work together with health partners and local schools to solve some of those challenges together. The Department for Education will work closely with them to make sure that every child gets the education they deserve.
Clive Efford (Eltham and Chislehurst) (Lab)
A National Audit Office report published in October highlights that special educational needs places in independent schools can cost two and a half times as much as in state schools. Does the Minister agree that if we are to ensure that children get the support they need in future, we will have to assist local authorities in expanding their number of special needs places?
Catherine McKinnell
My hon. Friend raises an important point. We know that the situation needs reform, and that we need much greater capacity within mainstream schools so that children with special educational needs and disabilities can be educated alongside their peers where that is the appropriate place for them to be, but also so that special school places are available where needed. That is why we have put in £740 million of additional investment to support mainstream schools to expand their specialist provision.
Esther McVey (Tatton) (Con)
Matt Rodda (Reading Central) (Lab)
The Minister for School Standards (Catherine McKinnell)
May I, too, take this opportunity to wish a merry Christmas to all of our teachers and school support staff when they finally get to the Christmas break?
We are working at pace to recruit 6,500 new teachers. We have fully funded the 5.5% pay award, we have removed reductive headline Ofsted judgments, and we are working to reduce workloads and ensure more flexibility. We have announced a £233 million package of recruitment incentives, and we are very committed to supporting our teaching workforce.
Paul Waugh (Rochdale) (Lab/Co-op)
Catherine McKinnell
I recognise the difficulties my hon. Friend has outlined. Changes to pension entitlement have caused the significant backlog in processing that we have inherited, but good progress is now being made. The Department and the administrator are focused on speeding it up. I appreciate the concerns he has raised and he might want to write to me with more detail, or a meeting could certainly be arranged.
Dr Kieran Mullan (Bexhill and Battle) (Con)
Catherine McKinnell
I recognise the issue the hon. Gentleman raises. It is important that we have the right balance between mainstream inclusion and specialist provision where it is needed. If it would be helpful for him to have a meeting to discuss specific concerns in his area, I would more than happy to arrange it.
Maya Ellis (Ribble Valley) (Lab)
Sarah Green (Chesham and Amersham) (LD)
Catherine McKinnell
The hon. Lady raises an important point. We are working at pace to ensure that we have more professionals, along with the Department of Health and Social Care, which is also ensuring that we have the right workforce to support all children with special educational needs. I will write to the hon. Lady with specific details of the steps being taken.
Tom Rutland (East Worthing and Shoreham) (Lab)
Catherine McKinnell
Local authorities have a statutory duty to ensure that there are sufficient secondary school places and that children can go to school, and travel should not be a barrier to their getting to school. I know how important this issue is for parents, and I would be happy to arrange a meeting for my hon. Friend to discuss it further.
Rosie Duffield (Canterbury) (Ind)
Catherine McKinnell
The hon. Lady raises an important matter, which far too many people are having to raise. I would be happy to meet her not only to discuss this matter further, but to reiterate the steps we are taking to fix this broken SEND system.
Ben Maguire (North Cornwall) (LD)
Catherine McKinnell
Local authorities normally support special units in schools with funding from their high needs budget, but officials would be happy to investigate the funding arrangements for this school. Cornwall county council is being allocated a provisional amount of more than £86.6 million in the 2025-26 financial year through the high needs national funding formula, but we are happy to take away the particular issue that the hon. Gentleman raises.
Helena Dollimore (Hastings and Rye) (Lab/Co-op)
Parents, teachers and students in my constituency were horrified to find out that the University of Brighton Academies Trust has been taking a whopping 20% of the Government grant meant for our local schools and education. What is the Minister doing to resolve these issues and make sure that every child in Hastings and Rye gets the best quality education?
Catherine McKinnell
I agree with my hon. Friend. Outcomes in some schools in Hastings are just not good enough. We are all determined to drive up standards. Department officials continue to work with the University of Brighton Academies Trust on that. We are committed to ending its current financial model and to collaborating with school leaders on future budget setting to ensure we can drive high and rising standards in every school, including in Hastings.
Mr Peter Bedford (Mid Leicestershire) (Con)
Research shows that money habits are instilled in young people from the age of seven. What are the Government doing to improve financial education in schools, particularly in England, where that is not currently on the national curriculum?
Catherine McKinnell
My hon. Friend raises an important point. Rather than obsessing about structures and names over doors, we are determined to ensure that every child in every community has a good school and that schools work together in communities with their local authorities to co-operate on place planning and admissions, with every child getting the best education and every school having high and rising standards.
Graham Stuart (Beverley and Holderness) (Con)
At just £952, the East Riding of Yorkshire has the lowest high needs block funding of any local authority in the country. Ministers have committed themselves to looking again at the formula so that we can have the right one. Will they please commit to doing everything they can to bring it in for the next financial year so that we do not have another year of grossly unfair and disproportionate distributions of funding?
Chris Vince (Harlow) (Lab/Co-op)
I talk to special educational needs co-ordinators across Harlow and Essex on a regular basis, partly because my best friend is one. He tells me that a number of special educational needs co-ordinators—easy for me to say—are leaving the profession because of their high workload and the stress that it causes. What support will the Government give to ensure that special educational needs co-ordinators get the support, including mental health support, that they need?
Catherine McKinnell
My hon. Friend is a strong advocate for special educational needs in his community. We know that SENCOs perform a vital function in making sure that children and their families get the support they need to access the education they deserve. He is right that they deserve support as well. We need to encourage more people to be trained up in and understand the needs of children with special educational needs so that everybody can play their part in creating an inclusive education system.
Max Wilkinson (Cheltenham) (LD)
Businesses report that cyber-attacks are increasing, as is the amount of time they have to wait to employ someone to deal with those cyber-attacks. What is the Department doing to fill that skills gap?
Home-to-School Transport: Children with SEND
Catherine McKinnell Excerpts(1 month, 3 weeks ago)
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The Minister for School Standards (Catherine McKinnell)
I congratulate my hon. Friend the Member for Thurrock (Jen Craft) on securing this incredibly important debate—its importance clearly marked by the number of contributions. I know how passionate my hon. Friend is about the need to secure the right support for children with special educational needs and disabilities. Indeed, she and I made a wonderful joint visit in her constituency to a fantastic school that demonstrates what brilliant education delivered inclusively for the whole community can look like. I know she works really hard in her area to make sure that that is available to as many children as possible. That is a vision that the Government very much share with her, because as a Government we are absolutely committed to creating opportunities for all children so that they can achieve and thrive.
I think we all agree that no child should struggle to get to school because of lack of transport. The testimonies that we have heard show the remarkable job that hon. Members have all done in putting forward so powerfully the voices of their constituents in only a minute. To be able to accommodate 30, or just under 30, speakers in a debate of just an hour on this incredibly important issue is quite a feat, so I think everybody should be commended. Their constituents will need to understand the constraints of these debates and that they have done an incredible job in the circumstances. It has come across so strongly how important it is that the transport system supports all young people to access educational opportunity. This is something that I am very keen to look at in the role I now have in the Government. I thank all Members for their contributions today, and you, Sir Mark, for keeping such good order.
I apologise in advance if I am not able to respond to all the individual issues raised. Some of them relate to local authorities and need to be addressed in the correct way to local authorities, where there are the right people to respond to these issues. Others will be for the Department, and we will do our very best to follow up—if we do not, please contact us, because I am really keen and genuinely committed to making sure that all the voices that Members represent here today are heard as we look at how this system is working and how we can fix it.
As has been mentioned, the Department’s home-to-school travel policy is aimed and designed to ensure that no child is prevented from accessing education by a lack of transport, but the challenges in that regard are significant and have been well set out today. There are also particular rights for low-income households to have support in order to exercise choice. Local authorities are obliged to arrange free travel for children of compulsory school age—I appreciate that hon. Members have raised concerns about pre-school-age children and post-16 children, and I will do my very best to address those concerns in the time that we have available—but we know that local authorities are really struggling to fulfil their duty to provide free transport, even for currently eligible children, and the cost of doing so has escalated sharply in recent years.
We thank local authorities for the work they do to try to support children to get to school. We know they provide a valuable service for the children and the families who can access it, particularly if those children have special educational needs and disabilities.
However, there are many reasons for the steep increase in costs in recent years: fuel price inflation and shortages of drivers, passenger assistants and transport operators have all pushed up costs in the market. But we also know that this huge increase is related to challenges within the school system itself, and specifically the way that the school system currently educates children with additional needs.
More children have an educational, health and care plan, and more of those children have to travel long distances to go to a school that can meet their needs. In addition to their journeys being longer, which in itself obviously makes them more expensive, there is a reduction in opportunities for economies of scale. Fewer children are likely to travel on a particular route, which means that more individual journeys need to be made.
Local authorities also try to help young people aged between 16 and 19 to access education or training. That help is extended to the age of 24 if a young person has a special educational need. We recognise that there are similarly significant financial pressures on the transport budgets for post-16 students. The cost and availability of public transport can also be an issue for some young people between 16 and 19 if they are going to travel to sixth form.
Catherine McKinnell
I would like to, but I also want to respond on many of the issues that have been raised, so I apologise that I am not able to take an intervention.
Many local authorities offer subsidised transport and there is also the 16 to 19 bursary, which is intended to provide support to young people in households with the lowest incomes. However, we know that for far too long far too many children have been let down by a special educational needs system that is not working. We are determined to fix it and to restore parents’ trust that their child will get the support to flourish and have their needs met within the education system.
As hon. Members have said today, we urgently need to improve the inclusivity and expertise of our mainstream schools, so that as many children as possible can go to their local community school with their peers. In and of itself, that would reduce some of those transport pressures. However, we must also ensure that support is available for those children who have more complex needs and need special schools. Fixing the system will also help to fix the home-to-school travel challenges that we are seeing. Ensuring that children can be educated locally will reduce that pressure, so it is a key priority for this Government.
However, there are no quick fixes. This issue is absolutely core to our opportunity mission; addressing special educational needs and disabilities must be part of ensuring that every child has the barriers to opportunity broken down for them. We need to work together with parents, schools, councils and the expert staff who we know go above and beyond every day to support these children, but we recognise the challenges in the system.
Home-to-school travel is obviously an absolutely core part of ensuring that children receive the education that they need and that will help them to thrive. However, we know that the eligibility criteria have been unchanged since the 1940s. Clearly, they are meant to ensure that children can access education and that lack of transport is not a barrier to children accessing education, but I am really keen to understand how they are working in the modern context and how we can change the education system to reduce the pressures and ensure that we have a transport system that is fit for the modern age.
Post-16 eligibility has been raised a number of times today. I have mentioned the bursary fund; more than £166 million of bursary funding has been allocated to institutions for the 2024-25 academic year. It is intended to support young people with travel, books, equipment and clothing, if needed. An additional £20 million is also specifically allocated to support vulnerable students: those in care, care leavers and those supporting themselves or in receipt of social security funds. Those funds should be available, but clearly they are not always getting to the children who need them. In addition, local authorities have discretion to make the transport arrangements that they deem necessary for post-16 students in their area, taking into consideration local circumstances, local budgets and local priorities.
I recognise all the challenges that have been identified today and I urge hon. Members to work with their local authorities to try to improve the situation on a local level, just as we are clearly working to do so on a Government level.
We know that children’s earliest years make the biggest difference to their life, which is why we recognise the importance of early years and early education. We know that that is how to deliver the best outcomes for children. Having access to those appropriate childcare settings in the early years is key to meeting those early years development goals and to breaking down any barriers that may arise later on in life. We know that special educational needs access in particular, and identifying needs at the earliest stage possible, is key; many Members have outlined the challenges that transport can pose to making sure that children have access to those opportunities.
We absolutely want children and young people to receive the support they need to thrive. We want local authorities to be able to provide suitable places for children and young people. We know that the capital funding for high-needs places is a key concern for Members, and we will set out plans on that funding shortly. I am out of time to respond, but if I have not addressed a particular issue, I ask hon. Members please to get in touch.
I thank hon. Friends again for bringing this matter forward, for ensuring that everybody had the opportunity to speak, for being so respectful in this debate, and for allowing everyone to put their constituents’ views forward. I know that this is a challenge that far too many face, and that we have to work together in our determination to fix this system to give every child the best start in life.