Educational Attainment of Boys

Catherine McKinnell Excerpts

Thursday 10th July 2025 Commons Chamber

[The Minister for School Standards (Catherine McKinnell)]

I add my congratulations to my hon. Friend the Member for Bishop Auckland (Sam Rushworth) on securing this very thoughtful and important debate. He made a powerful opening speech. I add my welcome to Cian and Alex, who are on work experience here in Parliament, supporting my hon. Friend. He touches on a really pressing and important issue. We know that on average boys have lower attainment than girls. As a Government, we are determined to understand and address the drivers behind that.

All children should have the opportunity to achieve and thrive in their education, no matter who they are or where they are from. That is the driving mission of our opportunity mission. We are determined to break the unfair link between background and success. We are determined to drive educational excellence across the country for every child and young person. To do that, many of the issues that have been highlighted need to be addressed.

The current school system has many strengths but, as set out starkly by my hon. Friend the Member for Croydon East (Natasha Irons) and my hon. Friend the Member for Cannock Chase (Josh Newbury), we know it is not working well enough for all children. Too many are falling behind and face barriers which hold them back from the opportunities and life chances they deserve. As in previous years, girls continue to do better than boys across all headline measures. Although the gap has narrowed compared with 2018-19, there is clearly still more to do. The Department is committed to addressing that challenge.

The schools White Paper, which will be published in the autumn, will set out our vision for a school system that drives educational excellence for every child. We are working alongside Sir Hamid Patel and Estelle Morris, who are gathering views from thousands of children, parents, teachers and leaders across the year to build a solid evidence base on the barriers to attainment for white working-class children, and to look at what solutions there are to drive up standards for them. The inquiry is looking to get under the bonnet of what factors are driving underperformance, what best practice can support them and what policies can best be applied to address the challenge. That work will contribute to the regional improvement in standards and excellence teams—the RISE teams—and to our focus, as a Department, on raising attainment across the board.

High and rising standards are the key to strengthening outcomes and closing attainment gaps, helping every child and young person to achieve and thrive. We want our reforms to the school system delivered through excellent teaching and leadership, a high-quality curriculum, strong accountability, and an inclusive system which removes the barriers to learning that are holding far too many children back.

I mention the excellent teaching we need, because the quality of teaching is the single most important in-school factor to improving outcomes for children, especially those from disadvantaged backgrounds. That is why we are committed to recruiting an additional 6,500 new expert teachers in secondary schools, special schools and further education colleges. We have made strong initial progress to deliver the key pledge, and our investment is starting to deliver. Up to 2024-25, the workforce has grown by 2,346 full-time equivalents in secondary and special schools. Those are the schools that need these teachers the most.

I agree that it is important that the teaching profession reflects the communities that it serves, and that children see themselves reflected in the role models around them. Male teachers and educators can clearly play an important role in teaching, guiding and leading the boys in our classrooms. However, as the Liberal Democrat spokesperson, the hon. Member for Twickenham (Munira Wilson), and my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) rightly said, men are under-represented across the teaching workforce—over three quarters are female. Although that is broadly in line with international trends and has been stable in England for some time, we need to do better. We want to see representation increase across all phases, and we are working to recruit and retain high-quality teachers in our classrooms. We know that our recruitment campaigns are reaching diverse audiences, and they widely feature male teachers.

I acknowledge the challenges that were so eloquently set out by my hon. Friend the Member for Bishop Auckland. I agree that every child and young person should have the opportunity to achieve and thrive in education, regardless of their background. That is why we have also commissioned an independent panel of experts to review the existing national curriculum and assessment system. We want to ensure an excellent foundation in the core subjects of reading, writing and maths, and a rich, broad and inclusive curriculum that readies young people for life and work. We want a curriculum that reflects our whole society, ensuring that children feel inspired and engaged in it. My hon. Friend the Member for North Warwickshire and Bedworth (Rachel Taylor) mentioned the value of time and support for young people to take part in sport. I very much agree.

The curriculum and assessment review is considering specifically how to remove the existing blocks to progress to ensure good outcomes for children and young people from socioeconomically disadvantaged backgrounds or who are otherwise vulnerable. The review published its interim findings earlier this year. It highlighted the gap in attainment and committed to addressing the challenges and barriers holding children back from the opportunities and life chances that they deserve. We look forward to receiving the final recommendations in the autumn.

As my hon. Friends the Members for Heywood and Middleton North (Mrs Blundell) and for Suffolk Coastal (Jenny Riddell-Carpenter) set out powerfully, school disengagement and exclusion are incredibly damaging and a significant concern. Every child deserves to learn in a safe and calm classroom, and we will always help our hard-working teachers to make that happen. Schools should take proportionate and measured steps to create calm and supportive classrooms. That is how to break down the barriers to opportunity and improve the life chances for all pupils.

However, we know that poor behaviour can be rooted in much wider issues. The Government are developing an ambitious strategy to reduce child poverty, led by a taskforce co-chaired by the Education Secretary, so that we can break down the barriers to opportunity. All schools are required by law to have a behaviour policy with effective strategies to encourage good behaviour. School leaders must develop and implement a policy that has the support of the school and aligns with its culture, but I acknowledge the challenges that colleagues have outlined.

Education has a crucial role to play in helping children and young people to develop empathy, boundaries and respect for difference. Through compulsory relationships education, all pupils should learn how to form positive and respectful relationships. We are reviewing the relationships, sex and health education guidance to ensure that it empowers schools to tackle harmful behaviour, starting in the earliest years of primary school. It will be clear that teachers must facilitate conversations with students on what positive masculinity and femininity mean in today’s world, and on developing positive role models to build students’ self-esteem and sense of purpose.

We will publish the revised RSHE guidance, which will include the importance of building communication skills, expressing and understanding boundaries, handling disappointment and paying attention to the needs and preferences of others. It will explore communication and ethics within relationships and support young people to think about what healthy relationships involve, beyond consent, including kindness, attention and care. It will consider the real-life complexities of relationships, including the significance of power, vulnerability and managing difficult emotions that can relate to relationships, such as disappointment and anger, and the influence of online misogynistic content and the impact of pornography on sexual behaviour, including what some people perceive as normal. All those issues will be addressed, and we want to empower schools to tackle these very important issues with young people.

Close to 1 million 16 to 24-year-olds are not in education, employment or training. That number is too high, and the consequences are serious. My hon. Friends the Members for Stafford (Leigh Ingham) and for Loughborough (Dr Sandher) highlighted the cost of this not only to the individuals themselves, but to our society. Alongside the development of the youth guarantee, we are requiring local authorities to ensure that every young person receives a suitable offer of a place in post- 16 education or training.

We need to address the underlying risk factors for becoming NEET, and that includes supporting young people’s mental health, with access to specialist mental health professionals in every school and mental health support teams in every college. Young people need effective transitions as well between school, further education and employment to prevent those moments of disengagement. We will continue to work to ensure that young people can unlock the opportunities that we know will set them up for life.

I thank my hon. Friend the Member for Bishop Auckland again for raising these really important matters of concern, and I thank all those who have contributed to this thoughtful debate. I readily acknowledge that there are a number of challenges to boys’ attainment and engagement. There is much more we can do, and that is why the Government are focused on taking action to ensure that every child and young person believes that success belongs to them.

SEND Provision: London Borough of Barking and Dagenham

Catherine McKinnell Excerpts

Monday 7th July 2025 Commons Chamber

[The Minister for School Standards (Catherine McKinnell)]

Congratulations to my hon. Friend the Member for Dagenham and Rainham (Margaret Mullane) on securing this debate on an incredibly important subject. I know that she and other hon. Members in the Chamber have an interest in supporting families in their constituencies in navigating the special educational needs system; hon. Members have conveyed compellingly just how complex it can be. In her powerful speech, my hon. Friend made clear her interest in the subject, and her passion for the improvements that need to be made.

I reassure hon. Members that improving the SEND system is a priority for the Government. We want all children to feel that they belong in a mainstream setting, if that is the best place for them to have their needs met. We want them to receive the right support, succeed in their education, and lead happy, healthy and productive adult lives. We know that is possible. We have seen it in innovative examples across the country, including when the Secretary of State visited Becontree primary school in Dagenham in December. It was heartening to hear my hon. Friend’s account of the practice in Barking and Dagenham, but much more needs to be done to improve the system for children and their families, and to ensure consistent good practice in every part of the country.

I am grateful to the hon. Member for Dorking and Horley (Chris Coghlan) and my hon. Friend the Member for Ilford South (Jas Athwal) for their contributions. It is clear that there is much shared interest in this issue, and their contributions were an important part of this timely debate. Every child, regardless of their needs, deserves the opportunity to achieve, thrive and succeed. We are absolutely clear that the system is too difficult for parents, carers and young people to navigate, and it is simply not delivering the outcomes that we want.

[Chris Coghlan]

In the 2023-24 academic year, more than 1,800 SEND children in Surrey were out of school for more than a third of the time. What steps is the Minister taking to ensure that promised schools are delivered? I think in particular of the Betchwood Vale academy SEND school in my constituency.

[Catherine McKinnell]

I know the hon. Gentleman cares passionately about this issue, and he is clearly keen to see the expansion of provision. As he knows, we are investing in the capital estate in the round, and supporting mainstream schools to expand. We have already given local authorities the funding, and we hope that they are working with their local schools to increase capacity. Obviously, the building of any additional schools is considered in the light of that, because we need to ensure that the right provision is available for the children who need it. We are giving close consideration to that, and are working closely with local authorities, whose duty it is to make sure that they have the places to meet those needs.

We have announced that the details of our longer-term approach to SEND reform will be set out in the schools White Paper in the autumn. We are not wasting any time on this. We are already working to ensure that children and young people get the support they need; we are building a robust evidence base about what works to drive inclusive education, and we are creating the expert advisory group for inclusion, led by Tom Rees. We are introducing new regional improvement for standards and excellence—RISE—advisers, who will work with mainstream schools to ensure that they become more inclusive.

We are extending PINS—partnerships for inclusion of neurodiversity in schools—to a further cohort of mainstream primary schools, so that we build teacher and staff capacity to identify, and better meet, the needs of neurodivergent children in mainstream school settings. We are prioritising early intervention and inclusive provision in mainstream settings, because early intervention prevents unmet needs from escalating, and is the best way to support all children and young people to achieve their goals alongside their peers. We are committed to working with the sector and our partners to ensure that our approach is fully planned, and developed in partnership with families, stakeholders and the entire sector, which needs to deliver these reforms.

The number of education, health and care plans has increased each year since their introduction in 2014, with over 630,000 children and young people having an EHCP as of January 2025. Over time, flaws and lack of capacity in the system to meet lower-level need have put additional strain on specialist services. That has had a really detrimental impact on the experience of accessing support through the EHCP process, and has contributed to pushing up costs and creating an increasingly unsustainable system. The latest data shows that in 2024, just over 46% of new EHCPs were issued within the 20-week timeframe. The Government want to ensure that EHC need assessments are progressed promptly, and that plans are issued quickly to provide children and young people with the support that they need to achieve positive outcomes.

Independently commissioned insights published last year showed that extensive improvements to the system using early intervention and better resourcing of mainstream schools could have a significant impact, with more children and young people having their needs met without an EHCP, and in a mainstream setting, rather than in a specialist placement. We have listened to parents, local authority colleagues and partners right across education, health and social care. We are considering really carefully how to improve the EHCP process for families, and are reflecting on what practices could or should be made consistent nationally.

Children and young people with SEND frequently require access to additional support from a broad, specialist workforce right across education, health and care. To support the demand, in partnership with NHS England, we are funding early language support for every child: ELSEC. This is trialling new ways of working to better identify and support children with speech, language and communication needs in their early years and at primary school. I have seen this in practice, and seen the difference it makes to not just the children who participate in the programme and clearly thrive as a result, but the teaching workforce, who grow in confidence and in their ability to untap and unlock children’s learning. It is having a great impact, and we are keen to see the results of the pilot, the roll-out, and the impact taking root in schools.

Continuing to ensure a pipeline of speech and language therapists is essential. That is why we have introduced a speech and language degree apprenticeship. It is in its third year of delivery, and it offers a really excellent alternative pathway to the traditional degree route into a successful career as a speech and language therapist. Of course, we need many more such therapists. It takes a vast workforce, from teachers to teaching assistants, and from early years educators to allied health professionals, to help children and young people thrive, and we are investing in each of those areas to improve outcomes and experiences across the country. I am aware of the ten-minute rule Bill sponsored by my hon. Friend the Member for Dagenham and Rainham, which is on this very issue, and is due to be presented in the House tomorrow.

High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education, so to support teachers, we are implementing high-quality teacher development. It begins with their initial teacher training, continues into their early teaching career, and carries on right through to middle and senior leadership. We want to offer professional development to all teachers, so that they have the skills to support all pupils to succeed, including those with SEND. The partnership for inclusion of neurodiversity in schools is also deploying health and education specialists in the workforce to upskill primary schools, so that they can support neurodivergent children. The support operates on a whole-school level and is not reliant on a diagnosis. That support is there for all children, depending on their needs.

Local authorities need support with their educational psychology services, and we are investing over £21 million to train 400 more educational psychologists. As these trainees complete their studies, they will be able to join the workforce and support local authority education services, including by contributing to statutory assessments. We know those assessments are a big challenge, and workforce shortages are a huge barrier to delivering our ambition for an inclusive mainstream education system.

[Andrew Rosindell]

A lot of positive things are being said that will be welcomed on all sides of the House, but does the Minister acknowledge the concerns of the hon. Members for Dagenham and Rainham (Margaret Mullane) and for Ilford South (Jas Athwal) and me about the huge disparity in funding for boroughs such as Barking and Dagenham, Redbridge, and Havering, in particular? We are not getting our fair share. Will she please help outer-London boroughs get a fairer share of the cake, because at the moment that is simply not happening?

[Catherine McKinnell]

I recognise the challenge that the hon. Member and others have set out. We are looking at the national funding formula. Obviously, this cannot happen as fast as one might want, because it is important to maintain stability in the system, and changes from year to year can create challenges for local authorities and schools. We have to look at the system carefully and introduce any changes in a careful and considered way, and that is what we are doing. We are taking on board the representations that we are receiving about the funding currently in the system.

One other area that we are focused on is capital funding to expand the estate. Many mainstream settings are going above and beyond to deliver specialist provision, but we want to ensure that all capacity is maximised. Where a local authority identifies a school that could provide more places or make more provision, we need to ensure that it has the capital to support that. That is why we have allocated £740 million for the 2025-26 year to deliver those additional places in mainstream and special schools and other specialist settings, or to adapt buildings to make them more accessible and more appropriate for providing inclusive mainstream education.

The Department’s spending review has confirmed the funding for reform of the SEND system; we will set out the details in the White Paper in the autumn. We recognise that local authorities will need support during the transition to a reformed SEND system, so we will commence a phased transition. We will work with local authorities to manage their budgets and deficits. That will come alongside an extension to the dedicated schools grant statutory override up until the 2027-28 financial year, because we recognise the time it will take to put this right. We will provide more details on this by the end of the year.

We are running out of time, but I want to thank my hon. Friend the Member for Dagenham and Rainham again for bringing this matter forward, and to thank all who have contributed to the debate. We have made a clear commitment to addressing the challenges, so that we can help children and young people to achieve and thrive. I am determined that progress will be made on this issue. I conclude by recognising all those who work in our education, health and care systems, and who work for our children and young people with SEND in Barking and Dagenham, and right across the country. We all want to deliver the best for children and young people, including those with SEND, so that they have the best start in life; and we want to prepare them for life, work and the future. The Government will continue to work to that end.

Question put and agreed to.

Music Education

Catherine McKinnell Excerpts

Thursday 3rd July 2025 Westminster Hall

[The Minister for School Standards (Catherine McKinnell)]

Let me begin by expressing my gratitude to my hon. Friend the Member for Southgate and Wood Green (Bambos Charalambous) for opening this valuable debate on the future of music education. He made it clear what a great advocate he is for music education. He chairs the APPG on music education and is a constant powerful voice on this issue in this House. I also want to declare that my husband runs a music venue. It is not directly relevant to this debate, but I put it on the record just to be clear.

I thank my hon. Friend the Member for Rugby (John Slinger) for his thoughtful contribution. I appreciate his concerns about ensuring that music is held in the high esteem it deserves in the education system; they came across clearly in his speech. I enjoyed hearing about the childhood experiences of the hon. Member for Frome and East Somerset (Anna Sabine) and about that aspect of music that creates a sense of belonging and friendship. That is in short supply for too many young people; where music can meet that demand, we need to make sure that the opportunity is available. My hon. Friend the Member for Newcastle-under-Lyme (Adam Jogee) gave a wide-ranging speech, covering an array of Departments, which clearly displayed his passion for this issue. I hope that I can answer his questions.

Finally, I thank the hon. Members for St Neots and Mid Cambridgeshire (Ian Sollom) and for Harborough, Oadby and Wigston (Neil O’Brien) for their thoughtful contributions—in particular the latter, who was uncharacteristically comradely. That obviously shows the measure of him, but it also indicates the level of cross-party agreement on this issue, which is always welcome in this place.

The Government are clear that music education must not be the preserve of the privileged few. Creative subjects such as music are important pillars of a rounded and enriching education, which every child should have. That is why, as part of our opportunity mission, we want to widen access to the arts so that young people can develop their creativity and find their voice. That is important in its own right—creative exploration is a critical part of a rich education—but it also helps young people to find opportunities and helps to support our desire to power growth for the creative industries.

I learned to play a musical instrument at school. I played the flute, which, I have to say, conflicted with my talkative nature—that was probably the thinking when they gave it to me. I had the opportunity to play in the school orchestra, perform in school productions and sing in the choir. From those experiences, I know that music can be incredibly beneficial to academic achievement, too. It taps into parts of the brain that many subjects just do not reach. It builds confidence, presentation skills, teamwork and resilience, and it really feeds the soul, which is what keeps the mind expanding as well.

It starts with the curriculum. We want every child, regardless of their background, to have a rich, broad, inclusive and innovative curriculum, including in music. That is why one of our first actions in government was to launch the independent review of the curriculum and assessment system, chaired by Professor Becky Francis. The review is an important step in the Government’s mission to break down barriers to opportunity, with a new curriculum that will set up all our children to achieve and thrive at school. It is considering all subjects, including music, and seeks to deliver a curriculum that readies young people for life and for work, including in creative subjects and skills.

The review is being informed by evidence and data and is being conducted in close consultation with education professionals and other experts, parents, children and young people—as the hon. Member for Harborough, Oadby and Wigston referred to—and other stakeholders, including employers, universities and trade unions. We have had over 7,000 responses to the public call for evidence, and a range of research and polling. The final report, with recommendations, will be published this autumn, along with the Government’s response.

We will consider all the associated implications for accountability measures, such as EBacc and Progress 8, alongside the changes. We are legislating too, so that, following the review and the implementation of reforms, academies will be required to teach the reformed national curriculum alongside maintained schools. That will ensure that music education is reinstated as an entitlement for every child in a state-funded school. It will give parents certainty over their children’s education while giving both academies and maintained schools the freedom to adapt their curriculum to meet the needs of their pupils.

We recognise, however, that curriculum reforms alone will not be enough to give all children access to a high-quality arts education, including in music. We know that we need to support our schools and teachers, which is why we have announced our intention to launch a national centre for arts and music education, which a number of Members asked about. The new centre will help us meet our ambition for an improved and more equitable arts education. It will support schools in the teaching of music as well as art and design, drama and dance. Music will be an important aspect of the centre’s work, as it will also be the national delivery partner for the music hubs network. The 43 hub partnerships are central to supporting schools.

I recognise some of the challenges outlined by my hon. Friend the Member for Southgate and Wood Green, who wants to see less bureaucracy and a more streamlined service. The aims of the national centre will be to support excellent teaching, develop sustainable partnerships and promote arts education. The research is clear that high-quality teaching is the in-school factor with the greatest positive impact on a child’s outcomes, particularly for disadvantaged children.

Sustainable partnerships between schools themselves, within and between academy trusts, and with cultural organisations with knowledge of arts education are so important in supporting teachers and addressing equity in arts education. The promotion of arts education in and of itself is needed to tackle the persistent inequity of access in and beyond schools.

As this work develops, we will very much take on board some of the concerns about how the current system is working. The intention is to launch the new centre by September 2026, and to appoint a new delivery partner for the centre through an open, competitive procurement. We have been engaging with sector stake- holders, including the music hubs network, to refine the details of the centre, and the invitation to tender will be issued later this year.

I can assure my hon. Friend the Member for Newcastle-under-Lyme that the funding for the national centre will be separate from the grant funding for the music hubs. Funding for the centre and the hubs from September 2026 will be confirmed in due course.

Music hubs play a vital role across England in supporting children and young people to access music education and providing opportunities for them to progress. The 43 music hub partnerships across England offer a range of services, including musical instrument tuition, instrument loaning, whole-class ensemble teaching and CPD for teachers.

[John Slinger]

I have heard a rumour that a local authority found in one of its municipal buildings a vast store of unused but usable musical instruments. Will my hon. Friend ask her colleagues in the Ministry of Housing, Communities and Local Government if they might gently ask other local authorities to do a little audit to see whether they have similar stores? If they do, the instruments could be distributed to primary schools, in particular, where they are very much needed.

[Catherine McKinnell]

That sounds like a very sensible suggestion, and my hon. Friend now has it on the record. We will make sure that it is raised in the appropriate way.

We continue to support the crucial music hubs programme, for which grant funding of £76 million has recently been secured for the full academic year 2025-26, up until the end of August 2026, following the outcome of the spending review. We will confirm longer-term funding as part of the spending review process, which is ongoing. To widen access to musical instruments, which my hon. Friend the Member for Rugby rightly raised, from the current academic year the Government are investing £25 million in capital funding for musical instruments, equipment and technology. Those instruments and technology must be put to good use, so we will take his concern on board.

For some pupils, in particular those facing disadvantage and with additional needs, the barriers to accessing music education can be particularly high. That is why we are also investing in a new programme to pilot targeted support for children from disadvantaged backgrounds or with special educational needs and disabilities. The Government’s music opportunities pilot offers pupils across primary and secondary schools the opportunity to learn to play an instrument of their choice or to sing to a high standard by providing free lessons and supporting young people to progress, including by taking music exams. The Government are investing £2 million to support the pilot over a four-year period up to 2027-28. It is backed by a further £3.85 million from the Arts Council and Youth Music. The pilot is delivered by Young Sounds UK in 12 areas of the country as an expansion of its successful Young Sounds Connect programme.

I saw for myself the impact of the pilot on a visit to Mountfield primary school in Washington, where I had a lovely time chatting to the children about the difference that accessing music education had made to them. Indeed, for some of them it was why they came to school. The impact was evident. We will use the pilot’s findings to inform future policy on widening music opportunities, but it is a really rich start.

[Adam Jogee]

Will the Minister accept my invitation, from one Newcastle MP to another, to follow up on her visit to the school in Washington and come and see the formative impact that music has at St Mary’s school in Newcastle-under-Lyme? I am sure she would be very welcome.

[Catherine McKinnell]

As my hon. Friend will know, I am a big fan of Newcastles. It would be nice to come and see the other one, as I have never been; I would love to accept his invitation if there is an opportunity.

High-quality teaching is the in-school factor that makes the biggest difference to a child’s outcomes. That is why, as part of the Government’s plan for change, we are committed to recruiting an additional 6,500 new expert teachers across secondary and special schools and our colleges, where they are needed the most, over this Parliament. To support that, we are offering a teacher training incentives package for the 2025-26 recruitment cycle worth £233 million—a £37 million increase on the last cycle. It includes a £10,000 tax-free bursary for music.

We are seeing positive signs. The 2024-25 initial teacher training census reported that 331 trainees had begun courses in music, up from 216 in 2023-24. We have also agreed a 5.5% pay award for teachers for 2024-25, and a 4% pay award in 2025-26, meaning that teachers and leaders will see an increase in pay of almost 10% over two years. We have expanded our school teacher recruitment campaign and we are allowing planning, preparation and assessment time to be undertaken at home to give more flexibility to the profession.

We are also working hard to address teacher workload and wellbeing, and to support schools to introduce flexible working practices. We have the “Improve workload and wellbeing for school staff” service, developed alongside school leaders, with a workload reduction toolkit to support schools to identify opportunities to cut excessive workload.

I spoke on teacher recruitment at the Schools and Academies Show just over a year ago, prior to the general election, when I was the shadow Minister. After I finished speaking about our vision of unlocking opportunity for children to access art, music, sport and enrichment at school, I said hello to a gentleman who had been patiently waiting to speak to me. He introduced himself; I asked him what he did, and he said, “I’m a music teacher. To be honest, I had taken the decision to give up and do something else, but after listening to you today, I think I’m going to hang on.” I thought he should definitely hang on—we need more people like him—and that we had injected a sense of hope that this Government would care about music and enrichment. Now that we are in government, I hope that he is still teaching, along with many others, and that he knows that we are determined to deliver our vision to unlock access to music for all children. I hope our brilliant teachers feel supported to have a rewarding and fruitful career inspiring the next generation of musicians.

We know that enrichment opportunities like music and the arts help young people to gain skills and strengthen their sense of school belonging, supporting them to thrive. That is why we are supporting schools to plan a high-quality enrichment offer, with a new enrichment framework developed in collaboration with a working group of experts, including from school, youth, sports and arts organisations. The Department is working closely with the Department for Culture, Media and Sport, and we are committed to publishing the framework by the end of 2025. It will identify what a high-quality enrichment offer will look like, reflecting the great practice that already exists in schools and providing advice on how to plan a high-quality enrichment offer more strategically and intentionally, including how to make use of specific programmes to increase access to sport and the arts.

In addition, under the first ever dormant assets scheme strategy, which was announced last month, £132.5 million will be allocated to projects to increase disadvantaged young people’s access to enrichment opportunities, including in music, to boost wellbeing and employability. The fund will be delivered by the National Lottery Community Fund, with which the Government are working to design the specific programmes that will be delivered.

We recognise the importance of specialist training in supporting young people to pursue the most advanced levels of music education. That is why we continue to provide generous support to help students to access specialist music and dance education and training: we are committing £36 million for the academic year 2025-26. As several hon. Members have mentioned, this important scheme provides means-tested bursaries and grants to enable high-achieving children and young people in music and dance to benefit from truly world-class specialist training, regardless of their personal and financial circumstances. The scheme supports students to attend eight independent schools and 20 centres for advanced training that provide places at weekends and evenings and in the school holidays. The bursaries support more than 2,000 pupils per year, with about 900 pupils attending one of the schools.

The Government continue to provide such generous support because we recognise how important it is. All families earning below the average relevant income of £45,000 a year and making parental contributions to fees will continue to benefit from the additional financial support in the next financial year, so they will not be affected by any VAT changes introduced in January 2025. Any future funding will be determined as part of the post-spending review process.

[Neil O’Brien]

The Minister talks about the next financial year. Can she be clear about which school years are covered? People going into the start of the school year in September 2026 will be covered, but the Government have not made a commitment for those starting in September 2027—I just want to check that that is correct.

[Catherine McKinnell]

My understanding is that the current commitment is for this academic year, 2025-26, and we will confirm funding for future years in due course.

The Department also provides a grant of over £210,000 to the Choir Schools Association and its choir schools scholarship scheme, offering means-tested support to choristers attending member schools, including cathedral and collegiate choir schools in England, to help those with exceptional talent to access this specialist provision.

As part of our plan for change, we are committed to ensuring that arts and culture thrive in every part of the country, with more opportunities for more people to engage, benefit from and work in arts and culture where they live. Between 2023 and 2026, Arts Council England will invest £444 million per year in England through its national portfolio to drive participation in cultural activities, including by children and young people. The Government have also announced more than £270 million in investment for our arts venues, museums, libraries and heritage sector. That sum is made up of multiple funds, including the £85 million creative foundations fund and the £20 million museum renewal fund, to invest in fit-for-purpose cultural infrastructure.

The arts sector also benefits from generous tax reliefs. From 1 April 2025, theatres, orchestras and museums and galleries benefit from higher tax relief rates of 40% for non- touring productions and 45% for orchestral and touring productions. My hon. Friend the Member for Newcastle-under-Lyme asked about touring. That is the responsibility of the Department for Culture, Media and Sport, but colleagues in Government are clearly very engaged with counterparts and stakeholders to make sure that these issues are addressed, because clearly there is a huge interest in supporting both non-touring productions and touring productions, where they create cultural, creative and industrial exchanges on a global basis.

As part of Labour’s “Creating growth” plan, the Department for Culture, Media and Sport is currently undertaking a review documenting current and past funding for the arts, culture and heritage sectors. It is important that all that public money be spent really well. Baroness Hodge of Barking is leading the independent review of Arts Council England, examining whether the regions have access to high-quality arts and culture across the country and whether everyone is able to participate in and consume culture and creativity regardless of their background or where they live. I know that she was in the north-east recently, as part of that work.

[Valerie Vaz (in the Chair)]

Order. Will the Minister wind up?

[Catherine McKinnell]

Yes, Ms Vaz. Growth is the number one mission of the Government, and our new industrial strategy is central to the growth mission. As a sector in which the UK excels today, and which will propel us forward to tomorrow, the creative industries have been announced as one of the eight growth-driving sectors. Ensuring that the UK can provide a workforce that has the right skills and capabilities is key to unlocking that growth, which is why we have prioritised it within Skills England. We also want to see all that opportunity unlocked within our education system.

In closing, I hope that I have responded to the various questions that have been raised. [Interruption.] Sorry, I have a potential correction—well, I don’t think it is a correction, because I think it is what I said. We have committed the £36 million for the next academic year, 2025-26, in full, including support for lower-income families.

[Valerie Vaz (in the Chair)]

Order. We will not get a chance for Mr Charalambous to wind up if the Minister has not finished. Has she finished?

[Catherine McKinnell]

I hope that I have managed to respond to all the issues raised. Finally, I want to underline my and this Government’s commitment to ensuring that all children can access and engage with high-quality music education. I know that creative subjects, music and art are a vital part of a rich and broad school experience. That is what we are working towards. They must not be the preserve of the privileged few. I thank my hon. Friend the Member for Southgate and Wood Green again for the opportunity to discuss these issues today.

[Bambos Charalambous]

It has been a delight to take part in this debate. We have had cross-party unanimity about the need for better music education, and I am heartened to hear the Minister’s remarks. All the speakers today thanked their music teachers; we should all say a big thank you to all music teachers for the service that they provide, whether they are at school or peripatetic—many thanks to them all.

I hope that the Minister will look at recruitment of teachers. If things are not working, we will need to put things in place. I was not quite sure about the national plan for music, but I will catch up—

[Catherine McKinnell]

My hon. Friend’s final question was a request to meet and discuss the matter. I am more than happy to do so.

[Bambos Charalambous]

Thank you.

Bearing in mind that we have so many talented musicians both in this room and in the Cabinet—including the Chief Secretary to the Treasury, who is a saxophonist, and the Prime Minister, who is a flautist—the future is bright. We must make sure that we have these discussions and get the best future we can for music education.

Question put and agreed to.

Resolved,

That this House has considered the future of music education.

Department for Education

Catherine McKinnell Excerpts

Tuesday 24th June 2025 Commons Chamber

[Damian Hinds]

The most recent figures—the Government’s own figures—show a fall of 11,000 in the number of children at independent schools.

Of course, the number of teachers in the state sector is not going up in this country; it is coming down. The Government have tried to have this every possible way. There is a line in their manifesto that is very clear—it comes up more than once. It says that Labour is going to recruit

“6,500 new expert teachers in key subjects”.

When asked repeatedly what key subjects they had in mind, they refused to say. Eventually they said that these teachers will be recruited—I think am I quoting this correctly, but if not absolutely accurately then pretty close—from schools and colleges across the country. Then some numbers came out showing that the number of teachers in primary schools had gone down. Funnily enough, the target was then redefined so that it did not include primary school teachers; it would include only secondary school teachers.

That brings us back to this question: if it is only secondary schools, where teachers have specialist subjects, what are the key subjects that will count towards this number? If the Government just meant any subject, the word “key” would not be there. What do they mean by expert teachers? If they mean simply teachers with qualified teacher status—[Interruption.] I think the Minister might be readying herself to intervene.

[The Minister for School Standards (Catherine McKinnell)]

indicated dissent.

[Damian Hinds]

No? If the Government simply mean teachers with qualified teacher status, then I gently remind the Minister of something we covered in Bill Committee, which some colleagues might recall. The number of teachers today who do not have qualified teacher status is 3.1%, which does not sound all that high. What do colleagues suppose it was in May 2010, the previous time that there was a change of Government? The answer is 3.2%. So the number of teachers without qualified teacher status has hardly changed, and to the extent that it has, it has slightly gone down.

We know that other RDEL—revenue spending, effectively—is going up, but it has to cover an awful lot. There is £1 billion-plus in national insurance contribution costs. We know from reports from teachers and headteachers in the sector press that shortfalls in the range of 10% to 35% are being reported. School suppliers are also facing higher national insurance contributions, which will also have a knock-on effect on the cost of other services into those schools. Schools are also picking up the cost of breakfast clubs, and there is an extension in free school meals eligibility and so on. Overall, if we look at the detail in the estimates and the spending review, all these increases are front-loaded—that is to say, for 2024-25 the increase is 6.8%, but that then comes down to 5.2% the following year, and then 3.4%, then 2.1%, and then 1.6%.

The main point I put to the Minister—constructively and co-operatively—is that things are changing significantly in schools because of demographic change. We have reached a point where I do not believe it is legitimate to use the measure of real-terms per pupil funding as the yardstick for whether effective school resourcing is increasing or decreasing. That is because the number of pupils will fall. We know already from TES, which used to be called The Times Educational Supplement, that surplus secondary places have increased by some 50% in just two years. Labour MPs may well argue—and I kind of hope they do—that when there is a smaller number of children there will obviously be less funding, and there is some logic to that argument, but in a sense it does not matter what arguments they make in this Chamber, because back in their constituencies, if they talk to headteachers, they will hear something different.

When pupil numbers are rising, if real-terms per pupil funding is held constant, that is a net increase in resourcing to the school. When numbers are falling, and even if real-terms per pupil funding is increased by a few per cent, that feels very much like a cut. Let us think about it in the following practical terms. If a primary school class of 27 goes up to 29, that is an increase in revenue to the school of something like £10,000, £11,000 or £12,000, but the vast majority of costs do not change. It works the same way in reverse. If a class moves from 29 pupils to 27, the school loses £10,000 to £12,000, but there are still the same costs, and the teacher is still being paid the same and so on.

In an urban setting, some whole schools may close—some already have. That is a painful process to go through, and no MP wants to represent an area where schools close, but at least that way the numbers can be made to work over a wider area, and some of those schools can convert to nursery schools, I hope, or to special schools. A big secondary school might reduce, say, from an eight-form entry to a six-form entry and manage the numbers that way. For a rural primary school, neither of those things is an option. There are major indivisibilities. Right now, 92% of DFE funding for schools is driven by pupil numbers, and I just do not think that will work over the years ahead. What will Ministers do to reform funding so that it is fair and effective at a time of falling overall pupil numbers?

--- Later in debate ---

[The Minister for School Standards (Catherine McKinnell)]

Every child deserves the opportunity to achieve and thrive in education. That is why this Government have—as Labour Governments always do—prioritised education, with the Department’s budget for day-to-day cash spending increasing by almost £6 billion compared with the last financial year. Within that, we have increased the overall core schools budget by £3.7 billion in 2025-26 compared with last year. This real-terms increase in funding per pupil helps underpin our ambition of achieving high and rising standards for all children in all our schools. This investment of £3.7 billion in 2025-26 includes both the £2.3 billion announced at the October Budget, and the £1.4 billion in additional funding being provided to support schools with staff pay awards and with the increases to employer national insurance contributions from April 2025.

The majority of school funding is allocated through the schools national funding formula. In 2025-26, £5.1 billion of the schools NFF has been allocated through deprivation factors, and £8.6 billion will be allocated for additional needs overall—that is, over £1 in every £6 of total core funding through the formula being directed towards the schools facing the most challenging cohorts. The spending review builds on this investment in schools. Across the spending review period, core schools funding—including SEND investment, which I know is a big issue for many Members who have spoken —will increase from £65.3 billion in 2025-26 to £69.5 billion by 2028-29.

I turn to the SEND system, which many Members have spoken passionately about. It is, and has been for too long, on its knees. This Government are determined to face up to the facts: too many families and children are simply not receiving the quality of SEND services and provision that they should expect; they are having to fight for those services; and they are having to wait too long before those services are made available. It is this Government’s ambition for all children and young people with SEND to receive the right support at the right time, so that they can succeed in their education and in moving into adult life. To help us achieve that, we have invested £1 billion more in funding for high needs in 2025-26 than in 2024-25.

We are also providing £740 million of high-needs capital funding in 2025-26, so that local authorities can adapt schools to be more accessible and can build new places, including in specialist facilities within mainstream schools. More than 1.7 million children and young people in England have special educational needs, and the vast majority of those are educated in mainstream settings. We are committed to improving inclusivity, to bringing a new focus on expertise in mainstream settings, and to an inclusive curriculum, so that the vast majority of children can be well supported in mainstream settings, with specialist settings catering to those with the most complex needs.

[Jen Craft]

I would like the Minister to clarify that the additional support and ambition that she is talking about is to improve the SEN side. For Members who are not aware, the statutory bit is the SEND side, and there will obviously be improvements in that; but if we improve the SEN side, which is the bit that children do not need an EHCP for, parents will not need to go through that adversarial legal battle, and there will be fewer reasons for people to have to go through what can at times be a truly horrific system.

[Catherine McKinnell]

My hon. Friend makes a really important point, and I was about to respond to a question that she raised in her very good contribution to this debate. We will set out the details of our approach to SEND reform in a schools White Paper, which we intend to publish in the autumn.

We recognise that we need to support mainstream schools in providing much greater inclusion for children with SEND. We need to commence a phased transition process, which will include working with local authorities to manage their SEND system, including deficits. There will also be an extension to the dedicated schools grant statutory override until the end of 2027-28—an issue that many Members have raised on behalf of their local authorities. We will provide more details by the end of the year, including a plan for supporting local authorities with both historical and accruing deficits.

I turn to teacher training. I was very sorry to hear about the experience of the hon. Member for Yeovil (Adam Dance). He is incredibly brave, and it is important that he has shared that. To respond to his question, high-quality teaching is central to ensuring that all pupils are given the best possible opportunities to achieve. To support all teachers, the Department is implementing a range of teacher training reforms that will ensure that teachers have the skills to help all pupils to succeed.

We are determined to make sure that every family is a stable, loving home, and that no child grows up in poverty, lacks food or warmth or is denied success due to their background. We are determined to turn things around, tackle child poverty and spread growth and opportunity to every family in every corner of the country. The Labour Government have announced that we are extending free school meals to all children from households in receipt of universal credit from September 2026. That will lift 100,000 children across England out of poverty and put £500 back in families’ pockets. We are supporting parents through that decisive action, which will improve lives—and that is before the child poverty strategy comes out later this year. Providing over half a million children from disadvantaged backgrounds with a free, nutritious lunch time meal, every school day, will also lead to higher attainment, improved behaviour and better outcomes, which means that children will get the best possible education and chance to succeed in work and life.

We will provide more detail in due course, but decisions such as expanding free school meals do not happen by accident, nor are they simply the outcome of hard work by campaigners outside this place. They are decisions about who we put first in our national life, and who has the first call on our country’s resources. Our Government put children first. Expanding free school meal eligibility is a choice made by this Government, who are determined to secure a brighter tomorrow for our children and ensure excellence everywhere, for all our young people. This Government know that delivering the most equal society—something that we Government Members are determined to make real—is a choice, not something achieved by chance.

On the points hon. Members raised about children’s social care, we are putting children first. This Government are committed to delivering children’s social care reform, to break the cycle of late intervention, and to help more children and families thrive and stay safely together. For 2025-26, the Department has allocated £380 million to deliver children’s social care reform, including £44 million of new investment to support children in kinship and foster care, as announced at the autumn Budget.

Because this Government are determined to ensure that all children have the best start in life, by 2028 we aim for 75% of children to reach a good level of development by the end of reception, which means that approximately 45,000 more children each year will start school ready to learn, thrive and succeed. That is ambitious. No progress has been made on this measure in many years. We are creating 6,000 nursery places in schools across the country through the first wave of 300 school-based nurseries; that is backed by £37 million.

[Munira Wilson]

The Minister talked about the Government making choices to prioritise children, and about keeping families together. How will the cuts to grants for therapies for some of the most vulnerable, traumatised children in our society help families stay together? Those children manifest the most challenging behaviours, which result in adoption placement breakdown, and that means worse outcomes for those families. How is that putting children first?

[Catherine McKinnell]

The changes that we have made to the fair access limits will ensure that more children have access to the fund, because year-on-year demands have increased. When we brought forward the legislation, which was the biggest overhaul in children’s social care in a generation, the opposition parties voted against it. We are determined to improve the life chances of children, to broaden access, and to ensure support for those that need it, despite our tough fiscal inheritance.

To return to childcare, at the spending review, we announced almost £370 million of further funding to create tens of thousands of places in new and expanded school-based nurseries. Despite the tough decisions we made to get our public finances back on track, we are continuing to invest in early years, and are supporting the delivery of entitlements. We will create a reception-year experience that sets children up for success, and are working with sector leaders to drive high-quality reception practice. We are increasing access to evidence-based programmes teaching early literacy and numeracy skills. We are delivering the largest ever uplift of 45% in the early years pupil premium to better support disadvantaged children at the earliest point in their school lives.

Unfortunately, having taken a couple of interventions, I have gone over my time. To summarise, we have inherited a challenging set of circumstances, but we are determined to change the life chances of children in this country. My final words are of appreciation for everyone working in our education system to support our children and young people. Our shared goal has to be providing the highest-quality outcomes for every child. The Government are investing in education, and we remain committed to renewing the entire system to make our ambitions a reality. We are putting our promises into action, and we are determined to change the lives of children across the country.

Draft Combined Authorities (Adult Education Functions) (Amendment) Order 2025

Catherine McKinnell Excerpts

Monday 23rd June 2025 General Committees

[The Minister for School Standards (Catherine McKinnell)]

I beg to move,

That the Committee has considered the draft Combined Authorities (Adult Education Functions) (Amendment) Order 2025.

It is a pleasure to serve under you as Chair, Mr Stuart. The draft order was laid before the House on 19 May 2025. If it is approved, the Department for Education will transfer an additional funding power to nine existing combined authorities to enable them to use their adult skills fund allocation to fund new technical qualifications that have been approved for adults, starting from the new academic year on 1 August 2025.

The function being transferred to those combined authorities is under section 100(1B) of the Apprenticeships, Skills, Children and Learning Act 2009. Namely, it is the power to secure the provision of financial resources

“in connection with approved technical education qualifications or approved steps towards occupational competence.”

The power will be used by each of the combined authorities in respect of their area, concurrently with the Secretary of State. It will enable combined authorities to fund new technical qualifications for adults approved for funding at levels 2 and 3 from 1 August 2025.

The new technical qualifications are high quality, aligned to occupational standards and offer learners clear routes into skilled employment. There are 110 reformed technical qualifications at levels 2 and 3 that have been approved to be first taught in the next academic year. The qualifications are based on occupational standards that have been co-designed with employers. That will ensure that the skills needs of business and industry are better served, and that clear progression pathways are created, delivering the outcomes learners need either to enter into a skilled job or to progress within a skilled career.

Learners deserve high-quality qualifications that meet their needs. If the draft order is approved, combined authorities will have the freedom to fund these qualifications in order to meet the local needs of learners and employers. It is important that local areas are empowered to make decisions that address the specific challenges in their area, so that more people of all ages and backgrounds are given opportunities to develop the skills and experience they need. Adults should be able to access the same learning offer regardless of where they live. Transferring this power will enable combined authorities with an existing devolution deal to fund new technical qualifications. Ensuring that all authorities have access to reformed, high-quality qualifications is key to reducing regional disparities.

If the draft order is approved, the nine combined authorities will be able to choose to fund new technical qualifications available for delivery from August 2025 onwards. It is a statutory requirement for public consultation to take place before changes are made to combined authorities’ existing arrangements. The Department for Education carried out a public consultation in November last year, and 85% of respondents agreed that the Secretary of State should transfer this additional power to the existing combined authorities. Each of the combined authorities affected, and all their constituent councils, have also consented to the transfer of the power and to the making of the order.

Such an order can be made only if the appropriate consent is given and the Secretary of State considers that it is

“likely to improve the economic, social and environmental well-being of some or all of the people who live or work in the areas to which this Order relates”.

These combined authorities have been delivering adult education functions for some time already, and have demonstrated effective administration of the adult skills fund allocated to them in respect of their area. The Secretary of State has considered the views expressed by the relevant combined authorities, as well as those received in response to the public consultation, and is satisfied that it is appropriate to make the order to transfer the power under section 100(1B) of the 2009 Act to these authorities.

The draft order is likely to improve the economic, social and environmental wellbeing of some, or all, of the people who live or work in the areas to which it relates, because it will enable adults to access reformed qualifications that are designed to lead to sustainable occupations. It is appropriate to make the order, as it will enable combined authorities to provide the full range of technical qualifications that have been approved for adults. I therefore confirm that we have concluded that the statutory tests have been met.

I thank all our partner organisations, colleagues and the relevant combined authorities for their time, expertise and input. To conclude, the draft order will give nine combined authorities the ability to fund the delivery of new technical qualifications from August ’25 onwards to meet local skills needs, enhance economic growth and bring greater prosperity to their region. I commend the order to the Committee.

--- Later in debate ---

[Catherine McKinnell]

I appreciate the hon. Member’s interest in this issue, and his support for the outcomes of the draft order, which, as he acknowledged, is technical in nature. I appreciate his concerns about devolution, and the extent to which local areas are empowered to maximise outcomes from the funding. The intention is very much to give local areas the freedom to use the funding as best suits the needs of their local area, and to make sure that local areas can maximise the effectiveness of those resources to deliver the greatest benefit to local people.

As the hon. Member agrees, adult skills have a vital role to play in driving economic growth, but tough decisions have had to be made across Government on how we target spending. He asked specifically about how local areas are spending the funding. As he will know, the context of each local area is different, by design, so that local areas can manage their overall budget, make their own choices and allocate funding towards the priorities that they regard as the most important.

I will certainly take away the hon. Member’s question, and see whether that information can be presented in the way that he asked for, given that the measure is particularly about devolution, and local areas do have the ability to make decisions in their own context. I will take his question back to the Department, as he asks, and see to what extent that information is available to be provided to him.

I thank again our partner organisations and colleagues in the combined authorities for their time, expertise and input. To be clear, the draft order will give combined authorities the ability to fund new technical qualifications from August 2025. Our priority is to deliver a skills system that will drive forward opportunity and deliver the growth that the economy needs, and for local areas to be empowered to make decisions to address specific challenges in their area. We really want to see all adults become active participants in the workforce and deliver on that growth agenda, and empower combined authorities to target support in local areas in a way that we know will unlock opportunity for more people. I think that is what we all want to see. I commend the draft order to the Committee.

Question put and agreed to.

Water Safety Education

Catherine McKinnell Excerpts

Thursday 19th June 2025 Commons Chamber

[The Minister for School Standards (Catherine McKinnell)]

I join Members in congratulating my hon. Friend the Member for Southampton Itchen (Darren Paffey) on securing a debate on this incredibly important topic in this very timely week and on his powerful opening speech. I was truly saddened to hear of the deaths of his constituent Joe Abbess and Sunnah Khan at Bournemouth beach in June 2023. I extend my heartfelt condolences to their families and pay tribute to Vanessa Abbess for her campaigning.

I thank the hon. Member for Harborough, Oadby and Wigston (Neil O’Brien) for paying such thorough tribute to all Members for their contributions. If I am honest, he has saved me the task, as he did real credit to the widespread and important contributions that have been made. A number of Members present are clearly working very hard in Parliament on water safety issues, and it is a real honour to work with them. I welcome the engagement from my hon. Friend the Member for Southampton Itchen on this topic and wish him every success in his new role as chair of the all-party parliamentary group on water safety education.

By holding this debate, we alert more people to the issue of water safety, and we spread understanding of the dangers of water, particularly in this hot weather. As mentioned by my right hon. Friend the Member for Oxford East (Anneliese Dodds), we must remember those who have been affected. There have been many names mentioned and many tragic stories, and by remembering them today, we save lives and prevent tragedies from happening to others. I want to put on record how sorry I am to hear about Serren Bennet, who is still missing from Redcar beach. My thoughts go out to her family and friends and to the emergency services, who will be working incredibly hard to find her.

This is a timely debate, as we mark the Royal Life Saving Society UK’s Drowning Prevention Week. I am pleased to support this important campaign. Each year, it reminds us of the sobering truth that drowning is one of the leading causes of accidental death in the UK, and children remain a very vulnerable group. As parents, carers and educators, we have a shared responsibility to ensure that every child understands the fundamentals of water safety. By having conversations with children about water safety and providing practical learning, we can equip children with the knowledge and skills to recognise danger, know how to respond in an emergency and enjoy water safely, which is fundamentally what we want for children. Schools have a vital role in achieving this aim.

[Sir John Hayes (South Holland and The Deepings) (Con)]

I am grateful to the Minister for giving way. I have known her since she first came to the House, and she knows that she has my respect and regard. Swimming is critical. It is true that people who can swim still get into trouble, but if someone cannot swim at all, they are at much greater risk. Will she work with colleagues across the House, including me in respect of Deepings leisure centre, to make sure that there are good swimming facilities across the whole of our nation?

[Catherine McKinnell]

The right hon. Member is right to recognise how fundamental swimming is, but it is really important to recognise that it is not enough, as has come across very strongly in this debate. But being able to swim is the foundation that every child should have. As the right hon. Gentleman will know, it takes a cross-Government effort to make sure that we have the facilities that children and everybody else can use to learn how to swim.

The national curriculum for PE, as has been noted, includes mandatory requirements on swimming and water safety at primary school. As has been acknowledged, pupils should be taught to swim 25 metres unaided, to perform a range of strokes, and to perform safe self-rescue in different water-based situations. Academies and free schools are not currently required to follow the national curriculum, but they do have to provide a broad and balanced curriculum. The Children’s Wellbeing and Schools Bill, which was introduced in December 2024 and is making its way through the House, places a requirement on all state-funded schools, including academies, to teach the national curriculum and will, once implemented, extend the requirement to teach swimming and water safety to all state-funded schools.

Data from Sport England’s active lives survey reported in 2024 that 95.2% of state primary schools surveyed reported that they did provide swimming lessons. We want all pupils to have the opportunity to learn to swim. Support is available, as has been highlighted, through the PE and sport premium, and a range of guidance and support is available from sector organisations. We are working really closely with sector experts, including the Royal Life Saving Society UK, the Royal National Lifeboat Institution and Swim England, to ensure that all schools have access to high-quality resources to provide swimming and water safety lessons to their students.

I was therefore delighted to announce last week that the PE and sport premium would continue at £320 million for the upcoming academic year. Schools can use their premium funding to provide teacher training and top-up swimming and water safety lessons for pupils if they still need additional support to reach the standard required in the national curriculum after they have completed their core swimming and water safety lessons.

Then, alongside water safety and PE lessons, schools also currently integrate water safety into their PSHE programmes, equipping students with an understanding of risk and the knowledge required to make safe, informed decisions. The water safety code provides a foundation for water safety education, providing simple, easy-to-remember information that helps keep people safe. That is why we are working to ensure that teaching pupils the water safety code at primary and secondary school will feature in our new RHSE statutory guidance, which will be published shortly. I hope that reassures the hon. Member for Esher and Walton (Monica Harding) and many others who expressed concern today.

During my time as Chair of the Petitions Committee, when I sat on the Opposition side of the House, I worked really closely on water safety, alongside Rebecca Ramsay, who was mentioned by my hon. Friend the Member for Southampton Itchen, who tragically lost her son Dylan in 2011. So I am really pleased now to be in a position where I can help deliver better water safety education in schools and really make further, meaningful progress on this issue, so that no more families lose a child in such circumstances.

In 2024 the Department launched its independent curriculum and assessment review, chaired by Becky Francis CBE, to shape a curriculum that is rich and broad, inclusive and innovative for learners from five to 18. The interim report, published in March, rightly recognises the growing challenges that schools face in prioritising subjects like PE, particularly at key stage 4, and the lack of sport opportunities for 16 to 19-year-olds. So I really want to thank members of the National Water Safety Forum education group for their thoughtful contributions to the panel’s call for evidence. The review is considering a wide range of evidence. We are really keen to work with the sector, not only on what will be included in the curriculum, but on how, as a Government, we can support its implementation so that we have high-quality standards across all schools. Every child deserves the best start in life, no matter their background or ability, and it is our mission to ensure that we do everything we can to achieve that. No child should miss out on the opportunity to learn how to keep themselves safe in and around water.

Last month I was pleased to announce a grant of up to £300,000 a year to the consortium led by Youth Sport Trust to deliver Inclusion 2028, a programme to upskill teachers to deliver high-quality and inclusive PE, sport and physical activity to pupils with special educational needs and disabilities. Inclusion 2028 will provide inclusive swimming and water lessons. Two hundred young water safety champions will be trained to promote water safety to their peers. Seven new online resources will be created. The consortium will work with disability sport organisations, and nine inclusive school swimming specialists are being delivered to help deliver continuing professional development to staff at schools and leisure centres.

[Paul Holmes]

The Minister is right and I agree with everything that she has outlined on ensuring that those lessons are delivered at school and particularly as early on as possible. May I have her reassurance, and will she briefly outline, how she intends to ensure that is enforced further down the line, once the national curriculum comes out?

[Catherine McKinnell]

As I said, we are working with sector organisations on the content of the curriculum, and we are working with the sector on the delivery of these programmes. I could go into detail on Ofsted and the changes we are making on accountability, but I do not believe there is time in this debate. However, I take the challenge and I will take that away. I agree that not only do we need to say that children should have these things, but we need to make sure that they are armed with the knowledge that we know will keep them safe.

A number of Members, inspired by my hon. Friend the Member for West Ham and Beckton (James Asser), have mentioned public information campaigns. That brought to my mind the story of Evan Crisp from Newcastle. Six years ago, Evan and his friends were at Beadnell bay in Northumberland, celebrating finishing their exams, as we know lots of young people will be doing at the moment. He was caught in a rip and was swept out to sea.

As Evan lost sight of the beach, he recalled an RNLI advert that he had seen very briefly—only for a minute—before a film that he had gone to see. Everyone who falls unexpectedly into cold water wants to follow the same instinct: to swim hard, to fight the cold water. Yet when people fight, the chances are that they will lose. Cold water will make you gasp uncontrollably. Breathe in water and you will drown. If you just float until the cold-water shock has passed, you can control your breathing and have a far better chance of staying alive. Evan followed that advice and managed to hold on to consciousness for 45 minutes until he was rescued. He feels incredibly grateful to be alive because he knows that many people do not have that opportunity. He did not learn that information at school, but from a public information campaign.

I will therefore take away the asks that have been made—they are not necessarily for my Department, but for the Government more broadly. Many useful suggestions have been made in our discussions, and we can take those away and work on them. It is clear from this debate that water safety must be a part of every child’s education. Alongside the national curriculum, education settings should have access to a wide range of engaging programmes, so that young people can know how to enjoy water safely. It can be done and it should be done.

I am delighted that representatives from RLSS UK, Swim England, RNLI and the Canal and River Trust have all agreed to meet me to discuss their work to support water safety education in schools. I am grateful for their ongoing work in that area. I am also grateful to my hon. Friend the Member for Southampton Itchen, the APPG on water safety education and all Members who contributed to this important debate. My final word goes to the families who have been affected by the terrible loss of a loved one, and in particular Joe Abbess’s family, who are here today. Your brave campaigning will save lives, so thank you.

[Mr Speaker]

Beckie Ramsay is my constituent, and it was her son Dylan who drowned in that abandoned quarry. He will never be forgotten. The loss that she suffered, and that others have suffered, as has been mentioned today—none of us can imagine what they went through. I just want to say that Beckie does a great job of going into schools, educating and saving lives for others.

Oral Answers to Questions

Catherine McKinnell Excerpts

Monday 16th June 2025 Commons Chamber

[Bob Blackman (Harrow East) (Con)]

2. What estimate she has made of the potential impact of increases in employer national insurance contributions on the number of redundancies in schools.

[The Minister for School Standards (Catherine McKinnell)]

I am pleased to inform the House that the Government are over a third of the way to meeting our plan for change milestone: compared to last year, we have over 2,300 more teachers in schools and over 1,000 more in training. Whether on private school tax breaks or on teacher recruitment and retention, the Conservatives’ scaremongering is not coming to fruition, but they continue to talk down our education system, to be disconnected from reality and to be wrong.

[Bob Blackman]

May I update the Minister, who seems to be very complacent on this issue? In Harrow, where I have been out to see many of our schools, since we passed the resignation date, vacancies are not being filled and many staff feel threatened with being made redundant from our schools. That is not good for our children or for the education system. All the schools say that these issues are because of the national insurance hikes that have taken place, which are penalising school budgets. Will the Minister take action to ensure that money is provided to enable schools to recruit the staff that we need?

[Catherine McKinnell]

There is absolutely no complacency on the Government Benches—we saw complacency over the past 10 years, and we are picking up the pieces and fixing the system. We have committed significant funding to schools. We are providing mainstream schools and high needs settings with over £930 million to support them with increases in national insurance contributions. At the spring Budget, we announced additional funding to the tune of £4.7 billion per year by 2028-29, compared with 2025-26. We are supporting schools to get on and improve education, creating excellent outcomes for every child, and we will continue to do so.

[Deirdre Costigan (Ealing Southall) (Lab)]

I very much welcome the 2,300 extra teachers that Labour’s plan for change has seen in our schools, but school support staff are just as important as teachers in ensuring the delivery of the well-run schools we have in Ealing Southall. Will the Minister update the House on progress in reinstating the school support staff negotiating body, which was abolished by the Conservative party in 2010?

[Catherine McKinnell]

My hon. Friend is absolutely right to draw attention to the fantastic work done in our schools not only by teachers, but by all school staff. One of the first things we did in Government was to introduce legislation to bring back the school support staff negotiating body, to ensure that those staff are recognised for their vital work and that they are part of the conservation about terms, conditions and pay. That process is under way in Parliament, and we are in strong negotiations on a continuous basis through our improving education together plan, which allows stakeholders to get around the table.

[Mr Speaker]

I call the shadow Minister.

[Neil O’Brien (Harborough, Oadby and Wigston) (Con)]

The last Conservative Government added 27,000 extra teachers. Although we would never know it from the Minister’s answer, there are 400 fewer teachers in our schools than last year. Labour promised 6,500 more teachers, but it is ignoring the loss of 2,900 primary school teachers, because apparently they do not count. The loss of teachers is not a coincidence. The Confederation of School Trusts and the Association of School and College Leaders have shown that schools have been left up to 35% short in compensation for the national insurance rise. Will Ministers finally admit that they broke their promise to fully compensate schools for that tax rise?

[Catherine McKinnell]

I think the hon. Gentleman’s maths need a bit of work. He will know as well as anybody that pupil numbers in primary are down and keep on falling, yet recruiting and retaining expert teachers is crucial to this Government’s mission to break down the barriers to opportunity. That is why we have committed to recruiting 6,500 additional expert teachers, and we are targeting them at the sectors in which they are most needed. It is not the Government’s fault that those on the Opposition Front Bench do not seem to be able to add up or pay proper attention.

[Sarah Bool (South Northamptonshire) (Con)]

3. If she will take steps to stop the use of smartphones in schools.

--- Later in debate ---

[Phil Brickell (Bolton West) (Lab)]

10. What recent assessment her Department has made of the adequacy of outdoor education provision in the national curriculum.

[The Minister for School Standards (Catherine McKinnell)]

It is important for young people to enjoy the benefits of spending time in nature, as part of a balanced curriculum. Beyond the curriculum, the Department is also working on an enrichment framework to support schools in developing their offer, which includes a variety of outdoor education opportunities. Our National Education Nature Park initiative also aims to support young people’s wellbeing and develop skills for the future.

[Phil Brickell]

Learning in the outdoors allows children and young people to build their confidence and push their boundaries in a safe but challenging environment, yet all too often young people from more deprived communities, including in my constituency, do not have access to opportunities such as the Duke of Edinburgh’s award. Will the Minister meet me to discuss what more can be done to support schools in rolling out the Duke of Edinburgh’s award across Bolton, Blackrod, Horwich and Westhoughton?

[Catherine McKinnell]

I join my hon. Friend in recognising the value of outdoor pursuits and the value of the Duke of Edinburgh’s award, which I benefited from taking part in myself when I was at school. The Department has funded 300 schools in areas of high deprivation to start offering the award, and the Department for Culture, Media and Sport is providing funding of a further £1.5 million this financial year to extend the scheme. My hon. Friend is of course keen to ensure that his constituents benefit and I would be delighted to meet him to discuss that further.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister very much for her answers. Worryingly, obesity levels are predicted to rise between 20% and 30% in the next five to 10 years. To combat that, physical education is important, as is the Government looking at children’s diets at school. Those two things can address obesity, so I am keen to hear the Minister’s thoughts on them.

[Catherine McKinnell]

I agree with the hon. Gentleman. We want all schools to offer a broad and balanced curriculum, including outdoor activities, sport, PE and physical activity, and to ensure that every child can benefit. That is why we are legislating to ensure that the national curriculum applies to all schools, through the Children’s Wellbeing and Schools Bill.

[Rachael Maskell (York Central) (Lab/Co-op)]

12. What steps she is taking to develop a SEND strategy.

[The Minister for School Standards (Catherine McKinnell)]

Colleagues across the House have already heard today about the “lose, lose, lose” system that we inherited from the Conservatives. Improving the special educational needs and disabilities system is a priority. We are working to improve outcomes for all children. Parents should not have to fight for support for their children. We will be setting out further details in our schools White Paper in the autumn.

[Rachael Maskell]

Given the sharp rise in diagnosis in York of children with SEND, we have established a SEND-focused family hub. We are also reviewing other services. I am particularly concerned about the culture within schools. We need nurturing and inclusive education, so that we have a therapeutic learning environment. Will the Minister say what she is doing to ensure that schools, local authorities and others can feed into the White Paper to share best practice and raise concerns?

[Catherine McKinnell]

I know that my hon. Friend cares very deeply about this issue. I can reassure her that we are actively collaborating with sector parents and experts on how we drive forward our SEND reforms. That includes working closely with Dame Christine Lenehan, our strategic adviser on SEND, and Tom Rees, who leads the expert advisory group on inclusion. Changes we make will focus on improving support for children and parents, ending that fight for support, and protecting existing provision. We are listening very closely as we develop the plans.

[John Glen (Salisbury) (Con)]

It is rare but very encouraging when a constituent comes into a surgery with some solutions. A couple of months ago, Elizabeth Cordle came into my surgery to talk about Corefulness, which is a series of short, simple, evidence-based exercise programmes to mature essential movement skills and help improve a child’s readiness to learn and break down barriers to learning. She is uncertain on how exactly it could be applied to assist with SEND, but she is absolutely clear that, through the national roll-out that she is leading, it has enormous potential. Will the Minister to engage with me and Elizabeth, so that as the strategy is being developed, we can examine whether that programme has a wider application?

[Catherine McKinnell]

I agree that we need to take a constructive and collaborative approach in how we improve outcomes for all children, and intervene in children’s lives to ensure their needs are met at the earliest stage possible. We will support schools to do that in any way we can. I would be more than happy to engage with the right hon. Gentleman on his constructive suggestion.

[Josh Newbury (Cannock Chase) (Lab)]

13. What steps she is taking to reduce the time taken for the adoption of children in foster care.

--- Later in debate ---

[Andy MacNae (Rossendale and Darwen) (Lab)]

T6. In Rossendale and Darwen, the Valley leadership academy is a vital school serving some of our most disadvantaged communities, yet it was recently identified as a stuck school following successive “requires improvement” Ofsted assessments. The staff and leadership at the school are working incredibly hard to drive improvement, and we are starting to see positive signs. Will the Minister therefore please update me on what Labour is doing to support them?

[The Minister for School Standards (Catherine McKinnell)]

Labour is delivering a new era of high and rising school standards, because we know that when standards slip it is disadvantaged children who suffer, and we will not let that happen. That is why Labour’s regional improvement for standards and excellence teams are spearheading a stronger, faster system, prioritising stuck schools, sending in advisers with a proven track record of turning schools around, and backing that up with up to £20 million—

[Mr Speaker]

Order.

--- Later in debate ---

[Lee Barron (Corby and East Northampton-shire) (Lab)]

T9. I set up the Corby and east Northants SEND roundtable to help seek solutions to fix the broken system. One of the outcomes of the discussions was the need to improve SEND provision in our mainstream schools. What is the Minister doing to engage with teachers to make schools more inclusive and maximise the potential of every child?

[Catherine McKinnell]

We are investing significantly to make mainstream schools more inclusive for SEND students. By strengthening our evidence of effective inclusive practice, we are equipping teachers with proven tools and strategies to deliver excellent inclusive education supported by expert teaching and a world-class curriculum. We will set out more details in our White Paper in the autumn.

[John Lamont (Berwickshire, Roxburgh and Selkirk) (Con)]

T4. Scottish education was once the envy of the world, but under the SNP it is being destroyed. Data shows that a quarter of 11-year-olds in Scotland are not achieving expected literacy levels. Does the Minister agree that the SNP needs to drop its weird obsessions and get back to the basics of sorting out Scotland’s education?

[Peter Swallow (Bracknell) (Lab)]

T10. Earlier this month, I opened the Launch Pad, a new SEND provision at Sandhurst school, and I was shown around by Ben, who told me how the Launch Pad had helped him to access education. As the Government work at pace to fix the broken SEND system, what is the Minister’s message for young people like Ben?

[Catherine McKinnell]

We know that there are lots of great examples of mainstream schools delivering specialist provision, such as the one my hon. Friend recently opened, enabling children to achieve and thrive in mainstream school and providing excellent support to children with speech and language needs. We have allocated £740 million to support mainstream schools to increase their SEND provision, and we want to reassure his constituent that we will continue to prioritise that in our work.

[Sarah Bool (South Northamptonshire) (Con)]

T8. Another private school, Queen Margaret’s school for girls in York, has announced its closure, months after the Carrdus school in my constituency announced its closure. Over 11,000 children have left the private sector in this first year, which is more than three times what the Government expected. Does the Minister believe that the impact assessment of the introduction of VAT on private schools is correct? Will she look again at the flawed case for it?

[Callum Anderson (Buckingham and Bletchley) (Lab)]

Just two in five young people recall receiving any financial education at school, and those who did so often received less than an hour per month. While I welcome the Government’s Children’s Wellbeing and Schools Bill, which will require all schools to teach financial literacy, does the Minister agree that the curriculum and assessment review gives us an opportunity to go even further? Will she meet me to discuss how Government, industry and civil society can ensure that children in my constituency get this vital life skill?

[Catherine McKinnell]

I absolutely agree with the importance of financial education. We are looking at the curriculum and assessment system and making sure that we take the advice of the independent review on these matters. I would be more than happy, given my hon. Friend’s enthusiasm—and parents’ enthusiasm—for this subject, to discuss it further with him.

[Charlie Dewhirst (Bridlington and The Wolds) (Con)]

Last week the Chancellor committed £9.6 billion over the next four years to the school rebuilding programme. Hornsea school and language college in my constituency is in dire need of a full rebuild, so can the Secretary of State commit today to including it in the next tranche of rebuilds? If she needs any persuading, I would be delighted to invite her to make a short detour on her way back to Sunderland and to come and have a look for herself.

--- Later in debate ---

[Jen Craft (Thurrock) (Lab)]

As chair of the all-party parliamentary group on British Sign Language, I know that the thousands of BSL first-language speakers in this country are very supportive of the introduction of a new BSL GCSE. However, I understand that progress on that has slightly stalled, so I would be grateful if the Minister could provide an update on the roll-out.

[Catherine McKinnell]

The British Sign Language GCSE is a key feature of our commitment to enhancing the status of British Sign Language, both in education and in society. Ofqual is currently running a public consultation on its proposed assessment arrangements and expects to confirm its decision on the qualification rules in autumn 2025.

[Luke Taylor (Sutton and Cheam) (LD)]

In April, I wrote to the Minister for School Standards about the Angel Hill free school, which will provide 96 desperately needed places for children with SEND in my constituency. I thank her for her response in which she said that we would get an update shortly. I ask again: when does she expect construction of the Angel Hill free school in Rosehill to begin?

Outdoor Education

Catherine McKinnell Excerpts

Wednesday 11th June 2025 Westminster Hall

[The Minister for School Standards (Catherine McKinnell)]

It is a pleasure to serve with you in the Chair, Dr Huq. I was so gripped by speech made by the hon. Member for Westmorland and Lonsdale (Tim Farron) that I forgot to get any water; I will pour some while I am starting, in case I get a frog in my throat.

I congratulate the hon. Gentleman on securing this important debate and the incredible passion with which he presents these issues. It is, rightly and understandably, not the first time he has raised them with me. I admire his passion, particularly because he represents a part of the world that has an absolute abundance of outdoor riches and opportunities. For him to advocate so strongly for children who do not necessarily have those opportunities on their doorstep is truly admirable, and I respect the arguments he is making in that regard.

I also agree that children and young people need to have that rich experience. As the Minister for School Standards, I know there are many demands on the curriculum and a lot of interest in the curriculum and assessment review, in the hope that it will deliver a broad and rich curriculum, enrichment and opportunities for all young people. Fundamentally, as a Government, we are determined in our mission to break down barriers to opportunity; we know that, as children grow and develop, giving them opportunities and a rich and broad curriculum is not only right, but what drives high and rising standards. The two things are not unrelated.

I do not have time to pay tribute to all the other contributions, but there is clearly a lot of passion in the Chamber about this subject. The hon. Gentleman set out very well the arguments for why we need to enable children and young people to have experiences that will help them develop resilience and build skills for life, so that they can handle life’s ups and downs. For many people, spending time outdoors is how they take care of their mental and physical health.

The hon. Gentleman will be reassured to know that a growing body of evidence links access to nature to a range of positive health outcomes for young people; it helps them to develop a deeper understanding not only of our planet and the world in which we live, but their place within it. There is nothing more humbling than the sight of an enormous mountain or a huge lake, and I agree with him on the importance of being able to have those experiences.

We need an evidence base before we implement or mandate any changes in our school system. I need to discuss that so that I can come on to the hon. Gentleman’s asks at the end of my speech. To build on the evidence that we already have, we are supporting research by the University of Oxford, which is looking at how the mental health and wellbeing of young people can be improved through nature-based programmes that would be delivered by schools. Outputs from this research will be published with the Department for Education and shared during summer this year. That further research will help us to understand the specific benefits of spending time in nature and ascertain which nature-based activities provide the strongest impacts and outcomes for young people.

However, as the hon. Gentleman also passionately set out, access to the benefits provided by nature is unevenly distributed among children and young people, with the most disadvantaged being the least likely to reap the rewards. Children in deprived areas have less access to green space and spend less time in it than those in the most affluent areas. Deprived inner city areas have only a fifth of the amount of good quality green space as the most affluent and children in the most deprived areas spend 20% less time outside. That inequity impacts health, wellbeing, development and career choices. It puts barriers in place for people that can last throughout their lifetime. As a Government, we are determined to break those down.

In April 2022, the Department for Education published “Sustainability and climate change: a strategy for the education and children’s services systems”. Through that, we have emphasised the importance of young people growing up with an appreciation of nature and a strong understanding of climate change and its causes, and of ensuring that they have the skills to help to create a sustainable future for us all. We believe that education settings have to play their part in shaping a sustainable future and helping young people develop responsible behaviours and a sense of responsibility for the world in which we live.

I appreciate that it is not quite the same as being in the beautiful Lake district, but the National Education Nature Park is delivered in partnership with the Natural History Museum and the Royal Horticultural Society, and it is helping to deliver on the vision by bringing together all the land from across education settings into a vast virtual nature park. It inspires children and young people to get involved in taking practical action to improve the biodiversity of their school grounds, while developing a greater connection to nature and learning about its role in climate change. Through the National Education Nature Park, children and young people can participate in outdoor education at low or no cost and within the boundaries of their own education setting.

[Shockat Adam]

Will there be consideration for children with sensitivity issues and special educational needs in that programme?

[Catherine McKinnell]

Yes. The particular Nature Education Park is for schools to use and adapt as required. I appreciate the concern that the hon. Gentleman raises. Ensuring that all children have access to an excellent education is a priority for this Government, and that includes children with special educational needs and disabilities.

One of the things I want to focus on is our absolute determination that all children have access to a wide range of enrichment activities. That is an important part of our mission as a Government to break down barriers to opportunity. That might mean Duke of Edinburgh’s award participation, accessing outdoor education through the combined cadet force, accessing local youth services or building trips into outdoor education settings. The Department has committed to publishing an enrichment framework. That will be non-statutory, but there will be very clear guidance for schools on developing their enrichment offer. For some schools, that will include a variety of outdoor education opportunities.

I want to be clear about mandatory class time in a natural setting. The Department does not—and cannot, under the Education Act 2002—prescribe how class time should be used to deliver the national curriculum subject content and certainly cannot prescribe activities outside school time. Setting a minimum expectation for access to nature would remove the school’s discretion over the additional content of its curricula, which they are enabled to tailor to their local environment and to choose what to do within their extracurricular activities and timetable. The hon. Member for Westmorland and Lonsdale knows that many schools choose to do that.

Pupil premium funding is regularly used by schools to ensure equal access to those opportunities and that cost is not a barrier for some families to participate. I was chatting to people at a school just last week about that very thing—making sure that all the activities made available to all students are fully funded by the school. More generally, we are focusing on the quality of teacher training because, as the hon. Gentleman mentioned, some teachers do not feel confident. We are investing in teacher training because teachers know how to get the best for their students and need support and training to offer the best opportunities for the students in their area if they deem that taking classes outside will aid their learning. Geography is a good example of where taking students on outdoor activities will certainly enhance learning, but there are many examples in other subjects as well.

I am afraid that I have no time left to respond to the other, specific concerns that the hon. Gentleman raised, but I am more than happy to respond further in writing. I did not want to take away his opportunity to come back with a final comment, if that is the order of the day.

[Dr Rupa Huq (in the Chair)]

indicated dissent.

[Catherine McKinnell]

No—I just carry on and finish? Fine. I am very keen and more than happy to look further at the issues that the hon. Gentleman has raised. The curriculum assessment review is an independent process. It is evidence led and we are very much looking forward to its outcomes. The hon. Gentleman is a passionate campaigner. He will continue to advocate on these issues and I will continue to listen and do what we can as a Department to make sure that every child has enriching opportunities.

Motion lapsed (Standing Order No. 10(6)).

School Teachers’ Review Body: Recommendations

Catherine McKinnell Excerpts

Thursday 22nd May 2025 Commons Chamber

[Laura Trott (Sevenoaks) (Con)]

(Urgent Question): To ask the Secretary of State for Education if she will make a statement on whether the Government will be accepting the school teachers’ review body’s pay recommendation for 2025-26.

[The Minister for School Standards (Catherine McKinnell)]

May I start by thanking our teachers, school leaders and school staff for all they are doing right now to ensure a successful exam season for students, and indeed for all their hard work throughout the year?

Rather than scaremongering with fantasy statistics, the Government are getting on and delivering. We are already seeing positive signs that our plan for change is working. Teacher recruitment is up, with 2,000 more people in training than last year. Teacher retention is up, with thousands more teachers forecast to stay in the profession over the next three years. This Labour Government are getting on and delivering. Unlike the Opposition, who last year sat on the STRB report, hid from their responsibility and left it to Labour to sort out, this afternoon we will announce the teachers’ pay award, which will be the earliest announcement for a decade.

We understand the importance of giving schools certainty, giving them time to plan their budgets, and ensuring that they can recruit and retain the expert teachers our children need. The Secretary of State’s written ministerial statement will be coming out this afternoon—[Interruption.] It will show once again that this Labour Government—

[Mr Speaker]

Order. I have granted the urgent question, so please will Members on the Opposition Front Bench wait for the Minister to finish her answer. I do not want you, Ms Trott and Mr O’Brien, to be a bad example of this school class.

[Catherine McKinnell]

The written ministerial statement is laid before the House and will be coming out this afternoon, showing once again that this Labour Government are getting on and delivering on our plan for change.

[Mr Speaker]

I call the shadow Secretary of State.

[Laura Trott]

Mr Speaker, this is absolutely outrageous. It is astonishing that we have had to summon the Government to the House today, but the Minister cannot even tell us what pay rise teachers will get and whether it is going to be funded. That does not allow us to scrutinise the matter in this House.

The Government said that they would tax private schools to fund 6,500 more teachers, but the reality is that state schools have not got any of that money. Instead, we have had broken promises on compensating schools for the jobs tax, confirmation from the Department for Education itself that there will be a shortfall in teacher pay funding, which we are not allowed to discuss here today in this urgent question, and uncertainty as to what the actual pay rise for teachers will be. That is a disgrace, and it is the opposite of what people who voted for Labour expected.

All that is in the final two weeks when headteachers up and down the country have to decide whether to make teachers redundant in time for September—in fact, sadly, many schools will already have made the difficult decision to let good teachers go. These are job losses on the Minister’s watch, due to her inability to provide schools with the clarity that they need. Do not just take my word for it. Dan Moynihan, from the Harris Federation, says that it proposes to make 40 to 45 teachers redundant. Jon Coles, the chief executive of United Learning, which runs 90 state sector academies, said that the trust has been left with £10.5 million a year of unfunded costs. He said:

“It’s no good Treasury waving their hands and saying ‘efficiency’—that would be 400 job losses. Sector wide, that would extrapolate to ruinous harm in the one well-functioning public service: tens of thousands of redundancies.”

Simon Pink, the finance director at the Elliot Foundation, which has 36 primaries, said:

“This is the toughest budget…in a generation.”

One secondary school headteacher has already had to cut two teaching assistant posts and a teacher role due to rising national insurance and anticipated wage rises.

What is the pay rise that the Government recommend for teachers? The Prime Minister’s spokesman said on 28 April:

“There’ll be no additional funding for pay.”

Yesterday, the Government started to U-turn on the winter fuel allowance. Will the Minister now fully U-turn and fund the national insurance rise and agree to fully fund the pay increases, whatever they are?

[Catherine McKinnell]

Neither I nor any Minister in this Government will take lessons from Conservative Members, who, after 14 long years in power, had still not restored real-terms spending in our schools to the level that they inherited. The brass neck of the Opposition is quite extraordinary. Conservative Members would also do well to remember the difficult decisions that this Government have had to take because of the utter mess that they left behind. The right hon. Lady was in the Treasury, creating the mess—she knows very well what happened.

Recruiting, retaining and supporting expert teachers is central to our vision for delivering high and rising standards in our schools. Despite the challenging financial context and years of missed recruitment targets under the previous Government, this Administration are prioritising education and ensuring that every child has access to a high-quality teacher. We are working at pace to ensure excellence for every child. That is why we remain committed to our manifesto pledge for 6,500 teachers and to ensuring that it responds to the demand in secondary schools, special schools and further education.

We know that high-quality teaching is the in-school factor that has the biggest positive impact on a child’s outcomes, breaking down barriers to opportunity for every child, so recruiting and retaining high-quality teachers is clearly absolutely central to our vision for delivering high and rising standards. That is why, despite the challenging financial context and years of missed recruitment targets, we are getting on and delivering on our plan for change. The right hon. Lady will have to wait, like everybody else, for the statement that she knows is coming this afternoon.

--- Later in debate ---

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

Teacher pay is absolutely vital for the status of the profession, for the quality of life of teachers and for recruitment and retention of the vital skilled and qualified staff who are the backbone of our education system. It is really important that the Government’s response this afternoon begins the work of restoring teacher pay after the last 14 years, when we saw, by any objective measure, a shocking erosion in teacher pay under the previous Government. That has affected recruitment and retention and had a devastating impact on teacher morale. Those on the Conservative Benches should take note of that, because we would all benefit from a little more humility in the context of the legacy that they left behind.

Can I press the Minister on the extent to which the pay award will be funded? We know that there are already extensive pressures on school budgets, and schools are very anxious about that matter. Also, will this afternoon’s statement include support staff pay, and will it begin the process of restoring that pay? We know how vital our teaching assistants and other support staff in our schools are.

[Catherine McKinnell]

I thank my hon. Friend for her thoughtful contribution. I find it somewhat disconcerting that she is being barracked by Conservative Members, when she performs a really important function for this House and is very assiduous in holding the Government to account—rightly so, as that is her role. She was right to reflect on the degradation of teachers’ pay over the past 14 years; indeed, the first thing this Government did was get last year’s STRB recommendation out of the drawer and process it—a recommendation that the last Government hid and, frankly, ran away from.

We implemented the 5.5% pay award. We absolutely recognise that pay is a really important part of ensuring we have the high-quality teachers that we need. The starting salary for teachers is now at least £31,650 outside of London and at least £38,766 in inner London. We are making progress; we are seeing the green shoots of more teachers joining the profession and staying in it, and we will continue to support that trajectory in any way we can. My hon. Friend has also rightly highlighted the vital work of support staff in schools. The Government’s approach in that regard will be confirmed in this afternoon’s written ministerial statement, as will all the details that my hon. Friend so keenly anticipates.

[Mr Speaker]

I call the Liberal Democrat spokesperson.

[Munira Wilson (Twickenham) (LD)]

Each and every week, I hear from teachers and school leaders in my constituency and across the country. In my time in this place, never has their outlook been as gloomy as it is right now. After years of underfunding and neglect from the Conservatives, schools now face a double blow of underfunded national insurance increases and unfunded teacher pay rises, if the reports are to be believed. Together, these represent massive cuts to school budgets. Frankly, schools expected better from Labour.

School governors in my constituency recently told me that they are all setting deficit budgets, which one described as “beyond imagining”. That is why teachers are so desperately worried. Parents are, too, because ultimately it is our children who will suffer—and the most vulnerable, at that. The Government’s claim that schools can find the money through efficiencies simply does not stack up; budgets are already cut to the bone, with schools relying on parents to buy them the basics, such as glue sticks, through Amazon wish lists. They are already cutting back subjects, cancelling trips and cutting back on teaching assistants—meaning that children with special educational needs and disabilities will suffer the most—and now they are planning redundancies. Budget decisions for next year are already being made. We need urgent clarity about whether the pay rise will be funded, so will the Minister tell schools across the country where exactly they are expected to find this money?

[Catherine McKinnell]

There was an awful lot of imagining in the hon. Lady’s question, and understandably so—less understandable, though, in relation to some of her comments. The statement is due today, and the hon. Lady will have to await it, as will all Members of this House and those who are keenly looking at their schools’ budgets to ensure they can provide the best education possible. I know that is what schools are rightly focused on doing, and we are focused on supporting them to do that.

I gently remind Opposition Members that this is the earliest STRB announcement in a decade, because we recognise how important budgeting is for schools and how important it is that they have this information in a timely way. That was not respected under the previous Government. We want to provider this information in good time and give notice as early as possible, so that schools can plan the excellent outcomes for children that I know they are striving for. We will also support them to use their funding as efficiently as possible. The Department has worked on a whole suite of productivity initiatives, as well as support for schools to manage energy costs and banking costs and to minimise any expenditure that is not on the frontline, supporting children. That is what we will continue to do.

[Mark Sewards (Leeds South West and Morley) (Lab)]

I reiterate what the Chair of the Select Committee, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), said: teaching assistants are the glue that keep our classrooms together and they should be paid adequately. I am pleased to hear the Minister state that retention is up, with 2,000 more teachers in training. As a former teacher, I understand that workload is often cited as a reason that we do not retain teachers. Marking, lesson planning, admin and data entry all keep teachers away from spending time with their students. Can the Minister update us on what work her Department is doing with respect to artificial intelligence and its roll-out in our classrooms to reduce teacher workload and get them in front of students?

[Catherine McKinnell]

I welcome the constructive nature of my hon. Friend’s question, because regardless of any announcement this afternoon, we know that schools are working hard to deliver for children. As a Government, we need to work our hardest—and we are—to support them to do so. That means a whole range of productivity measures to support teachers with their workload, to support schools with their costs, and to ensure we grab the opportunity of technological developments so that any teacher’s time is maximised with children in the classroom, helping them with their learning and being supported with technology to maximise children’s outcomes. We will continue to work; we are very much looking forward, and unfortunately those on the Opposition Benches seem constantly to be looking back.

[Dr Caroline Johnson (Sleaford and North Hykeham) (Con)]

For the Government to come here today, fulling knowing their pay rise intentions but refusing to say so until this afternoon to avoid scrutiny, is disrespectful to this House, to every Member, to every constituent and to every teacher. If I may say so, it is somewhat cowardly. Schools across my constituency find themselves short of money to cover national insurance bills. Five schools in my constituency that have approached me are £176,000 short between them. Does the Minister know how many schools are short of money to pay their national insurance bills?

[Catherine McKinnell]

On the hon. Lady’s initial comments, let me say that there are processes and procedures in this House that we respect. We respect this House, and we will continue to do so. There is a process by which this statement and these announcements will be made. She will have to wait, alongside everybody, for the process that we adhere to in this House to be administered.

In response to the hon. Lady’s second question, as she should know, our funding system is not designed so that every school and college receives funding that necessarily fully matches their precise spending, as that—including NIC costs—varies from institution to institution because of the decisions that each school makes on staffing. We are providing schools and high-need settings with more than £930 million in 2025-26 to support them with their increased national insurance costs. That is in addition to the £2.3 billion increase to core schools funding announced at the autumn Budget in 2024. That means that the core schools budget, which includes the core revenue funding for schools and high-need settings, will total more than £64.8 billion in 2025-26. We will continue to support schools to spend that money in the most effective and productive way possible to maximise outcomes for children, which are our priority.

[Dame Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)]

I spent most of the last Government’s time in office scrutinising public spending, and grew weary of promises of pay or other Government decisions not being matched with budgets for schools, hospitals and so on. When things like changes to national insurance and pay increases are made, I hope that this Government will be very honest about the impact on school budgets, and not have headlines that are not balanced with funding. I therefore hope the Minister is making good arguments in the spending review. Could she make sure that she really leans into the issue of falling rolls in London’s schools? Any hoped-for pay rise, which is much deserved by teachers, will be a double whammy for schools in London, because rolls are falling and their income is therefore much lower; that will have an extra impact on staffing decisions.

[Catherine McKinnell]

I thank my hon. Friend for her question, and for the work that she has done in this House over many years in scrutinising Government budgets and holding Governments to account. We have the highest respect for schools, for school leaders, and for the teachers and support staff who work in schools. We recognise the challenges faced across the public sector to make sure that every penny of public money is spent in the most efficient way possible and maximises the public benefit. We are working incredibly hard in the Department, as I know we are across Government, to get maximum output for public money. Frankly, the public sector was neglected by the previous Government over 14 years. We are picking up the pieces of that, and we will continue to work hard to do so.

[Sir Oliver Dowden (Hertsmere) (Con)]

I do have some sympathy for the Minister, for whom I have a great deal of respect, but surely she must feel embarrassed to come before this House knowing all the answers to these questions and not giving them, simply because No. 10 will not let her. In my constituency, schools are already facing a double whammy from an increase in costs from the national insurance rise, which is not fully funded, and the pressure on places. If the teachers’ pay settlement is not funded in full, surely she will admit that it amounts to a cut. Whenever this happened when we were in government, the first thing Labour Members would say was, “Are you matching it with funding?” If we were not, they would scream blue murder that it amounted to a cut. Will she just admit that if it is not funded, it is a cut to schools?

[Catherine McKinnell]

The right hon. Gentleman is rather getting ahead of himself. He was in the last Government, and we were left with an appalling inheritance. We are taking tough decisions to fix the foundations and to bring back stability, because education is a priority for this Government. That is why we are rebuilding the crumbling schools that the Conservatives left. [Interruption.] Fiction? Crumbling schools? I suggest Opposition Members speak to the schools that are dealing with the consequences. We are rolling out free breakfast clubs, opening up school-based nurseries and, yes, providing £8 billion to give every child the best start in life through the high-quality early years and family services that the previous Government promised but provided no money to deliver. While those on the Conservative Benches continue to try to work out what they think, we are getting on with delivering real, positive change in our country.

[James Naish (Rushcliffe) (Lab)]

As the Minister says, we inherited a recruitment and retention crisis in the teaching industry. Data from the National Association of Head Teachers shows that one in three teachers leaves within five years, and that around one in three headteachers no longer continues as a head within five years. That is the situation we have inherited, not created. What is the Minister doing to turn the tide on the recruitment and retention crisis?

[Catherine McKinnell]

We did inherit a dire situation. Children were not being taught by the expert teachers they should have been taught by, and teachers were stretched to the limit. That is why the first thing we did was to reset the relationship between the Government and schools, which for years had resembled some sort of combat.

We want to work with schools. We recognise how hard they are working to deliver for children, and we want to work with them to support them in any way we can. That means having high-quality teachers and good-quality teacher training. It means supporting every teacher to be trained to meet the needs of children with special educational needs and disabilities. It means maximising every pound so that it can get to the frontline—to the children—by reducing other costs in schools. We will continue to work with schools to do that, so that we can ensure that every child has the expert teacher they deserve and will not be let down any more, as they have been for the last 14 years.

[Caroline Voaden (South Devon) (LD)]

I think we would all agree that education is the best investment that any Government can make; it raises people out of poverty, improves social mobility and improves health outcomes. Sadly, it was not a priority for the last Government, and I welcome the change in tone from the new Government, although I think it will take more than breakfast clubs to fix the problem.

The Devon branch of the National Association of Head Teachers has said, “We’re on our knees.” Primary schools are consolidating classes because they are having to cut spending, and one secondary school in my patch will have to pay £95,000 extra for every 1 percentage point rise in pay that is not funded. If the pay award is not fully funded, can the Minister explain exactly where schools are supposed to find this extra money?

[Catherine McKinnell]

The hon. Lady is—understandably so, given the calling of this urgent question despite a statement being due imminently—getting ahead of herself, and we are doing an awful lot more than breakfast clubs. I have listed just some of what we are doing, but we are working incredibly hard across the board.

Schools will work very hard to make sure that their budgets maximise the outcomes for children, and we will continue to support them to do that. That means having a Department that steps up. It does not stand back and criticise; it steps up. It means supporting the buying that schools do, and making sure they are getting the best value for money in all the purchasing they do. It means supporting them with their maintenance and management. It means supporting them with energy costs. We know that expenditure on energy is a big cost for schools, and the Department can provide support with good contracts that get much better value for money. It is similar with banking and with teacher vacancies. Schools can save a significant amount of money using the products available from the Department for Education, which we are continuing to provide, and they can use the tools available to see how they are doing and also what other schools are doing well. We will continue to support schools to maximise—

[Mr Speaker]

Order. This is like having a second statement. The answers are getting longer and longer, but I have to get through this urgent question as we have a lot of other business. It is important that questions are answered quickly, but also that the rest of the questions are asked. We will now have a good example of a brief question from Laurence Turner.

[Laurence Turner (Birmingham Northfield) (Lab)]

Thank you, Mr Speaker. There has clearly been some learning loss among the Conservatives, because they were late in submitting evidence for seven years in a row, causing chaos in schools’ budgets; they announced the outcome of the School Teachers Review Body process through written statements to this House; and, shamefully, they scrapped the school support staff negotiating body. Does the Minister agree that the protestations from the Opposition will come across to teachers as false and hypocritical, because they are?

[Catherine McKinnell]

I think my hon. Friend has put it very well.

[Tom Tugendhat (Tonbridge) (Con)]

One of the things I think we should be proudest of in England is the success of English schools over the last 10 to 14 years. Frankly, the differences in outcomes in England from those in Labour-run Wales or SNP-run Scotland have been very striking, demonstrating that, while for sure there are brilliant teachers across the United Kingdom, the different system in England has enabled its schools to flourish.

While I welcome the fact that the Minister is bringing the statement out early and I appreciate the work the Government have done on it, I am afraid that I do share the frustration of my right hon. Friend the Member for Sevenoaks (Laura Trott) and my hon. Friend the Member for Sleaford and North Hykeham (Dr Johnson), who is no longer in her place. The Minister must appreciate that frustration, given that she was sitting on the Opposition Benches only a few months ago, as no doubt she will be again in only a few years’ time.

The reality is that it is very difficult to represent those who send us here if we are not given information. I was sent a letter by Simon Beamish, who runs the Leigh Academies Trust, and he told me that schools in my area of west Kent are already going to have redundancies or are going to make choices based on the unfunded pledges that have been given. Will the Minister make a commitment that the next pledges will be funded?

[Mr Speaker]

That was a very long question.

[Catherine McKinnell]

It was a very long statement that managed almost entirely to look backwards, while fantasising about the future. The right hon. Member will receive the information, as will everybody else, when the statement is published at the announced time this afternoon.

[Peter Swallow (Bracknell) (Lab)]

I declare an interest, as I was a primary school governor right up until the election and I am the chair of the all-party parliamentary group for schools, learning and assessment. It is quite shocking to hear Opposition Members’ protestations about school funding, given the absolutely dire state in which they left school funding after 14 years of Conservative government. When I speak to school leaders in my constituency, they tell me about their real and lasting struggles to balance their budgets. I understand that the Minister cannot speak today about the outcome of the review until the statement, but can she give us information more broadly about conversations she has had as part of the spending review, so that we can get the funding we need to invest in schools and turn around the dire situation we inherited?

[Catherine McKinnell]

I would like to take this opportunity to put on record my thanks to school governors. My hon. Friend mentions that he was a governor up until the election. We really are grateful to school governors for everything they do on a voluntary basis to support schools to be as good as they can be. As a Government, we will always work with them and schools to support improving outcomes for children.

The Department will do everything it can within the incredibly tight fiscal constraints we inherited. As a Government, we are committed to our public services, which we know will transform the lives of children and everybody in this country. We will continue to do that.

[Marie Goldman (Chelmsford) (LD)]

The Minister, in her response to my hon. Friend the Member for Twickenham (Munira Wilson), referred to imaginings, but I do not think it is an imagining to suggest that the Secretary of State, in her response to the STRB, said that some efficiency savings would have to be found in schools to meet the additional costs. Earlier this week, I had a roundtable with headteachers from my constituency and beyond. The Minister also talked just now about “fantasising about the future”. Is she really telling me that those headteachers were fantasising about the future when they told me that they were already having to make cuts to staffing numbers for next September? One headteacher told me that just one or two more things need to go wrong and that they are on the brink of collapse. Is the Minister saying that they are fantasising about the future?

[Catherine McKinnell]

No. We recognise how important it is for schools to plan their budgets and we know that they are keenly awaiting the announcement this afternoon. That is why we have made the announcement as quickly as possible, and much quicker than at any point over the past 10 years. We will continue to work with schools to help them deliver for the children in their care. We know that that is their priority and it is our priority, too.

[Chris Vince (Harlow) (Lab/Co-op)]

For 14 years, I saw my profession treated like dirt by the Conservative party: undervalued, underpaid and undermined at every single turn. Does the Minister agree that not only should we be paying our teachers fairly, but we should be treating them with respect, and that the only decent teacher recruitment the Conservative party did was to recruit former teachers to the Labour Benches?

[Catherine McKinnell]

My hon. Friend rightly remarks on his service as a teacher. It is incredibly valued. The one message we want to send to the school system is about the extent to which we value the teachers and the headteachers who support their schools to thrive, and the extent to which we support the support staff who are the beating heart of schools in every community. We will continue to do so.

[Dr Andrew Murrison (South West Wiltshire) (Con)]

The schools in my constituency tell me that any efficiencies they could possibly make have already been made. Therefore, the result of what the Minister is announcing—the national insurance increase that is underfunded and this welcome but unfunded increase in teacher pay—can only be that teacher numbers are cut. As the father of a primary school teacher who works really hard and is absolutely committed, that impacts on me personally, and it will impact on every child and every parent in my constituency. Is that not the reality, and should the Government not be up front and admit that this will mean that teachers will lose their jobs?

[Catherine McKinnell]

The right hon. Gentleman will have to wait for the statement this afternoon for the details of what the Government are proposing. He really should have more awareness of the situation that teachers and schools, and indeed our entire public sector, have faced over the past 14 years. We are working hard to clean up that mess, and we will continue to do so.

[Mr Bayo Alaba (Southend East and Rochford) (Lab)]

I declare that I am also a school governor. I have spent many months in my constituency meeting teachers, governors and stakeholders within the community, so I welcome the Government’s announcement of 2,000 additional teachers. Can the Minister tell us how the Government are turning the tide in the teacher recruitment and retention crisis, which reached unprecedented levels over the past decade?

[Catherine McKinnell]

This is a key priority for us. We want to ensure that we have the teaching workforce that children deserve, but that teachers deserve, too—they deserve to have a full fleet of teachers teaching the specialist subjects that they love, are committed to and are trained to teach. We know that key to unlocking the outcomes for children is having good, qualified teachers in every classroom, which is what we are legislating to achieve. It is also key for children with additional learning needs or disabilities that we ensure that every teacher is a teacher for special educational needs and disabilities, so that more children can be educated in their local school with their peers and get the outcomes they deserve.

[Calum Miller (Bicester and Woodstock) (LD)]

I was a school governor for 13 years and served as a finance governor, so I know these issues well. I want to draw the Minister’s attention to the plight of small, rural primary schools. There are many such schools in my constituency, and they are really up against it with the costs that they face. In the school that I served, 86% of the budget was spent on staffing, so a significant unfunded increase in staffing costs, whether through national insurance or salary contributions, has a huge impact. Will the Minister meet me to discuss sparsity funding and the equalisation of per capita funding so that primary schools in small, rural areas are not so serially disadvantaged?

[Catherine McKinnell]

I thank the hon. Gentleman for his thoughtful question and for his years of service as a governor. I cannot reiterate enough how much we value the work that governors do in schools, and we need more people to step up and take the rewarding opportunity to support schools in that capacity. He rightly raises the challenges, which we know differ across schools, and that is why school funding is not uniform across schools; it varies according to circumstances. We are looking at the funding formula to ensure that it does allocate resource where it is most needed and where it can give the greatest outcome and the greatest benefit.

[Rachael Maskell (York Central) (Lab/Co-op)]

Rather than the synthetic outrage from the former Chief Secretary to the Treasury, the right hon. Member for Sevenoaks (Laura Trott), who served in a Government that brought cuts to schools, I really welcome that the Government are serious about addressing the regression teachers faced in their pay, as well as the fact that support staff were pushed on to the minimum wage. I trust that in the statement there will be sufficiency in the funding for schools, but will the Minister also get a grip of escalating chief executive pay, which is doubling, meaning they have six-figure salaries? It is really important that they are not taking more out of the funds that should be invested in children’s education.

[Catherine McKinnell]

My hon. Friend speaks with great insight; I know she cares passionately about maximising outcomes for children. I know that every school leader—indeed, those at any level within a school, but particularly those at the senior level—will want to ensure that in any decisions they make on pay, they are prioritising outcomes for children.

[Ben Obese-Jecty (Huntingdon) (Con)]

Schools in my constituency tell me they are struggling. Serious pressure is being put on their staffing budgets by the national insurance contributions increase, and that is exacerbated by the appallingly slow approval rate of special educational needs inclusion funding and education, health and care plans by the now Lib Dem-run Cambridgeshire county council. What is the Minister doing to address that extra strain on staffing costs and to ensure that schools are properly resourced for the right level of staff in order to allow teachers to give all children the best education, rather than forcing efficiency savings on them that will make the job even harder, and possibly even ultimately put children at risk?

[Catherine McKinnell]

The hon. Gentleman raises an important matter and does so thoughtfully and constructively. Although there is synthetic outrage from some Members on the Conservative Benches, we recognise that schools are grappling with the challenge of ensuring that they achieve the greatest outcomes from their budgets. That is a challenge that they rise to year on year, and a challenge that we will continue to set, because we will not shy away from ensuring that every penny of public money that is spent delivers on the frontline for children and teachers. We need to ensure that we have the right teaching capacity in schools, and that teachers are trained to support children with special educational needs. We are determined to ensure that more children are educated with their peers, but we recognise that schools need support to deliver that, and we are working on reforms at pace. We are also getting on with delivering a whole range of interventions to support schools in making progress.

[Luke Myer (Middlesbrough South and East Cleveland) (Lab)]

I had not planned to ask a question, but I have to say that I was pretty surprised by the tone that the Opposition struck. I did a postgraduate degree in education, and I will never forget finding one of my professional mentors, who had been a teacher for years, crying at her desk because of the pressure that the then Government had put on her and other teachers. Is it not the case that the Conservatives left our teachers overstretched and undervalued, and this Government are taking a different approach?

--- Later in debate ---

[Catherine McKinnell]

I could not have put it better myself.

[Claire Young (Thornbury and Yate) (LD)]

The Minister has admitted that not all schools will be fully funded, but blames that on the choices that schools have made about their staff. Does she accept that schools cannot fully control the profile of their staff, and that in some cases—I make this point in a letter to the Minister—schools choose to pay people in higher bands because of the increasingly high needs that they are expected to support? Will she meet me to discuss how she will protect schools with particularly high staffing budgets from having to make excessive cuts?

[Catherine McKinnell]

I am not really sure about the premise of the hon. Lady’s question, or what she thinks may or may not have been said ahead of publication of the written ministerial statement, which is due at 1 pm today. I have made it clear that schools are funded not in a uniform manner, but according to a whole range of requirements that they may have within their school population and their area. It is a complex formula that is intended to ensure fairness across the school funding system. Indeed, we are looking at the system to ensure that it is as fair as it can be, but it is not without its complexities, so we are taking the time to get this right. We will continue to do so, because we recognise that schools need the autonomy to decide how they spend their budget, how they best deploy their resources, and how they maximise the outcomes for children, using the resources allocated by the Government. We also recognise that schools need support to do that, and we will continue to ensure that they have the tools to maximise the outcomes for children.

[Andy McDonald (Middlesbrough and Thornaby East) (Lab)]

May I declare my interest as the very proud father of Rosie, a foundation stage teacher? This Government showed what Labour is about when they came in and immediately awarded an above-inflation 5.5% pay rise to teachers, to start clawing back after the demeaning and disrespectful public sector cuts of around 20% in real terms delivered by the Tories. The Government’s 2.8% submission to the pay review body is below inflation, and that increase would not be funded through additional finance; it would come at the expense of other provision. It has been reported that the School Teachers’ Review Body is recommending close to 4%, so will the Government commit to a long-term plan of restoring teachers’ pay in real terms, and to addressing the recruitment and retention crisis in education?

[Catherine McKinnell]

My hon. Friend tempts me down all sorts of paths, in ways that would anticipate the statement that is due later today, but he rightly states the importance of ensuring that teachers are recognised, valued and rewarded, that we have sufficient teachers, and that we have an attractive profession that bright people like Rosie want to join and contribute to. We will continue to work to deliver that for the children and schools in this country.

[John Glen (Salisbury) (Con)]

One of the biggest drivers of satisfaction in any profession is settlements in line with inflation and expectations of inflation. Will the Minister assure the House that the settlement to be announced later today will take account of the fact that inflation is vastly higher than was anticipated when the settlement was reached?

[Catherine McKinnell]

I am afraid that the right hon. Member will have to wait for the statement this afternoon. I appreciate that it is keenly anticipated. We are committed to ensuring that schools can deliver for children. That is our top priority.

[John Slinger (Rugby) (Lab)]

I am proud to declare an interest as the son of a teacher. While the Tories often wax lyrical about how business adds value to our economy, which of course it does, they often omit to say that it is our teachers who educate those who go on to work in business. Teachers add huge value, and teaching should be the most esteemed of professions. Can the Minister explain how Labour is overturning the teacher recruitment and retention crisis that we inherited from the Tories?

[Catherine McKinnell]

My hon. Friend is right to say that we inherited a teaching profession in crisis. Immediately on entering Government, we instituted a 5.5% pay award. We continue to help schools to find ways to support teachers in managing their workload and wellbeing, and in making teaching the attractive profession that it should be. As my hon. Friend rightly points out, teaching is the springboard to so many bright futures for children. We want to ensure excellence for every child, not just some children, as we saw over the last 14 years.

[Mr Richard Holden (Basildon and Billericay) (Con)]

In Education questions, I raised the concerns of headteachers in Basildon and Billericay about school funding, and I directly asked about school support staff, who are already being told that they are being made redundant because of the national insurance jobs tax. Can the Minister explain to those staff and me why the Government have gone back on their promise to cover all the costs of the jobs tax?

[Catherine McKinnell]

As I have already set out, the Government have given a significant settlement in recognition of the national insurance costs. We will continue to work with schools to ensure that they can deliver for children in their areas, and we will continue to listen to the sector to ensure that we work in partnership to deliver for children—a partnership that was sadly lacking in the last 14 years. The right hon. Gentleman was very much part of the Government who delivered the desperate situation in which we found schools and teachers, and that we are working very hard to turn around.

[John Milne (Horsham) (LD)]

Over the last six months, I have visited most of the schools in my constituency, and the message I am getting loud and clear is that they are on the brink, especially over special educational needs and disabilities provision. That threatens to throw into sharp reverse any progress on educational standards. I ask the Government to be honest about the real state of funding, and not to make statements that are not fully funded. That applies to statements on existing services, such as SEND provision, and on the cost of school dinners. I hold the new Government to a higher standard, and I ask the Minister to be completely honest about the real state of affairs.

--- Later in debate ---

[Catherine McKinnell]

I recognise the challenges that the hon. Gentleman sees in the school system. We did, without doubt, inherit a SEND crisis. It was described by the previous Secretary of State for Education as “lose, lose, lose”, and she was not wrong. We are working at pace to fix it, and we recognise that schools are grappling with many challenges. We will continue to work at pace, because that is how we deliver for children in this country, which we are committed to doing.

[Mr Speaker]

Order. The right hon. Member for South West Wiltshire (Dr Murrison) has just walked right across the Floor of the House while the Minister was answering. I cannot believe it. [Interruption.] We are not going to have an argument. I would have hoped that you, as a member of the Panel of Chairs, would respect the rules of the House better.

[Greg Smith (Mid Buckinghamshire) (Con)]

I am full of admiration for all the hard-working teachers across my constituency, and indeed the whole country, and my sister-in-law is a secondary-school English teacher, but I have no doubt that every teacher and headteacher watching our proceedings, either live or later, will have had their jaw on the floor when they heard the Minister say that she wants to give them time to plan, but will not tell them what funding they will get to pay for this. It is inconceivable that she does not know the answer to that question, given that a statement on the issue will be published at 1 o’clock. Is she not giving the answer because, as my right hon. Friend the Member for Hertsmere (Sir Oliver Dowden) said, No. 10 has told her not to? Better still, is it because the Department is in a live negotiation—some might say a row—with the Treasury to get that settlement for our teachers?

[Catherine McKinnell]

What a ridiculous question. As the hon. Member has a family member who is a teacher, he should have more respect for the profession and the work that teachers do. He should acknowledge that the time we give schools to plan their budget is way beyond anything that his Government delivered in the last 10 years.

[Charlie Maynard (Witney) (LD)]

The Minister and many hon. Members have mentioned teaching support staff, who make up half the school workforce but have no statutory pay body to represent them. Many support staff are left without a voice in discussions on their pay, terms and working conditions; I hear that time and again in schools throughout my constituency. Will the Minister give assurances, through the written ministerial statement, that school support staff will get a fair pay deal?

[Catherine McKinnell]

Pay negotiations for support staff are done through the National Joint Council for Local Government Services. We recognise the challenge that the hon. Member identified, and the strong role that support staff play in our schools. We have legislated for the school support staff negotiating body, which the last Government abolished, to be re-established, to ensure that they have a strong voice in these conversations.

[Shockat Adam (Leicester South) (Ind)]

May I raise concerns about our further education college teachers? There is a real shortage of skilled workers in this country, and one of the reasons for that is that we have undervalued and under-invested in our FE college teachers, who are paid £9,000 less than their peers. No wonder 50% of them leave within the first three years of employment. Does the Minister recognise the vital role of FE college teachers in our education system? Will they be in the Government’s plans for a fairer and better future for everybody?

[Catherine McKinnell]

We absolutely recognise, respect and value the vital role of all those who work with 16 to 19-year-olds and people of all ages, whether in a school, college or FE setting; they provide that springboard to launch people into their future careers. We will continue to recognise and support the sector.

[Richard Foord (Honiton and Sidmouth) (LD)]

The Minister mentioned maintenance contracts and Department for Education support. Schools have seen steep increases in the cost of sustaining themselves. One school leader in Devon whom I spoke with said that the cost of maintaining grounds, bins and toilets grew by 69% over the last four years. Given that schools’ budgets have barely grown over that period, does she really expect that staff pay rises will come out of existing school budgets?

[Catherine McKinnell]

The hon. Gentleman tempts me into issues that may well be addressed in the statement that is due very shortly. He recognises that schools have a whole range of costs to manage. As a Department, we want to maximise every penny that schools have, and to minimise outlays that do not reach children or the frontline—those who work with children. We will continue to do that. There is a whole range of tools available at the Department. We really encourage schools to use those tools in any way they can in the management of their budgets, and to support really smart accounting to maximise the impact of their budgets for their children.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for her answers to the urgent question. Nobody can doubt her commitment to the change that is necessary to keep schools working and teachers in place. I always try to be helpful in the Chamber. Northern Ireland has come through a period of teacher strike action, which led to years of no school inspections, and to altered classroom practices, so there is a need to re-engage with teachers. The Minister knows well that engaging with teachers at all stages is essential, or the losers will undoubtedly be the parents and, of course, the pupils. How will she ensure a spirit of co-operation to ensure in-depth education? We all hope that co-operation will be reciprocated by unions and senior leadership teams in all schools.

[Catherine McKinnell]

The hon. Gentleman is always helpful and thoughtful in his contributions. As a Department, we inherited a school system that was in crisis: school buildings crumbling, teachers leaving in their droves and children not getting the start in life that they deserve. We are working on a number of fronts, but we recognise that the outcomes are not ones that the Government alone can deliver; we need to deliver them in partnership with schools, teachers and those who represent them. We speak and work regularly right across the board to maximise those outcomes for children, and I know the hon. Gentleman shares our determination to see that across the country.

[Neil O’Brien (Harborough, Oadby and Wigston) (Con)]

On a point of order, Mr Speaker.

--- Later in debate ---

[Mr Speaker]

I think you have just corrected the record; that is not a point of order. We can leave it at that, unless the Minister wants to come in.

[Catherine McKinnell]

indicated dissent.

Dedicated Schools Grant

Catherine McKinnell Excerpts

Tuesday 6th May 2025 Westminster Hall

[The Minister for School Standards (Catherine McKinnell)]

It is a pleasure to serve under you in the Chair, Ms Butler. I congratulate the hon. Member for Tewkesbury (Cameron Thomas) on securing this debate on the dedicated schools grant, and on the important speech that he gave on such an important subject. Getting this right is a key part of achieving the Labour Government’s aim of breaking down the barriers to opportunity for every child and making sure that the link between background and success is truly broken. That is why we are putting education back at the centre of national life again, and why we have prioritised education funding by increasing the overall core schools budget by £3.2 billion in 2025-26, taking the overall core schools budget to £64.8 billion this year.

Like many Members, I regularly visit schools in my constituency. I know that individual schools face different challenges when it comes to their budgets. The unfunded spending commitments that this Government inherited mean that we have to take tough decisions to restore the public finances, but I am proud that against that backdrop we are putting the money where our mouth is and committing more funding to enable every child to achieve and thrive. The Department for Education will continue to support teachers and school leaders to deliver on that as much as we can. We are ensuring that schools are supported to ensure that they spend their money as efficiently as they can while delivering the best possible life chances to as many children as they can. That means supporting them with best practice for budgeting and financial planning, support and mentoring for school business professionals, and giving hands-on support through school resource management advisers who provide independent and tailored advice to schools on how they can best maximise every pound that they spend. More widely, the national funding formula distributes funding for mainstream schools, as we have discussed already, via the dedicated schools grant. It is based on pupils’ needs and characteristics, so that we can direct the funding to where it is needed.

In 2025-26, £5.1 billion of the school national funding formula has been allocated through deprivation factors, with £8.6 billion allocated for additional needs overall. That is 17.8% of total core funding through the formula, so £1 in every £5 goes on those factors, which helps schools in their vital work to close attainment gaps. I have listened very carefully to the debate, but I must reiterate that the purpose of the national funding formula—I think hon. Members appreciate this—is not to give every pupil the same level of funding per pupil. It is right that pupils who need additional investment attract the additional funding that helps schools respond to and meet their needs. That means that schools in more expensive areas, such as London, attract higher funding per pupil to reflect the higher costs of being at school in London, because of the higher costs that are faced.

However, I recognise that schools have historically struggled with chaos and short-termism in school funding. When we came into government, because of the timing of the general election, in 2025-26 we wanted to give schools certainty about their funding and to minimise disruption for them. Consequently, we prioritised keeping the same funding formula, so that schools had certainty about it, and we also prioritised the speed of allocating that funding over making any changes to the national funding formula that might have been made—but I can confirm that for 2026-27 we are reviewing the national funding formula. I have listened very carefully to what has been said today, because we recognise the importance of establishing a fair funding system that directs funding to where it is most needed.

[Richard Foord]

After the Government conduct that review of the national funding formula in 2026-27, will the Minister set out what additional funding she expects to have to put into the formula that urban councils such as Westminster might attract to cover their costs?

[Catherine McKinnell]

I think the hon. Gentleman will appreciate that I cannot get into the detail of a particular local authority area, or indeed a particular aspect of the funding. He will also appreciate that the national funding formula is fairly complex and obviously any changes to it will be very carefully considered, so that we make sure that it is allocated fairly. Nevertheless, I appreciate the issues that various hon. Members have raised today about the different challenges faced by different parts of the country, different demographics and different geographies. Obviously, all those factors will need to be taken into consideration.

Members have also touched on the issue of pay. In its written evidence to the review body, the Department proposed a 2025 pay award for teachers of 2.8%. We were clear that schools will be expected to fund that award from the overall funds they will receive next year, including the additional £2.3 billion provided in the autumn Budget. The schools’ costs technical note, which was published in March, forecast a £400 million headroom in school budgets nationally in this financial year before staff pay awards. As I said at the beginning, I recognise that individual schools will have to balance funding and costs differently, which will matter in how any staff pay award might affect their budget. We will continue to support schools as they navigate these decisions, which are in line with the asks of the rest of the public sector, too.

[Tom Gordon]

I recently met a number of schools in my constituency; part of the problem that they have in balancing the books is the ongoing lack of reasonable amounts of maintenance funding. Last year I met the Under-Secretary of State for Education, the hon. Member for Portsmouth South (Stephen Morgan), who is the Minister with responsibility for early years, to discuss this issue. Will that funding also be considered when we talk about funding allocation, because in places such as Harrogate, where we have schools that are hundreds of years old, the cost of maintaining those schools far outstrips the cost of maintaining new builds in urban areas?

[Catherine McKinnell]

I appreciate the challenge that the hon. Gentleman faces. I also appreciate that some of these capital challenges, which are obviously revenue challenges as well for some schools, are a big challenge. We have seen chronic under-investment in our school estate over many years. However, my hon. Friend the Member for Hexham (Joe Morris) and his constituents have sadly experienced that a school built only eight years ago also appears to be crumbling now. We have a significant backlog of repairs and maintenance, and support that has to be given to schools to get them up to a standard whereby they can deliver the education that we know children deserve. Obviously, we will continue to look at these issues as we navigate a difficult financial situation. We are acutely aware of the challenges that many schools face in maintaining their estate.

Fundamentally, each of our decisions is based on the determination to build a firm foundation upon which to rebuild our public services; some of that is about what we deliver and some of it is about the infrastructure. That is because we are determined that all children and young people with special educational needs and disabilities also receive the right support, so that they can succeed in their education and as they move into adult life. High needs funding will increase by £1 billion in 2025-26, which will bring the total to over £12 billion. Of that total, Gloucestershire county council is being allocated over £105 million through the high needs funding block of the dedicated schools grant, calculated using the high needs national funding formula, which is an increase of over £8 million. The high needs allocation is an 8.3% increase per head in the two to 18-year-old population compared with 2024-25. That funding is to support the ongoing costs of special educational needs and disability provision.

To be clear, we do not expect local authorities to use that increase in high needs funding to pay down historical deficits. The structure of the high needs funding formula is largely unchanged. As I said, we need to take time to consider what changes might be necessary in future years to ensure that the system is fair and directs funding to where it is needed, and supports any reforms that we want to bring forward in relation to special educational needs and disabilities.

The Government recognise the strain that the rising cost of special educational needs and disabilities provision is putting on local government, and particularly the impact on councils’ finances. The statutory override is a temporary accounting measure that separates out local authorities’ dedicated schools grant deficits from their wider financial position to help them manage their deficits, and we are working with the sector to find a way forward. We will set out plans for reforming the SEND system in more detail later this year, which will include supporting local authorities to deal with historical and accruing deficits as part of any period of transition from the current SEND system to any new system. That will also inform any decision to remove the statutory override.

[Tom Gordon]

I thank the Minister for being generous with her time. I want to press her on her point about working with local authorities. Given that some councils now under Reform control seem to be getting their instructions by diktat from their leader, the hon. Member for Clacton (Nigel Farage), is she disappointed, like I am, that no Member of the Reform party is present for this important debate?

[Catherine McKinnell]

The hon. Gentleman makes his point well.

As a Government, we are determined that local authorities will be able to deliver those high-quality services for children and young people with special educational needs and disabilities, but in a financially sustainable way. Those two elements go hand in hand to create a stronger and more prosperous future for children and families. Many hon. Members have spoken about their constituents’ experiences, and we recognise that too many families and children are not experiencing the quality of SEND services and provision that they should expect, and that the rising cost of SEND provision is putting a significant strain on both local authority and school finances.

[Sarah Dyke]

The Minister describes the additional funding but, as I have explained, many parents and children are suffering with severe mental health issues; it is heartbreaking to see. The Liberal Democrats want to provide a dedicated mental health professional in every school, so that every child and parent has somebody to turn to when they need it. What steps are the Government putting in place to support parents and children who are facing mental health challenges?

[Catherine McKinnell]

The hon. Lady identifies an important issue. Yes, we have a big challenge in relation to special educational needs and disabilities, but we also face much wider challenges relating to young people’s mental health right across our school system. The Government are committed to ensuring that we have mental health professionals in every school and community so that children and families can get that support, whether it be within a school setting or outside if that is where they want to access it.

Hon. Members will appreciate that the spending review is ongoing. It is due to conclude in June, but our objective is to ensure that local authorities, schools and colleges can deliver high-quality services for children and young people with SEND. We will set out in more detail how local authorities will deal with their historical deficits as part of that consideration.

I again thank the hon. Member for Tewkesbury for bringing this matter forward, and all those who contributed to what has been a very thoughtful debate. I think there is a large amount of consensus on what we want to achieve for children and young people: getting the best outcomes from our dedicated schools grant. The Government have made clear our commitment to addressing the challenges as part of supporting children and young people to achieve and thrive. I am determined that progress will be made.

I want to give my final word of thanks to all those who work in our school system in the interests of our children and young people, in Gloucestershire and across the country. Indeed, I realise I meant to come back to my hon. Friend the Member for Hexham to particularly commend the staff at Prudhoe community high school, who have been working incredibly hard to minimise the impact on the children and young people who are taking their GCSEs, A-levels, BTECs, T-levels and all the assessments going on this summer. We know that school leaders and teachers are working tirelessly, regardless of any debate we have in this place about school funding or otherwise, to deliver the best outcomes for the children in their area. They should know that they have a Government who are on their side, who will support them to deliver that, despite the very challenging economic circumstances that we have inherited. We need to deliver the very best for all our children and young people. We have pledged to review the funding system to help to support and achieve that.