Access to Sport: PE in Schools

Claire Young Excerpts

Thursday 3rd April 2025 Commons Chamber

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

I congratulate the hon. Member for Stafford (Leigh Ingham) on securing the debate. I could easily spend my whole speech talking about the challenge of increasing girls’ participation in PE and sport in schools. Despite the progress made through initiatives such as the “This Girl Can” campaign, there is still a gender gap, with only 32% of girls aged five to 15 achieving the recommended 60 minutes of physical activity each day compared to 41% of boys, according to Sport England’s “Active Lives” survey in 2023. We have come a long way since my schooldays in the ’80s, when girls over eight were not allowed to play competitive mixed football and there were no girls’ teams I could join. I have been delighted to see the great strides made in women’s football in recent years and it was a joy to join a girls’ training session at Pucklechurch primary school recently. The 20-plus girls running around on a very small pitch showed that girls really do like football.

However, I want to focus today on a different area of inequality: the participation in PE of children and young people with special educational needs and disabilities. I am pleased that the hon. Lady raised this issue in her speech. Children with SEND are one and a half times more likely to be inactive compared to their peers without SEND. We know the benefits that physical activity can bring: improved mental and physical health, boosted self-esteem, and important social opportunities for SEND students. So, what are the barriers? Only 14% of PE teachers feel fully confident in adapting activities for children with SEND, according to research by the Youth Sport Trust. There is a significant gap in teacher training for inclusive sport. Schools often lack access to the necessary adaptive equipment, making it difficult for SEND students to engage in physical activity on an equal footing with their peers. Provision is inconsistent, with some schools able to offer much more well-developed programmes for SEND students than others.

One consequence of that, which may surprise some, is that it can lead to increased absence for SEND students. The Youth Sport Trust has highlighted that pupils with SEND are more likely to experience disengagement in physical education, which can lead to increased school absences. A report from Scope, a leading disability charity, found that children with SEND who feel excluded from physical activity are at higher risk of developing mental health challenges, which can further exacerbate absence. A study by the National Autistic Society found that students with autism, in particular, are more likely to be absent from school when PE lessons are not adapted to their needs, with absences increasing by up to 20% for those students. To tackle that, Scope calls for more accessible PE facilities and training for teachers on how to adapt physical activity for SEND students. It emphasises the importance of inclusive support, suggesting that schools offer a broader range of activities that cater to different abilities, from wheelchair sports to multi-sensory activities.

The National Autistic Society stresses the importance of clear communication, structured environments and sensory friendly approaches, while Special Olympics Great Britain highlights that a key barrier for children with SEND is the lack of mainstream sports clubs that offer inclusive programmes, urging schools and communities to create partnerships with local clubs, offering pathways to competitive sports for SEND children and fostering an inclusive and welcoming environment. On that, I would like to highlight the work of Yate’s acrobatic gymnastics centre. Contrary to the hon. Member for Stafford, I do think this will require some funding for adaptive equipment and the specialist training for staff.

I will conclude by highlighting the work done by the charity Gympanzees, which is currently fundraising to open in my constituency the UK’s first fully accessible exercise, play and social centre for disabled children and young people. I had the privilege of visiting its pop-up offerings before I was an MP, where I saw for myself the fantastic holiday activities it provides with an array of specialist equipment and dedicated staff. It has had a massive impact on its users’ lives, whether that is the three-year-old laughing for the first time, the 16-year-old who had refused any form of sport at home and school but who rowed a kilometre on their rowing machine, the nine-year-old who held up his head on his own for 10 minutes for the first time, or the 57 children and young people who were able to walk for the first time, using the specialist equipment.

Opening this permanent home for the charity’s activities will allow it to offer schemes not only in school holidays but year round, and would give the centre the scope to open up its facilities for other organisations to use, including schools. Gympanzees has already raised more than half of its £8 million target to fit out the facility. I have previously written to Ministers asking them to consider contributing to the funding of this centre as a pilot facility—a model that could be rolled out across other regions to help to inform provision in and provide training for our schools. I ask them to look again at the huge benefits this project could bring for children with complex needs and the potential it has to deliver access to PE for children who currently miss out.

[Madam Deputy Speaker (Judith Cummins)]

I do want to try to get everybody in, so we will start with an immediate time limit of four minutes.

Free School Meals

Claire Young Excerpts

Tuesday 18th March 2025 Westminster Hall

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

It is a pleasure to serve under your chairship, Mr Dowd. I congratulate my hon. Friend the Member for Eastleigh (Liz Jarvis) on securing this debate.

I absolutely support the call for universal free school meals, but it needs to be accompanied by a call for proper funding because at the moment schools are simply not getting the support they need. In my constituency, the local council is unable to provide a catering service any more; it is simply not financially viable. Over the years, more and more schools have opted for private firms, so councils have lost the economies of scale and are no longer able to provide that service. Now, of course, those private firms are charging schools more than they would have been paying previously. Not only that, but on a practical level teachers are being expected to do more work as part of providing catering. The practicalities of delivering free school meals, even in the current situation, are fairly grim for schools.

The Government have announced they will introduce breakfast clubs. One school I spoke to in my constituency said it was expecting 67p per child for non-pupil premium children and 88p for pupil premium children. It currently runs a breakfast club, and that non-pupil premium figure represents less than 15% of the break-even cost. The only way the school could fund a reasonable quality of breakfast and provide the support staff need would be to take money from many other important things it does. The school is also worried about the quality of food it will be able to provide. It currently provides a wide range of food, such as fruit, yoghurt, toast and cereals, and the children have plenty of choice. They also have the opportunity to have protein, which keeps them feeling full for longer. All of this gives them a balanced diet, but the school cannot see how it can provide more than a slice of toast on the funding that is proposed.

There is also a question of the physical constraints. The school I visited currently has to have two sittings for lunch and it has one of the larger school halls in the area. It is trying to work out the practicalities of delivering this service, given the constraints on space. Schools simply do not have the funding to extend their buildings.

In speaking to the motion, my hon. Friend the Member for Eastleigh raised the restrictive eligibility for free school meals. More children risk missing out in future when parents on legacy benefits are forced to move to universal credit. Existing transitional protections run out at the end of this month.

To conclude, it is important to children’s learning that they are well fed—by which I mean fed with good-quality food. I am concerned about the deliverability of the Government’s breakfast club proposals and the shortfalls that schools are already facing with free school meals.

SEND Provision: Autism and ADHD

Claire Young Excerpts

Thursday 12th December 2024 Commons Chamber

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

One concern is that many children end up being out of education because they are not getting the support that they need in school. Does she agree that it is an outrage that, in that situation, some parents face prosecution? Does she also agree that we need to provide support for children to receive an education, whether in school or through alternative provision, and that we should record that in a better way? At the moment we have authorised and unauthorised absences. We do not record the fact that some children are missing school because their parents do not believe that they are receiving the support that they need.

[Pippa Heylings]

I thank my hon. Friend for raising one of the complex issues around this provision. While we support the current Government’s additional allocation of funding to this critical area, we really want them to look at the fact that it is not just about mainstream provision; it is also about specialist provision. As she says, we must look at all types of provision, because this is complex. Even if support is given in mainstream schools, it is often on very reduced timetables, which means that parents and carers are unable to work and be productive for society, because they are either covering the spaces in that provision, unauthorised or otherwise, in other settings, or covering for the times when the school cannot provide timetabled support.

I return to what the Liberal Democrats think we should have: a national SEND body, an urgent increase in diagnostic services, action to address the chronic lack of educational psychologists, targeted resources for local authorities to improve their capacity, support for our schools and for more special school places, and interim support measures for children awaiting diagnosis so that they do not fall through the cracks. The Lib Dems have always said that we need mental health professionals in every school. It is great to hear the Government talk about mental health professionals in secondary schools. We have heard about the need in primary schools, so let us get in there early too.

A capacity for early diagnosis and management means, as somebody said to me, in the words of Desmond Tutu, that we can stop pulling people out of the river, and instead stop them falling in the river in the first place. Once again, I pay tribute to all the amazing parents and carers who have spoken to me, and the amazing teachers, headteachers and SEND co-ordinators who are working in this area.

Special Educational Needs and Disabilities

Claire Young Excerpts

Thursday 24th October 2024 Commons Chamber

[Catherine McKinnell]

We are very clear that this reform is a journey that we want to go on with all those who support our children and families, whether that is teachers, school staff more broadly, education professionals, health professionals or local authorities. Everybody wants this to work better, and we need to work together to achieve it.

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

Data for autumn 2023 and spring 2024 shows that more than a third of children with an EHC plan were persistently absent—more than double the rate for pupils without identified SEND. Persistent absence is a very complex issue, and a multi-faceted approach is needed to tackle the problem. In the light of this damning report from the National Audit Office, does the Minister agree that we cannot have parents facing prosecution for the failings of the system? How will she work across Government to ensure that parents of children with SEND can be sure that their children will get the support that they need to attend school safely and receive the education that they deserve?

[Catherine McKinnell]

The Government have inherited an absence epidemic in this country. Last year, one in five children were persistently absent from school, missing a day every fortnight or more. We know that strong foundations are rooted in attendance at school. Children cannot receive an outstanding education that unlocks opportunities if they are not in school. I recognise the challenge that the hon. Lady has set out. It is important that we work together to create an inclusive mainstream education system that every child wants to attend and feels they belong to, so that those opportunities are unlocked for them, as they should be for every child in this country.

SEND Provision

Claire Young Excerpts

Thursday 5th September 2024 Westminster Hall

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

I thank the hon. Member for Leeds East (Richard Burgon) for securing this debate. Before I start, I draw attention to my entry in the Register of Members’ Financial Interests, as I am still a South Gloucestershire councillor.

Right across the country, children with special educational needs and disabilities are being let down, and parents are at their wits’ end trying to navigate the system. The SEND funding model is utterly broken, leaving local councils and schools unable to provide the learning environments our children need.

I want to highlight three particular problems. The first relates to the safety valve agreements put in place to support local authorities that are struggling the most to deliver these important services. I know as the former leader of South Gloucestershire council that the targets that were set pre-pandemic fail to reflect the massively rising demand we have faced since, meaning they are no longer fit for purpose and need to be reviewed. I look forward to hearing the Minister outline what steps the Government will take immediately to do that.

Secondly, I want to highlight the punitive approach taken to school absence in this country. If a child’s needs are not being met at school, it can lead to their being unable to attend. Parents who have been fighting hard to get their child the support they need can then face the added burden of threats of fines or even imprisonment—talk about adding insult to injury. Imagine the impact that has on parents who are already under huge stress, who may be under financial pressure due to their employment being affected by their additional caring responsibilities, and who may feel compelled, against all their parental instincts, to physically force their child into a situation that is harming them. Above all, think of the impact on the child, pressured to go into an inappropriate environment and worried that bad things may happen to their parents.

Finally, I want to highlight the increasing use of alternatives to exclusion, such as isolation and temporary moves to other schools—measures that are not recorded and published in the same way exclusions are, and not subject to the same safeguards. A child who is struggling to learn in a classroom with a subject-specialist teacher is highly unlikely to be able to do so when sat in a room with a supervisor and some worksheets. A neurodivergent child who thrives on routine will be distressed by such a change, especially if it involves a move to an unfamiliar school. In some schools the list of behaviour that is sanctioned in this way could easily have been drawn from a diagnostic list for ADHD or autism, so it seems inevitable that children who do not have appropriate support in place will be subject to such sanctions. There needs to be an urgent review of the use of such measures, which can easily go under the radar.

In conclusion, we need action now from the Government to fix these problems before the house of cards comes tumbling down, starting with fixing the funding formula and reviewing all existing safety valve agreements.