Free School Meals

Danny Chambers Excerpts

Tuesday 18th March 2025 Westminster Hall

[Dr Danny Chambers (Winchester) (LD)]

It is a pleasure to serve under your chairmanship, Mr Dowd. I pay tribute to my constituency neighbour, my hon. Friend the Member for Eastleigh (Liz Jarvis), for securing this hugely important debate.

This is not a niche issue. As has been said, with three out of 10 children living in poverty, many of them going to school hungry, this is a matter of national shame. It has made me reflect on how privileged I was. I went to the local state school, which was a perfectly fine school. I never went to school hungry, and I always had a roof over my head. If I had gone to school hungry, there is no way I would have concentrated to get the grades I needed to go on to study veterinary science at the University of Liverpool for seven fantastic years. I could not have achieved that. We know that in this country we are short of vets, doctors and engineers. A huge amount of talent is being wasted because children cannot reach their full educational potential.

The hon. Member for Liverpool West Derby (Ian Byrne) touched on the economic benefits of universal free school meals, and rightly mentioned the PwC study showing that for every £1 we put into free school meals, we get £1.71 in economic growth. There are a variety of reasons for that, including the fact that children end up getting better jobs and paying more tax—more than £18 billion over a 20-year period. There is less childhood obesity, costing the NHS less; people are less likely to end up on long-term benefits because they are getting better jobs and are healthier.

We also know that the prison illiteracy rate is several times the national average. It costs £51,000 a year to keep someone in prison, yet apparently we cannot afford to give children free school meals that might prevent them from going down that path in the first place. Not only do we have the heartbreaking moral argument for ensuring that children go to school well fed, but we also have the economic argument that doing so will grow our economy if we are brave enough to provide those meals.

I visited the tiny Itchen Abbas primary school—a little like the one I attended. The school has only 60 or 70 children, and I heard how by the time the school pays staff to come in an hour early and covers heating costs, while receiving only 60p, 70p or 80p per meal, it costs a lot to provide those breakfast clubs. The school wants to do it, but it is not feasible at the moment. I totally support breakfast clubs, and I think they are a fantastic idea. However, we have to make sure that not only are they affordable for schools, and not costing extra, but they are providing good, nutritious food for children. Clearly, when we factor in all the added costs, 60p or 70p per meal will not provide a nutritious meal and will cost the school a lot of money.

Despite the best efforts of Liz Truss and the last Government, we are still one of the wealthiest nations on the planet. There is no reason for any child to go to school hungry. If we make the right choices over the next few years, we can ensure that every child reaches their full educational potential, we can regrow our economy and we can ensure that every child enjoys being at school.

Mental Health Support: Educational Settings

Danny Chambers Excerpts

Thursday 13th March 2025 Commons Chamber

[Chris Bloore]

I agree entirely. Many of the young people I have spoken to have suffered from long-term physical conditions or illnesses that have had a detrimental impact on their mental health.

There is evidence that the severity of mental distress has increased. Admissions to acute medical wards for children and young people with mental health concerns increased by 65% between 2012 and 2022. The mental health report by the Association of Colleges, published in September, found that 90% of respondents reported an increase in disclosure of mental health issues in 16 to 18-year-olds and 86% did so for those over 19. Most colleges are increasing their mental health resources, but the need for joined-up and well-resourced services is urgent. The report found that almost a third of colleges reported at least one death by suicide in the previous year. It is distressing to consider that such an escalation can and does happen, and that is why this debate is so important.

Despite the expansion of children and young people’s mental health services, increased demand means that the NHS estimates that less than half of those with such needs are being supported. The Children and Young People’s Mental Health Coalition found that certain groups have an increased likelihood of being impacted by mental health challenges, such as children and young people with special educational needs and disabilities, those from racialised and LGBTQ+ backgrounds, neuro- divergent young people, those with physical or long-term conditions, young carers, children in care, and refugee and migrant children.

Children in kinship care arrangements also have a high prevalence of social, emotional and mental health needs similar to those of looked-after children, but owing to their lesser entitlements and a lack of access to suitable support, their experience and needs should be considered when designing vital mental health support in education settings. The complexity of the issues that may impact on a child’s mental health is the reason why mental health charities have been campaigning for a cross-Government mental health approach for such a long time, and I hope this Government will deliver on that.

Why are education establishments so crucial to this debate? The Centre for Mental Health has published research showing that 75% of lifetime mental health difficulties occur before the age of 24 and that 50% occur before the age of 14. That is why education settings are critical in addressing this national crisis. Of course, schools and colleges are seen as places where children learn academic skills, but they are also safe places for some to seek support.

Currently, mental health provision in education settings in England is varied. Mental health support teams can be found in almost 50% of schools, and they have proved highly effective. Research published by Barnardo’s has demonstrated that for each £1 invested, the Government have saved £1.90. The education and health officials I have spoken to said that we must reach England-wide coverage of MHSTs as soon as possible. If this was done in combination with the Government’s promise to deliver a school counsellor in every school, that would be a powerful indicator of their commitment to tackling the crisis.

[Dr Danny Chambers (Winchester) (LD)]

I thank the hon. Member for giving way on this hugely important subject. As I am sure is the case for other Members across the House, I find that children’s mental health is one of the subjects that comes up most frequently on the doorstep, with parents really struggling to get the mental health care that their children need. One of the questions that is asked most frequently is: how can we afford to increase mental health care? Does he agree with me that it is actually more cost-effective to provide timely mental health support than to end up treating people when they have been sicker for longer?

[Chris Bloore]

I thank the hon. Member for his intervention. I would argue that we cannot afford not to engage in early prevention and early intervention. It does save the Government money further down the line.

SEND Education Support

Danny Chambers Excerpts

Tuesday 25th February 2025 Westminster Hall

[Dr Danny Chambers (Winchester) (LD)]

It is a pleasure to serve under your chairmanship, Mr Twigg. I congratulate the hon. Member for Suffolk Coastal (Jenny Riddell-Carpenter) on securing this hugely important debate.

As has just been noted, this is an issue about which we all receive a huge amount of correspondence every day, from parents who are at their wits’ end. Supporting children and young people with special educational needs is not an act of charity; it is a fundamental responsibility of government, and yet we find that parents are repeatedly battling to access the complicated system. I will briefly give an overview of Dr Warwick-Sanders, a constituent I met in Winchester recently. He is a psychiatrist and his wife is also a medical professional. Their son was diagnosed with attention deficit hyperactivity disorder in 2002 and referred to the child and adolescent mental health service. Despite being medical professionals, they said that they just did not know where to turn for help. Although CAMHS is the cornerstone for child mental health services, it has a shocking 150 week wait in our area. Dr Warwick-Sanders’ son is stuck in a system where the ADHD medication he needs is out of reach until an assessment is completed. He said, “If medical professionals like me cannot navigate the system, what hope do others have?”

If we are to give every child the opportunity to reach their full potential, we must prioritise our investment in SEND services. My question for the Minister is, how do we streamline this process for accessing support so that everyone—including medical professionals, but also people who have no experience of dealing with such organisations —can get the help they need, when they need it?

Sixth-form College Strikes: Sussex

Danny Chambers Excerpts

Monday 13th January 2025 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Janet Daby)]

I congratulate the hon. Member for Mid Sussex (Alison Bennett) on securing a debate on this important subject. I will endeavour to respond to as many of the points as possible.

Since taking on the role of Minister for Skills, my noble Friend in the other place has met many of our amazing teachers, support staff and leaders in the further education sector, including our sixth-form college sector. I thank all those people for the excellent work that they do, day in and day out. Alongside schools, FE colleges and other FE providers, sixth-form colleges play a vital role in transforming the lives of our young people, breaking down their barriers to opportunity and ensuring they can progress into further training, higher education and higher-quality careers. This is central to our mission of delivering economic growth, ensuring and enabling success not just for individuals but for our communities, our companies and our country. Colleges, teachers, technicians, and everyone who supports students are important to us, and this Government will treat them with the value and respect they deserve.

The Government believe—as Labour Governments always do—that education is about opportunity, and that the role of government is to extend opportunity to young people from every background and every corner of this country. The Government’s commitment to the education of young people was plain to see in our Chancellor’s Budget announcement of an additional £300 million for further education, to ensure young people are gaining the education and skills that they and this country need.

Our fantastic sixth-form colleges will benefit from that increase, and we announced on Friday that we are making approximately £15 million of that funding available to sixth-form colleges and general FE colleges for April to July 2025. This one-off grant will enable colleges to respond to current priorities and challenges, including workforce recruitment and retention. The remaining funding will be made available in 16-to-19 funding rates for the academic year 2025-26, with the aim of ensuring that all 16-to-19 providers are funded on an equitable basis from 2025 to 2026. This was in the context of a very challenging fiscal landscape, and it demonstrates the value we place on further education.

I do of course acknowledge the challenges that sixth-form colleges and their teachers face, and the concerns about the disparity with schoolteachers following the schoolteachers pay award in July. The schoolteachers award was made in line with the recommendations of the independent School Teachers Review Body. However, pay in the FE sector, including in sixth-form colleges, is a matter for colleges themselves, not the Government. Colleges are able to base pay on their specific needs and are not bound by the schoolteachers pay award or related terms and conditions.

As Members will know, FE colleges, including sixth-form colleges, were incorporated under the terms of the Further and Higher Education Act 1992, which gave them autonomy over the pay and the contractual terms and conditions of their staff. On the six-day strike action that had taken place in this academic year, I know that both sixth-form college teachers and leaders are always concerned to ensure that the impact on young people is minimised as far as possible, and I acknowledge the information that the hon. Lady has shared about some of those students’ experiences.

As I have said, I know that both sixth-form college teachers and leaders are always concerned about the impact on young people. Some of their arrangements include providing online learning where possible, and keeping libraries and learning centres open to allow for independent study. I know that both sixth-form college teachers and leaders will continue to consider and mitigate the impact of strikes on young people during the course of any industrial action. We encourage open and constructive dialogue by all parties in the best interests of staff and students. We all have the shared goal of ensuring that our young people gain the very best education during this critical transition period.

Our great FE teachers play a critical role in the lives of young people. We know that high-quality teaching generates high-quality outcomes for learners, and this is why we need more great FE teachers, including in critical subject areas. After a decade in which education was far from the heart of Government thinking, the new Labour Government are bringing about change at pace. It is for this reason that we are committed to recruiting 6,500 new expert teachers across our schools—both mainstream and specialist—and colleges over the course of this Parliament.

Our measures will include getting more teachers into skills shortage subjects, supporting areas that face recruitment challenges and tackling retention issues. We have begun to make good early progress towards this key pledge. We have already rolled out our targeted retention incentive to teachers in further education, including sixth-form colleges, to boost recruitment and retention. For the first time, this gives eligible early career FE teachers in key STEM—science, technology, engineering and maths—and technical shortage subjects up to £6,000 after tax annually on top of their normal pay. In addition, the Taking Teaching Further programme makes it easier for providers to recruit and retain those with relevant industry knowledge by providing early career support to help their transition into teaching. We also continue to support recruitment and retention with teacher training bursaries worth up to £30,000, tax-free, in certain key subject areas.

[Dr Danny Chambers (Winchester) (LD)]

This is a huge problem in my constituency. Between Sparsholt agricultural college, which provides specialist training, as has just been mentioned, and Peter Symonds sixth-form college, which is one of the biggest sixth-form colleges in the country, a total of almost 9,000 students are affected by this pay disparity and the resulting dispute just in my constituency alone. Does the Minister agree that the Government need to start viewing education as an investment not just in our young people, but to grow the economy, not purely as a cost to be cut, which seems to have been the case over the last few years?

[Janet Daby]

I thank the hon. Member for mentioning those 9,000-plus students from his area. This Government are interested in and passionate about breaking down the barriers that prevent young people from progressing and, with one in eight young people not in training, education or employment, we recognise the need to give young people the skills and training that they need, and support into employment. That is one of the key focuses and missions of this Government, and we are totally committed to it.

The national further education teacher recruitment campaign is raising awareness and consideration of careers in FE. To find out more and plan next steps, it encourages people to visit the website Teach in FE, which received more than 450,000 visits in 2023-24. We are committed to ensuring that we recruit and retain more teachers across schools and colleges in our country. We are taking those steps to ensure that we attract and retain high-quality teachers across our schools and colleges, which forms part of our aim to create a clear, flexible high-quality skills system that supports people of all ages, breaking down barriers to opportunity and driving economic growth.

We have established Skills England to ensure that we have the highly trained workforce needed to deliver the national, regional and local skills needs of the next decade, aligned with the upcoming industrial strategy. Skills England will work closely with employers, unions, Departments, local organisations and other agencies. Skills England will ensure that the skills system is clear for employers and delivers the training that they need. It will play a key role in supporting the skilled workforce needed to deliver the Government’s five missions: driving economic growth; breaking down barriers to opportunity; supporting our NHS; safer streets; and our clean energy transition. That links to our commitment to 1.5 million more homes, and seizes the opportunity of net zero to create hundreds of thousands of good jobs. Skills England will ensure that the skills system is clear for individuals, including young people and older adults, strengthening career pathways into jobs across the economy. The Government’s dedication to skills reflects the utmost importance that we place on transforming lives and the economy.

I thank the hon. Member for Mid Sussex for securing this debate on such a vital matter, and I thank other Members for their contributions. I reiterate my thanks to the wonderful teachers and leaders who make such a difference to the prospects of our young people. This debate has given me the opportunity to talk about our plans for post-16 education and skills, which are essential for breaking down the barriers to opportunity and for the country’s economic growth. The additional £300 million of funding for FE, as well as the targeted retention incentive, teacher training bursaries, the taking teaching further programme and our teach in FE campaign, demonstrate the value we place on the FE workforce, including our excellent teachers and leaders in sixth-form colleges. I pay tribute to the transformative work that FE staff do day in, day out.

High-quality teaching is one of the biggest influences in positive learner outcomes, providing learners with the skills and knowledge they need to succeed. I am sure that we will continue to discuss skills and 16 to 18-year-old education in the coming months, because the Government recognise the importance of improving prospects for young people and how that links to our plans to drive economic growth. FE teachers are and will remain central to those plans.

Question put and agreed to.