Mindfulness in Schools

Catherine McKinnell Excerpts

Wednesday 7th February 2024 Westminster Hall

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

It is a pleasure to serve under you as Chair, Mr Gray. I congratulate my hon. Friend the Member for Warrington North (Charlotte Nichols) on bringing this important debate to Westminster Hall and representing her constituents on the issue so powerfully and sincerely. I also recognise the incredible work of Brianna Ghey’s family and, in particular, her mum, Esther, who was in Parliament with us today, for her steadfast campaigning for more mental health and wellbeing support for children and young people, for raising over £50,000 for the Peace in Mind campaign, for being such a dignified and strong advocate for more empathy, compassion and kindness in our society, and for embodying those values in such a visible way in the face of unimaginable grief.

The debate shines a spotlight on a very important issue. We have a huge mental health crisis in our schools, and it is holding children and young people back. It is impacting their learning as well as their health. As we have heard from hon. Members today, children and young people are struggling with stress and anxiety more than ever before. Schools are struggling to meet the needs of young people with mental health challenges. The cost of living crisis is adding to the hardship children are facing. Mindfulness is one tool in the armoury to help people think differently: it helps adults and children feel calmer and kinder and it also helps them cope better with stress and to process difficult thoughts. We recognise the impact in schools of the mindfulness assemblies that Esther has delivered.

We know that many children are struggling in school with a narrow and what has been described to me as a joyless curriculum. That is why Labour has pledged to undertake an expert-led curriculum and assessment review, which will look across the system at our curriculum and the assessment and inspection of schools to ensure that we deliver high, rising standards in our schools without sacrificing the fun things that make children want to come to school and boost their confidence and wellbeing. Part of this review will look at how mental health is taught within schools too.

The importance of mental wellbeing is already on the national curriculum, but we know that teachers are cramming so much into the school day and that subjects such as personal, social, health and economic education often do not get the time and focus that they need. Our review would take expert evidence on how we can improve standards across the board, helping to promote a whole-school approach to mental health, so that teachers, pupils, schools and families all have the tools they need to help young people get the very best start in life.

Beyond the curriculum, the situation is dire. The number of children waiting for support is continuously on the rise, with children waiting on month-long lists to access services that are too often inadequate. In many cases, it is keeping children away from school, causing another problem we see: lack of attendance in classrooms. NHS figures recently analysed by The Independent were damning. Almost half a million children are waiting for treatment for their mental health. Some children in Halton in Cheshire have been waiting four-and-a-half years to be seen by a mental health professional. A child who was referred at the start of secondary school would be about to sit their GCSEs by the time they had their first appointment.

The next Labour Government will prioritise dealing with the mental health crisis. We would put specialist mental health professionals in school, ensuring that every young person can access early support and intervention, aiming to resolve problems before they get worse. We would ensure that every community has an open access mental health hub for children and young people—again, providing that early intervention—in a drop-in format, making it accessible for those who most need it. We also know that child and adolescent mental health services waiting lists are contributing to the problem. We would bring down those lists by recruiting thousands of new staff.

Finally, we recognise that this is not just a problem at school but at home too. It is one that parents are increasingly experiencing as well as children. We would ensure that mental health support is available to parents when they need it to. I want to once again pay tribute to the campaigning work by Esther Ghey, her family and my hon. Friend the Member for Warrington North in this really important area. I am pleased that the debate has given us the opportunity to think more about mindfulness in schools and the contribution it can make to improving the wellbeing of our children and young people.

It has been helpful to listen to hon. Members talk about the wider issues of mental health. They have been raised very eloquently by Members right across the House, including the hon. Members for Strangford (Jim Shannon), for East Worthing and Shoreham (Tim Loughton), and for Westmorland and Lonsdale (Tim Farron). We need to do more to support our young people. Labour has set out how it would work to achieve that in Government. I hope to hear more from the Minister on what steps will be taken now by the Government to address this crisis, which we know is causing so much harm to our children and young people today.

School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill

Catherine McKinnell Excerpts

2nd reading
Friday 2nd February 2024 Commons Chamber

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

I congratulate the right hon. Member for Chelmsford (Vicky Ford). I agree with her that the current poor attendance rates constitute a crisis that must be addressed as a matter of urgency. Indeed, last week Labour tabled an Opposition day motion containing a range of possible ways to address the problem, but unfortunately that long-term plan to deal with the school attendance crisis was voted down by Conservative Members.

Labour will support the Bill today, but, as the right hon. Lady herself acknowledged, it is a limited first step. Schools providing parents with their attendance policies will do little to encourage the one in four parents who, according to the Centre for Social Justice, do not view school as essential every day. Placing duties on local authorities to promote attendance will only shift the blame from a Government who have watched this situation spiral out of control to councils that have already been doing their best to deal with it. While any measures intended to deal with this problem are obviously welcome, this Bill will only scratch the surface. We need proper interventions to get children back in the classroom.

The figures are stark. Last year, under this Government, 21.2% of children were persistently absent from school. That is more than one in five, and it is double the figure just six years earlier. The number of children missing half their lessons has rocketed too. In my local authority, Newcastle City Council, it rose by 282% in just six years, and other areas have even higher numbers. How can we properly set up a child for the future if they are missing every other lesson in school?

All this is going on while the Secretary of State says that this is her “number one priority”. In the Labour party we firmly believe that every child matters, and to those children every day at school matters. That is why we have set out a long-term plan that looks at the issues causing persistent absence in the round. Because we see evidence that breakfast clubs have a positive impact on attendance as well as on children's learning and development, we are pledging to roll out free breakfast clubs to every primary school in England, which we will fund by ending the non-dom tax breaks for the mega-rich.

As the right hon. Lady mentioned, we see the mental health crisis unfolding among our young people, with children languishing on long waiting lists for child and adolescent mental health services. We would recruit thousands of new staff to bring those lists down, and we would place specialist mental health professionals in schools so that children could access the support they need. We also see that there needs to be more accountability in the system so that problems like this are picked up earlier. Labour’s plan will involve annual school checks covering persistent absence, as well as off-rolling and child safeguarding.

We see that children are not engaging with a curriculum and assessment system that has been described to me as “joyless” and “narrow”, so we would launch an expert-led curriculum and assessment review looking at how to broaden our curriculum to prepare children for the future and give them an excellent foundation in reading, writing and maths, but without sacrificing the things that make school fun. We also see that children’s early speech and language development has suffered over the last few years, and getting it right at an early stage will lead to better engagement throughout their school lives. We would equip primary schools with funds to deliver evidence-based early language interventions. Finally, we would introduce a “children not in school” register to ensure that children who are not being taught in a school environment do not fall through the gaps.

I must ask those on the Government Front Bench, is this really the best that the Tories can do to tackle the attendance crisis? We face a lost generation missing from Britain’s schools, and yet we have heard so little of substance from the Government on how to resolve the problem.

We will support the Bill today because, if nothing else, it shines yet another spotlight on the lack of Government action to deal with the crisis in our schools, but we really must see more urgency from Ministers on how they intend to tackle this problem. Tinkering around the edges will not do. We need a proper, long-term plan, and if the Government will not deliver it—despite the right hon. Lady’s best efforts—the next Labour Government will.

Oral Answers to Questions

Catherine McKinnell Excerpts

Monday 29th January 2024 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

The millions of children persistently absent from school is a national scandal, yet last week Government MPs joined together to vote against Labour’s long-term plan to deal with that issue, putting party above country and children. So far the Government have only announced sticking plaster policies. Will the Secretary of State come forward with a long-term plan to address that properly, or do schools and families have to wait for a Labour Government to finally give all children the education they deserve?

[Gillian Keegan]

Certainly not. Under a Labour Government, school standards would plummet back to where they were the last time Labour had education under their control—27th in the world for maths and 28th for English, if I remember correctly. Standards fall under Labour, and it has absolutely no plans to get children back into school. As I said, this Government have uniquely put in place daily data to enable us to get down and implement lots of different plans. We are also planning to legislate for children who are not in school, which I think was about the only thing Labour actually put in its plan. We are committed to doing that, and we warmly welcome the private Member’s Bill from my hon. Friend the Member for Meon Valley (Mrs Drummond), the Children Not in School (Registers, Support and Orders) Bill, and look forward to working with her when it progresses to Second Reading on 15 March. I urge all hon. Members to support the Bill.

Children Not in School: National Register and Support

Catherine McKinnell Excerpts

Tuesday 23rd January 2024 Commons Chamber

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

Across the House, I am sure we can all agree that providing our children with a high-quality education is one of the most important things we can do—an education that inspires them to learn, helps them to discover their interests and passions, and sets them up for life. But if children are not in school every day, they cannot access the opportunities they need.

School should not be seen as an optional activity, to be dipped in and out of. However, research by the Centre for Social Justice found that more than one in four parents thought that school is not essential every day—not just one in four adults, but one in four parents. That signifies a real breakdown in the relationship between schools, families and Government, because what example are we setting as a country if such a high proportion of parents are not prioritising getting their children to school every day?

Every child matters and, to those children, every day at school matters, but for years the problem of persistent absence has got worse on this Government’s watch. Last year, 21.2% of children were persistently absent from school—over one in five—which is double the rate from just six years ago. In my local authority of Newcastle upon Tyne, the number of children missing half their lessons rocketed by 282% between 2016 and 2022.

The Secretary of State said that keeping children in school was her “number one priority”, but absence rates have been rocketing for years and we have seen so little action. It only became a priority because the Labour party have consistently spoken about this issue and now, because of the Tories’ inaction, the situation is spiralling out of control, yet they still do not have a long-term plan.

The problem does not exist in isolation. Our children are facing a mental health crisis, record numbers are living in poverty and they are being taught in schools that one teacher recently described to me as “joyless”. What is at stake here is a lost generation missing from Britain’s schools, yet where is the Government’s plan to deal with it?

My hon. Friend the Member for Ellesmere Port and Neston (Justin Madders) spoke powerfully about the impact on families in his area, particularly families with children with special educational needs. My hon. Friend the Member for Wirral South (Alison McGovern) made a powerful case for why the Government should back Labour’s motion today. My hon. Friend the Member for West Lancashire (Ashley Dalton) rightly identified that we need to break down the barriers to opportunity, which means breaking down the barriers to school attendance, as did my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy). Unlike the Tories, Labour will work in government to break down those barriers to opportunity. We will get our children back into the classroom and we have outlined a plan to address the problem if we are in government.

We recognise that not every child learns in school. We support every parent to make the choice about whether they send their child to school or home educate them, but to ensure no child falls through the gap, we need a proper record of where our children are being educated. That should not be controversial. The Conservatives even proposed a register of children not in school, before shelving it when education was no longer a priority for them.

The hon. Member for Meon Valley (Mrs Drummond) has campaigned on this issue and the right hon. Member for Chelmsford (Vicky Ford) spoke powerfully about her campaign on school attendance, but it is shameful that these matters about which Conservative Back Benchers are lobbying their own Government will have to wait for a Labour Government to fix them. We would get on with the job and introduce a register, allowing councils to request information on home education and the ability to visit premises. It is part of our plan to deliver high and rising standards for the next generation.

[Mrs Drummond]

The hon. Lady makes some great points. The problem with the motion is that it talks about persistent school absences. Persistent school absences relate to children who are already on the school roll, and schools are able to track them. A register of children not in school is purely for home-educated children, and not for those on a school register, which is for children who are persistently absent.

[Catherine McKinnell]

I thank the hon. Lady for her clarification, but we are not unclear about this. We do not disagree on the need both to tackle persistent absence and to have a register that identifies where children are being educated. That is something that the Government have pledged to do. The hon. Lady should continue to put pressure on the Government who have the power to do something about it right now, or Labour will do it in government.

We will also roll out free breakfast clubs in every primary school. Evidence shows that they improve children’s learning and development, and they have a positive impact on attendance and behaviour. We will fully fund those clubs by ending the non-dom tax breaks for the mega-rich. It is as much about the club as it is about the breakfast, providing children with a softer start to the school day, and with opportunities to play and socialise with their friends, setting them up well to learn throughout the day. When the Minister sums up, perhaps he can support Labour’s call for free breakfast clubs in every primary school, rather than the fraction that the Government’s programme currently reaches.

Labour is also committed to addressing the mental health crisis that our children are facing. It is a key barrier to learning, yet children remain on long CAMHS waiting lists, unable to access the support they need. We would recruit thousands of new staff to bring down those waiting lists and put specialist mental health professionals in schools and community hubs, so that children can get the help they need, solving problems before they get worse. We would tackle this issue head-on, not let it spiral further out of control.

We also need to see accountability in our system. Labour’s plan will involve annual school checks, which cover persistent absence, off-rolling and child safeguarding, so that problems are picked up early on, not left until the next inspection. In Wales, for example, Estyn has strengthened its reporting requirements on attendance, and all schools are now required to make available their attendance policies. We would reset the relationship that has weakened confidence in our inspection system by reforming the one-word headline grade with a report card, identifying areas where schools need to improve and delivering the support to do so through new, regional improvement teams.

[Edward Timpson (Eddisbury) (Con)]

Does the hon. Lady support making schools responsible for the children they exclude?

[Catherine McKinnell]

The hon. Gentleman will know that that is part of his Government’s school accountability system. Obviously, we will undertake a full review of our approach to Ofsted. We will also include and address many issues on which this Government are currently failing.

If schools are to offer high-quality education, we must ensure that our children are learning a curriculum that best sets them up for life. The pandemic shone a light on how children’s early speech and language development was affected, and we know that stronger early communication skills boost outcomes and provide better engagement with schools. We would prioritise equipping primary schools with funding to deliver early, evidence-based language interventions. When it comes to the curriculum more broadly, we know that it needs reform. It is far too narrow and it is putting children off learning.

The life satisfaction scores of UK students have fallen through the floor in recent years. The UK now has the second lowest average life satisfaction of 15-year-olds in the OECD. We see that the opportunities for music, art, sport and drama are often squeezed. Opportunities for discussion and debate are few and far between. Our curriculum and assessment review would look at delivering a broad curriculum that prepares children for the future, reflecting the issues and diversity in our society. Assessments would capture the full strength of every child, giving them an excellent foundation in reading, writing and maths without sacrificing the things that make school fun.

To conclude, the difference Labour will bring is clear. Under the Tories, we have had 14 years of decline—of school standards slipping, teachers leaving in droves and education not even getting a seat at the table—whereas Labour will do what we did in 1997: bring education back to the centre of national life, with a focus on putting children first and ensuring that excellence is for everyone. I commend the motion to the House.

Oral Answers to Questions

Catherine McKinnell Excerpts

Monday 11th December 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

I, too, welcome the Minister to his place.

On Friday, I joined Labour’s candidate Alan Strickland on a visit to Ferryhill School in County Durham. The staff team and students are amazing, but staff are left teaching in portacabins, the dining room and the sports hall, the staff room is behind a curtain on a stage, and years 10 and 11 are in a different town. Last week, yet more schools were added to the list of those with reinforced autoclaved aerated concrete, and the Secretary of State could not confirm how many will need complete rebuilds. Given the urgency, can the Minister tell parents, children and staff when this chaos will end?

[Damian Hinds]

Mr Speaker, allow me to take this moment to pay tribute to all school staff, leaders, children and their families, who have shown great fortitude in dealing with the disruption caused by RAAC. We have moved quickly to make sure all schools with suspected RAAC are surveyed and to work with schools to put in place alternative arrangements. Of course none of that is perfect, but schools have shown great flexibility in working towards that, such that we now have 99% of affected schools back with full-time face-to-face education.

School Pupils with Allergies

Catherine McKinnell Excerpts

Thursday 30th November 2023 Westminster Hall

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

It is an honour to serve under you as Chair, Mr Stringer. I congratulate the hon. Member for Strangford (Jim Shannon) on securing this debate on pupils with allergies in schools. I absolutely agree with the comments the hon. Member for Rutland and Melton (Alicia Kearns) made about the hon. Member for Strangford—he is the reason we are here debating this incredibly important topic—and I congratulate her on her incredibly powerful and heartfelt speech. I also congratulate my hon. Friends the Members for Dagenham and Rainham (Jon Cruddas) and for Washington and Sunderland West (Mrs Hodgson), who have campaigned on this issue for many years in this place.

School should be a place where every child can learn and enjoy themselves—a place where parents can have confidence that their children will be safe and comfortable. Unfortunately, as we have heard at length today, when a child has a serious allergy, school can be a cause of great stress and anxiety for them and their parents. Many charities and campaigners, such as Allergy UK, the Benedict Blythe Foundation and the Natasha Allergy Research Foundation, work incredibly hard to raise awareness of allergies and to support important research on them. Much of that work is driven by very difficult circumstances, and I pay tribute to Helen Blythe and her husband, who are here today and who have campaigned tirelessly in the face of their incredibly painful loss.

I regularly make the point that the challenges faced by children and young people do not just disappear at the school gate. Increasingly, schools are places where a whole range of issues that children and young people faces impact their learning and development. However, this debate is specifically about allergies and their impact in schools. Allergy UK research highlights that more than 20% of the UK population is affected by one or more allergic disorder and that 2 million people have been diagnosed with a food allergy. Young children are most commonly affected, with 6% to 8% of children suffering from food allergies.

According to the British Medical Journal, hospital admissions for food-induced anaphylaxis have tripled over the past 20 years, with the largest increase among children under the age of 15. Twenty per cent of allergic reactions among young people happen in a school setting, and 30% of allergic reactions in schools occur in children not previously known to have had a food allergy, where schools are unaware of the allergy. As we have heard, stress and anxiety around allergies can lead to some children skipping meals or missing out on social events because of concerns about the capacity to accommodate them and manage the danger they may be in.

There is some fantastic practice happening in schools, including significant planning and consideration to support children with allergies, but it is vital that best practice is applied across the board and that guidance is kept up to date with the latest developments. Why would we settle for anything less?

In response to a petition earlier this year, the Government pointed to the statutory guidance for schools, “Supporting pupils at school with medical conditions”, which makes it clear that schools should be aware of any pupils with allergies and have processes to ensure they are well managed. They also pointed to guidance to school caterers on displaying allergen information on products. I understand that the Department of Health and Social Care also issues guidance to schools on the use of adrenaline auto-injectors and emergency asthma inhalers.

The Department for Education clearly has a role to play alongside the Department for Environment, Food and Rural Affairs and the Department of Health and Social Care, so I have a few questions for the Minister. I understand that the Department for Education recently declined the invitation to sit on the expert advisory group on allergy. I would be grateful if he can confirm whether that is the case and explain the Department’s reasoning, given the statistics that have been outlined today. Will he also set out how the Department for Education monitors the effectiveness of the guidance on allergen management and ensures that it is up to date and in line with best practice? What action is he aware of across Government to support forward-looking research into potentially life-saving treatments and approaches to allergies?

We know about the scale of the challenges in our schools—the workforce crisis means that far too many teachers and support staff are overworked and undervalued —but the safety of children is paramount. The upmost priority for school leaders, teachers and staff is their responsibility to keep the children in their care safe.

I look forward to the Minister’s response. I hope he will reflect on the points that have been raised and respond to the asks from charities, schools and experts in this area.

Oral Answers to Questions

Catherine McKinnell Excerpts

Monday 23rd October 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

Last week, the Government added another 41 schools and colleges to the RAAC list, bringing the total to 214. The Education Secretary claims that children prefer to learn in portacabins, but it is far from a joke when some are still waiting for temporary classrooms, studying from home or in cramped sports halls and dining rooms. Can the Minister confirm the total number of pupils who are already impacted and are expected to be impacted by this chaos? When will all children receive undisrupted face-to-face learning? Surely that is the minimum that a parent can expect for their child.

[Nick Gibb]

I congratulate the hon. Lady on her first Education questions and her appointment as shadow Schools Minister, although this is not our first exchange since her appointment. She is right: there are 214 schools and colleges with confirmed RAAC, which is an increase from the 173 we announced in September. Of those 214 schools, the pupils at 202, or 94%, are in full-time, face-to-face education, and 12 schools or colleges are offering hybrid face-to-face and remote education. Our objective and our focus is to ensure that schools are supported to put in place immediate measures to enable face-to-face education to continue.

Support for Bereaved Children

Catherine McKinnell Excerpts

Thursday 14th September 2023 Commons Chamber

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

I thank the hon. Member for Edinburgh West (Christine Jardine) for securing this incredibly challenging debate. I know she has worked hard to raise this issue, both here in this Chamber and prior to that in Westminster Hall. I pay tribute to her for her work to ensure that this matter gets the time it deserves in this place. She made an incredibly moving opening speech.

I also thank all those who have contributed to this debate, because it is not easy to share personal experiences and insights on this issue. My hon. Friend the Member for Coventry North West (Taiwo Owatemi) made a most powerful speech; I know it will have resonated with many people, and sharing such a personal story will have the impact of making this situation better for somebody else who is facing it. I pay tribute to her for the incredible speech that she made. I also pay tribute to the hon. Member for Strangford (Jim Shannon), who brought his perspective and his insights into this important issue from his many years of experience speaking in this House.

Bereavement is an experience that is difficult for anyone, but for a child the impact truly is profound. We know and we have heard in this debate the experiences of how that impact can stay with a young person for many, many years after their bereavement. The problem is that we do not even know how many children are currently living with bereavement across the UK. Estimated figures from the Childhood Bereavement Network—we have already heard them in this debate, because they are some of the only figures we have—suggest that each year 26,900 parents die, impacting around 46,300 children under 17. That is happening every year.

Without any further data, we have no way of knowing how many more might be impacted by the death of a close relative. The charity Winston’s Wish has provided the figure that one in 29 children are affected by the loss of a parent or sibling. That could be one in every classroom, with schoolteachers and support staff potentially completely unaware of that child’s loss. For that reason, while schools may name bereavement as a key concern that they would like more support to deal with, the support they can give is currently limited by lack of time and lack of skills among an already stretched school staff.

Schools need the tools to help grieving children. However, between the pandemic and disruption to education, crumbling infrastructure, the cost of living crisis and budget restrictions, school staff increasingly find it a challenge to direct their resources to addressing the issues that young people face. It is the Government’s role to break down those barriers to achievement, yet sometimes it feels as if the barriers are just being built higher for some of our young people.

Teachers are not trained mental health staff, but are often expected to fill that role, because they are often the ones who children turn to, if they turn to anyone at all. Yet when teachers look for support with helping that young person, too often it is not there. We should pay tribute to teachers who go above and beyond their role in supporting young people who they know are suffering bereavement.

While of course young people should feel able to share with their teachers the fact that they are struggling with personal loss, children who are suffering from bereavement need professional mental health support. Every child should have access to that, but we just know that that is not currently the case. Many schools do not have trained mental health resources, and accessing child and adolescent mental health services can take years before a child can even get an appointment, never mind be seen. Far too often, children reach crisis point before any help is found.

During that crucial part of a young person’s life, they are missing out on education due to a lack of support and missing out on their development. Older children may be taking on the role of supporting their younger siblings in dealing with that bereavement, putting to one side their own bereavement, and their education as well. Every young person deserves the tools they need to take advantage of the opportunities that school provides, yet for far too many young people those essential mental health services simply are not there.

In 2021 and 2022, patients seeking mental health treatment spent more than 5.4 million hours waiting in A&E—waiting rather than getting the support they need. The Government’s scrapping of the 10-year mental health plan has left 1.6 million stuck on waiting lists for mental health treatment. That is why Labour recognises that the sticking-plaster approach is failing our children badly. We must move to a preventive plan to support our mental health services and support those who need them. That is why Labour is committed to expanding mental health services and staff, ensuring that everyone can receive mental health treatment within a month of their referral. Labour is also committed to putting a specialist mental health professional in every school, and open-access mental health hubs for children and young people in every community. We need those measures in place urgently to address problems early and provide young people with a place to discuss issues such as bereavement before they reach crisis point.

By reforming and expanding mental health services, we can take the pressure off teachers and allow young people to thrive again at school. Mental health hubs will also allow young people to seek support outside the school environment and in their community instead. The Government may have written off a generation of young people, with crumbling schools and public services, but Labour will ensure that every child gets the support they need to take advantage of opportunities both at school and throughout their lives. That is vital because we know that issues that affect us in childhood can affect us throughout life. We have to go beyond expecting teachers to pick up the pieces; we must instead expand mental health support services and give teachers and students the support they need so they can focus on their progress at school.

I thank the hon. Member for Edinburgh West again for securing this important debate. I hope that the Minister will provide clarity on how the Government will tackle this issue and when they will recognise the importance of mental health support reform.

Safety of School Buildings

Catherine McKinnell Excerpts

Wednesday 6th September 2023 Commons Chamber

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

This debate is incredibly important, as it gets to the heart of the responsibility that we all share to the next generation—a responsibility to give every child the best start in life, and the opportunity to thrive at school and throughout their life, and, above all, a responsibility to keep children safe. The Government are not just failing in that fundamental responsibility; worse, they are hiding—from reality, from scrutiny and from the consequences of their decisions over 13 long years. Those consequences mean that this week, children cannot go to school because their buildings are unsafe. And still the Secretary of State and the Prime Minister—and, I have to say, hon. Members on the Government Benches—are desperately trying to pass the buck. They are refusing to be honest about the fact that they speak not just for this Government today, but for the Governments in which they have served, and on whose record they stand.

The Secretary of State has been asking for praise today, because she finally published the list of affected schools, but this is about much more than the schools on her list. It is about schools the length and breadth of this country that are not fit for our children to learn in or staff to work in. That is why our motion asks for two things. First, we are asking for the Department for Education submissions to the spending reviews in which, instead of increasing school building budgets, the Prime Minister—then Chancellor—chose to cut them. Secondly, we are asking for the correspondence on those submissions, like that released in The Observer last year, in which officials at the Department for Education warned that school buildings are a risk to life.

[Alun Cairns]

The hon. Lady is making a number of serious allegations. Does she apply those equally to the Welsh Government, considering that they have been in power and in charge of education for 26 years in Wales? I repeat the point I made in my contribution: would Labour Members in the Senedd support a similar motion that would achieve the same effect, if tabled by Conservative colleagues?

[Catherine McKinnell]

Unlike the Conservative Government in England, the Welsh Government are investing in rebuilding schools, which is why they face a different situation from the one we face. Today we are looking at history and for transparency, not for a geography lesson.

Parents and the wider public deserve to know how and why decisions were taken, such as why the number of schools that the Government are planning to rebuild each year has been cut to just 50. The Prime Minister has been looking for plaudits, but under his leadership, the Treasury almost halved the money going into school building. This week we heard the former permanent secretary say that he was shocked when the number of schools that the Government planned to rebuild each year was not increased to 300, but cut. That is what officials said was needed to keep children safe; not thriving—we are not talking about bells and whistles—but just safe.

The Prime Minister, as Chancellor, said no to the request to rebuild our schools and make them safe, just as he turned down a request to deliver a proper recovery programme for the children recovering from the pandemic. While donating to American colleges, he has condemned children in England to crumbling buildings and, now, another round of learning from home.

Conservative Members have a choice today. They can vote with us to be honest with parents, pupils and staff about the decisions the Prime Minister took and the consequences for our children, or they can stay in their “not me, guv” ranks and vote to keep parents in the dark yet again. The Prime Minister promised to lead a Government of integrity and accountability, so today, at least, they have an opportunity to make that a reality.

My hon. Friends the Members for Sunderland Central (Julie Elliott), for Sheffield, Hallam (Olivia Blake), for Liverpool, Walton (Dan Carden), for Jarrow (Kate Osborne), for Stretford and Urmston (Andrew Western), for Brentford and Isleworth (Ruth Cadbury), for City of Durham (Mary Kelly Foy) and for Salford and Eccles (Rebecca Long Bailey) all made incredibly powerful speeches about the importance of this issue to the children, parents and school staff in their areas. Many Conservative Members also highlighted the challenge the issue has posed in their constituencies, yet all sought to deflect the blame. That is why this debate is about taking responsibility. The speeches from my hon. Friends set out very clearly why this matters to the parents and in particular the children in our constituencies who are affected by it.

We are, of course, pleased that the Government finally published the list of schools this morning, but are they sure it is accurate? Just today we are hearing reports that schools the Secretary of State told to—if I am allowed to say it—get off their arses have in fact returned their RAAC surveys and, in some cases, have gone ahead and remedied the RAAC themselves in the absence of any support from the Government. Other schools are emerging that are not on the list but have been identified as having RAAC. There is concern, and it explains why the Secretary of State has been so reluctant to release the list. There seems to be a lot of chaos in Government, not only in the lead-up to this situation but in handling it at this stage.

I have no doubt—[Interruption.] The Secretary of State for Levelling Up, Housing and Communities has literally just walked in. I am not sure what his contribution is at this stage, but I will come on to him in a moment. I have no doubt that when the Minister of State stands up, he will, like the Secretary of State, want to talk about Labour’s record on education, so I thought I would get ahead of him. Labour in government reduced class sizes by recruiting thousands of new teachers and introduced teaching assistants to raise standards for all our children. We increased participation in post-16 education and saw record numbers progressing to university. And we had a school rebuilding programme.

Building Schools for the Future set out a pathway to rebuilding or refurbishing every secondary school in England, backed up by the primary capital programme to invest in the maintenance and repair of primary schools across the country. The last Labour Government set out a plan to transform our country’s school estate, leading to improvements in standards and behaviour and making schools a safe place for children to learn, because Labour knew then, as we know now, that children cannot get a first-class education in a second-class school.

It only took the current Levelling Up Secretary six years to admit that he regretted scrapping the Building Schools for the Future programme and cancelling over 700 school building projects, but it seems that the lessons he learned are not being passed on to his colleagues. It will therefore be for the next Labour Government to make our school estate one to be proud of once more and to make sure that every child in every corner of the country can go to an excellent local school.

I expect the Minister will also quote from the James review and tell the House about the surveys of school buildings that his Government have undertaken. When he does, perhaps he could clarify this. On 11 January this year, the Minister responded to a written question from the shadow Secretary of State, my hon. Friend the Member for Houghton and Sunderland South (Bridget Phillipson), stating that their surveys are

“visual inspections only, and do not assess the overall structural integrity of a building.”

Two days later, in response to another question from my hon. Friend, he repeated that, saying that the condition data collection is “not a safety survey”. However, less than a month later, on 7 February, he said that the survey provides a “robust evidence base” for targeting capital funding. It would be helpful if the Minister explained how both those statements can be true at the same time, and how a survey can provide a “robust evidence base” if it is not assessing safety or structural integrity. What this looks like to me is yet more chaos and contradiction from the Government.

It is becoming clearer by the day that 13 years of Conservative government have failed our children. For our school estate, they have been 13 years of cut-price sticking- plaster solutions and inefficient repairs, when green rebuilds and long-term plans were required. We have seen ageing buildings, many of which were built decades if not more than a century ago, with unmet repairs, cracked walls, asbestos, buckets placed in classrooms catching leaks and crumbling roofs. The Government’s complacency on this is unforgivable, but it is clear that they are not going to own up voluntarily to the scale of this problem or their failure.

Whether the issue is lockdown parties, speeding tickets, Government contracts or school buildings, this Government are incapable of transparency. That is why the House must force them to be transparent and to be honest with parents about the choices they made to leave the school estate crumbling around our children, because it is parents, children and school staff whose lives could be at risk—those are not my words, but the words of senior officials in the Department for Education. Last year, the Government invited bids from schools for building replacements or repairs. More than 1,000 schools applied, yet the Prime Minister proudly told us that he planned to rebuild just 500 over the next decade.

We are already seeing the impact of these short-sighted decisions on our school estate. My hon. Friend the Member for Sheffield, Hallam has told the House that a parent in her constituency was injured when a piece of cladding fell on her. A recent freedom of information request from Schools Week found that a teacher was reportedly admitted to hospital after being hit by a falling ceiling tile at a school in Bradford. What could have happened if those events had occurred at a different time or place when there were more children in the classrooms does not bear thinking about.

Until the Government own up to their responsibility, it falls to the House to ensure that children go to schools that are safe, that teachers and staff are not put at risk, and that we are honest with the public about the decisions that have been made. For more than a decade, Conservative Governments have neglected that duty. As my hon. Friend the Member for Houghton and Sunderland South said in her opening speech, the defining image of 13 years of Tory government will be children cowering under the steel supports that stop the ceiling falling down. I say to the Government, “Come clean, own up, and support our motion today.”

Financial Education in Schools

Catherine McKinnell Excerpts

Wednesday 6th September 2023 Westminster Hall

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

It is a real pleasure to serve under you as Chair, Dame Angela. I am really delighted to take on this role as shadow schools Minister, as part of Labour’s education team. I have long believed that every child deserves the best start in life. Ensuring that we have the best schools and the best education and support for all children is key to ensuring that.

I thank the hon. Member for Broadland (Jerome Mayhew) for securing this debate and opening it so thoroughly and for his work on the all-party parliamentary group on financial education for young people. He made a compelling case and set out the issues very clearly indeed. I also pay tribute to the teachers, school staff and charities across the country—which many hon. Members have mentioned—that are working really hard to improve the financial literacy of our young people.

The purpose of education should be to enable young people to understand the world around them, to explore and develop their interests and to prepare them for their futures with the knowledge and skills they will need to thrive throughout life. We know—we have heard many testimonies today—that managing money is fundamental to a person’s stability and security. Whether it is working out prices in a supermarket—no tall order—managing a household budget or figuring out the terms of a mortgage or loan, everybody, regardless of their background, needs to be equipped to make these everyday financial decisions. We have heard the evidence: people who are financially literate are much more likely to have savings, to avoid scams and fraud and to invest their money effectively. This should not be left to chance. Financial literacy is important not just to households, but to our society.

We have heard compelling speeches from all Members who have contributed to today’s debate—my hon. Friend the Member for Feltham and Heston (Seema Malhotra) and the hon. Members for Penistone and Stocksbridge (Miriam Cates) and for Warrington South (Andy Carter), as well as the hon. Member for East Londonderry (Mr Campbell), who contributed previously. This is clearly an issue on which there is a lot of cross-party agreement. A lot of thought and consideration has gone into where we are currently. We need our economy to grow. Giving financial literacy to more people in our society, and everyone as they grow, will equip them to start new businesses, taking them from start to scale-up, to help to grow our economy and pay for the public services that we all need.

As things stand, too many young people are leaving school without these skills. A number of facts and figures have been given today, but the one that really jumped out at me is the OECD figure that an estimated 10 million people in the UK—a fifth of all adults—are financially illiterate. It is shocking and alarming. The UK ranks in the bottom half of OECD countries in financial literacy. We know that that has consequences not just for those individuals who potentially live in constant financial insecurity, but for our whole economy. Almost 13 million adults struggle to pay their bills—today—and more than half of adults do not have savings that could support them for three months if they lost their primary income. We know that life is becoming increasingly hard as we sit here, day by day, for families up and down the country. We know that the hardest hit people will be those whose budgets are the most stretched and for whom money does not go as far as it used to; they are the ones missing out most on financial education.

As we heard from the hon. Member for Broadland, financial education is patchy across the country, and many schools struggle to teach it. Far too many young people leave school without these skills for life. Only 8% of students cite school as their main source of financial education. A Bank of England survey in March found that almost two thirds of teachers cited a lack of dedicated time in the timetable for delivery. In personal, social, health and economic education, the economic too often drops off the end. That is storing up problems for the future.

Young people say that they want to be taught more life skills in school. The Centre for Social Justice conducted a survey, and four in five said that they worried about money. I hear that from schoolchildren when I visit schools in my local area. Two in three say that they have become more anxious about money as a result of covid. Three in four say that they want to learn more about money—and probably about more money—at school, yet Ofsted has found that there is a postcode lottery in the teaching of financial education and the most disadvantaged are missing out. It is not good enough, and it is storing up problems for the future.

A key part of the current financial literacy strategy comes from the mathematics curriculum, which is supposed to ensure that young people leave school with an understanding of personal financial management and the skills that they need for it. However, the Government have failed to recruit and retain teachers, meaning that one in 10 maths lessons in the past year have been taught by a non-expert. That means that the high standards we want for all our children are being delivered for only some of our children. It is not good enough, and it is storing up problems for the future. That is why the next Labour Government will urgently commission a full, expert-led review of the curriculum and assessment. We need a curriculum that is broad, rich, innovative and develops children’s knowledge and skills—a curriculum that ensures children leave school ready for life and builds on the knowledge, skills and attributes that they need to survive. Labour’s curriculum review will look to embed those skills in everyday learning.

Following Labour’s review of all state schools, including academies, they will be required to teach a core national curriculum, so that every parent knows the essentials of what their child will be taught: there will be a common national standard that gives parents and children certainty. Labour will ensure that children are taught those lessons properly. It means being taught by experts, not by overstretched teachers covering for their colleagues. We will do it by recruiting thousands of new teachers across the country and ensuring that all schools are properly staffed, that maths classes are taught by trained maths teachers and that teachers are given manageable workloads, no longer covering their own job and someone else’s.

Education is about opportunity. It is about opportunity for each of us—all of us—our whole lives long. It should enable us to develop the knowledge and skills to explore our interests and thrive throughout life. It is our duty and the Government’s duty to ensure that young people do not miss out on that opportunity. I hope that the Minister will outline what the Government are doing to ensure that every child leaves education financially literate and whether the Government will give parents the certainty of knowing that every school follows an agreed, shared national curriculum. I hope the Minister will reassure us that the Government are listening to the important contributions that have been made today and, again, I thank the hon. Member for Broadland for securing the debate.