Giving Every Child the Best Start in Life

Gareth Snell Excerpts

Wednesday 16th July 2025 Commons Chamber

[Gareth Snell (Stoke-on-Trent Central) (Lab/Co-op)]

It is a genuine pleasure to follow my hon. Friend the Member for Redditch (Chris Bloore). He and I have worked together for the best part of a decade, and his commitment to seeing a real improvement in the lives of the children he represents is commendable. We should all take a leaf out of his book.

Like many people in this place, I spend a lot of my time visiting primary schools. I meet the teachers, I am shown around the classrooms, and, being six foot four, I have to try not to take out a row of paintings or some bunting that is hanging across the room.

[Alex Mayer (Dunstable and Leighton Buzzard) (Lab)]

I am pleased to hear that my hon. Friend gets to visit lots of primary schools. During the debate I have heard about so many schools all over the country. However, the people of Bidwell West, in my constituency, are still waiting for a primary school. It was promised in plans and brochures when they were buying their new homes more than a decade ago, but it still has not arrived. Does my hon. Friend agree that it is so important for councils to work constructively with the Department for Education to ensure that these promised schools finally open?

[Gareth Snell]

How could I not agree? Those facilities in communities are what turn them from housing estates into homes, and turn the communities into something special.

At this point, I should declare my interests. I am a governor of a special educational needs school in Stoke-on-Trent, and I chair the all-party parliamentary group on children’s literacy, which, with the Minister’s support, is running the national year of reading. I will get on to that later.

When I visit primary schools and talk to the young people in reception and year 1 classes, and see those bright young faces, full of vim and vigour and expectations about what kind of life may lie ahead of them, I think about the statistics, which, as was ably explained by my hon. Friend and neighbour the Member for Stoke-on-Trent South (Dr Gardner), are quite stark. Stoke-on-Trent ranks—or did rank—142nd out of 151 for key stage 2 attainment. Although I accept some of the points made by the shadow Minister about the national increase in achievement across certain parts of the education sector, the last Government failed to reduce the attainment gap across the country, and there are still parts of the country, like Stoke-on-Trent, where that gap has not closed.

Cities that are economically and socially challenged—I will not say “deprived”, because I do not like that word—have not seen the improvements that have been seen in other parts of the country. As a result, there are generations of young people whose futures have been essentially stunted because the opportunities available to them are hampered by the absence of the early education and investment that they should have received, which means that their later life attainment is also hampered.

Every time I speak to primary school teachers or headteachers, and even some in secondary schools, the first thing they say to me is “It’s tough.” They say that because, as was mentioned by my hon. Friend the Member for Stoke-on-Trent South, there are young people arriving at those schools who are unable to hold a pen or a fork, or are unable to articulate what they are thinking and feeling because their oracy simply is not good enough. That makes communication in early years education almost impossible to achieve. Children are arriving who are not appropriately potty-trained, which means that teaching staff are engaging in a basic level of parenting.

[Adam Jogee]

I thank my other constituency neighbour for giving way. Last week I held a headteachers’ forum at a school in my constituency that my hon. Friend knows well for various reasons. What was clear to me from that conversation—and I am grateful to all those who attended the forum—was that teachers are now undertaking a journey from educating to social work. One shared the story of a nine-year-old child who was not potty-trained, which meant that the teacher was required to help with changing and making the child clean and safe. The morale challenges that teachers face, coupled with the challenges that my hon. Friend has mentioned, illustrate the crisis that we face. That is why it is so important for the Minister’s work to extend not only to Stoke-on-Trent, but to Newcastle-under-Lyme as well.

[Gareth Snell]

When we have local government reorganisation, we will be one big happy family in north Staffordshire. Whether it is Stoke-on-Trent or Newcastle-under-Lyme, we will get there.

[Adam Jogee]

rose—

[Gareth Snell]

No, I will not give way a second time.

My hon. Friend is correct, in that the teachers I speak to say that it is hard. They talk about the societal impacts that are affecting children, through no fault of those young people themselves—there is nothing they can do about it—and impeding their ability. It is the teachers, and also the teaching assistants and support staff, who are having to do the social work. They are helping parents to sort out access to benefit claims, and in some cases they are helping to arrange childcare for parents who are doing shift work. They are stepping into a void that, in some parts of the world, is filled by extended families. In other parts of the world, such tasks are carried out by statutory services. But as a result of cuts to support services, and of social workers having huge caseloads, they are simply unable to do that, so it all falls on people whose primary motivation in life is the education of our young people.

[Dr Gardner]

I thank my hon. Friend for mentioning the extra work that so many of our primary schools do. I particularly want to comment on the headteacher of Alexandra infants’ school in Normacot, Adele Lupton, who has for many years had a community room that is open to the community. She has worked so incredibly hard to support children in incredibly difficult circumstances, and has managed to keep her teams together. She is a shining example, as are so many of the wonderful headteachers in Stoke-on-Trent who fight to deliver the services that are so sadly lacking sometimes.

[Gareth Snell]

My hon. Friend has made the point excellently. Although she and I will talk passionately about the experiences that we see in our own city, I am sure that in every city like ours across the country—including, I would wager, Bradford, Madam Deputy Speaker—there are good teachers who go above and beyond to support local communities, and schools that act more as hubs for social support, community involvement and neighbourhood engagement than simply as places for young people to be educated.

We are very fortunate in Stoke-on-Trent, because we already have some family hubs. I have two in my constituency. There is one at Bentilee, which does exceedingly good work, supported by Simon French and the Alpha Academies Trust, and Thrive at Five; multi-agency activity there is genuinely looking at the direct causes of the attainment issues and at what can be done practically to support families. We also have the hub at Thomas Boughey children’s centre.

The family hubs model is not particularly revolutionary, because it replicates what happened with Sure Start. My daughter is now 14, and her mother and I had to access the Sure Start system when she was born. There were things that, as new parents in our mid-20s, we simply did not know. My family and hers both lived far away, and our network of support was really quite small, so we naturally turned to our Sure Start centre, which was based up the road in the constituency of my hon. Friend the Member for Newcastle-under-Lyme (Adam Jogee), who is no longer in his place—I have denied him the opportunity for another intervention. We walked into the Sure Start centre, spoke to a lovely woman and explained our problems, which were about latching and trying to understand routines.

Unless people have someone who can sit them down and talk them through it, they do not really know what they are doing. As a new parent who did not really know what I was doing, my instinct was to think, “I’m probably doing it badly and wrong.” We went to the Sure Start centre, and it was lovely and welcoming. We sat down and had a conversation with somebody. We went through what we were worried about, and we were reassured that the anxiety we were experiencing as new, young parents was perfectly normal and in line with everybody else’s expectations and understanding. Somebody there was a lifeline for us, and we were signposted to a room down the corridor and told when we could pop by again and have another conversation with somebody who had a level of expertise and who could offer support.

The model that we are now rerunning in Stoke-on-Trent has benefits. Looking at some of the data coming out of Bentilee in particular, we can see that there are improvements in the attainment levels of children starting school who have been through the programme, who have interacted with some of the schemes and who have accessed the maintained school nursery at the same site. I know the Minister will be aware of the importance of maintained nursery schools—those teacher-led facilities that really get to the crux of the problem in some of the communities that are the hardest to deal with.

Alongside the family hub, I welcome all the work that the Government are doing in this area. There is a breakfast club at the Co-op Academy Grove school in Northwood. Mrs Carrigan and I were there one morning as it was starting, and I noticed not just that children were coming in to have a hot breakfast, which was reassuring and welcome, but that they were interacting and talking to each other. In fact, the staff told me that the most popular thing that the young boys do after they have their breakfast is to go and play with the playdough. They do not want to play electronic games; they want to build and model stuff. As a result, the staff are looking at setting up a science, technology, engineering and maths group, because they can see that that is where some of the young people want to go.

Mrs Carrigan told me that the children were also more settled; because they have come into school slightly earlier, have had their breakfast and taken off their coats, when the day starts they are ready to start learning from the moment the bell goes, which means those vital minutes in the morning are used for teaching, not for trying to calm down a class of 30 children who are a little bit all over the place. We cannot underestimate how much those minutes accrue over the course of a year and how much time can be brought back for education purposes.

Fundamentally, the challenges I face in Stoke-on-Trent, and that other Members have eloquently articulated in their own communities, stem from the fact that the attainment rate for the best start to life in places like Stoke-on-Trent is not as great as for children in other areas because of the poverty levels. Whether we call it furniture poverty, food poverty or child poverty—whatever we call it—it is poverty: young people growing up in households that simply do not have enough coming in to meet all their outgoings.

The best start in life is not only an educational issue. I appreciate that this debate is being led by the Department for Education because that is where the policy area sits, but if we want to give a child a good start in life, they need a safe, warm home that is not draughty; they need somewhere where they have the space to grow, develop and learn; and they need secure play areas where they feel comfortable to socialise and interact with their peers. They also need access to good-quality dentists, as the huge levels of tooth decay in Stoke mean that children are missing school; access to those vital health services is crucial.

Let me turn to the parenting aspect. Too many of my constituents tell me that they had a really bad experience at school, so they do not want to go back into school to get help, advice and support. For them, school was a moment of trauma—a time that they did not particularly enjoy—so being asked to go back to school, in some cases to see the same members of staff who taught them 20 years earlier, gives them the sense that they are being judged.

We need to think much more holistically and about what levers we can pull, through Government and local government, to see our aspiration of improved outcomes for young people. Education is one of those levers, but we also have to make sure that parents can access good-quality support for their own health and mental health, and good-quality jobs so that they can afford to have a good work-life balance and to spend time with their children. We need to have a think about the way in which we establish networks for young people so that, as well as the formal education setting, they can access necessary social activities, whether through formal organisations like the scouts or through sporting clubs. There has to be an opportunity for young people to socialise in the way that they are happiest to do.

Fundamentally—I know the Minister gets this because I have spoken to her about it—we have to think about the nuances for individual groups of young people, who need specific support. The hon. Member for Twickenham (Munira Wilson) rightly pointed out that the removal of the adoption and special guardianship support fund is a particular challenge for a small but high-need group of young people. I have made my views on that known to the Minister, and I hope that her Department will look at what more can be done to support children growing up in kinship care arrangements, like I did, because they face specific challenges. This is not necessarily a poverty-related issue, but it is about accessing support services that allow them to live a fruitful childhood.

Finally, on SEND, I am proud to be a governor of the Abbey Hill special school, which is in the constituency of my neighbour my hon. Friend the Member for Stoke-on-Trent South. One of the biggest challenges we face relates to EHCPs and how to give young people a particularly good chance in life. Under section I, parents can identify the particular school they want their child to go to. I agree with the Government’s plan on this; if we can keep children who have additional needs—whether that be SEND or social, emotional, and mental health requirements—in the mainstream setting with the right help and the right support, we should do so. That frees up places for the children who need that specialist, bespoke support in special schools, to a level that means everyone is in the right place.

We need to stop those mainly alternative providers, which are running huge profits, marketing their schools to children and families who are desperately in need of help and support, and saying to them, “Tell your local authority, under section I, that you want to go to this particular school”, because that means the money flows out. Hundreds of thousands of pounds are spent on alternative providers, normally outside of the area, and those providers get that money through marketing; they sell young people and their parents a dream of a particular type of education that they can access, regardless of the standard of that education.

[Munira Wilson]

I completely agree with the hon. Gentleman. We on the Liberal Democrat Benches tried to put forward an amendment to the Children’s Wellbeing and Schools Bill to extend the profit cap that the Government have proposed for children’s social care homes run by private equity firms to the special schools creaming off profits from our local authorities and denying vulnerable children the education they need. However, I am afraid that Labour Members voted against it, so will he join me in convincing Ministers to think again while the other place is considering the Bill?

[Gareth Snell]

I would not say that the hon. Lady’s intervention was helpful to me, but she has made her point. The Government have been quite clear that we must look at how some alternative provision and specialist independent providers are making huge profits off the back of some of the most desperate and vulnerable children in our society, and at how local authorities need the tools to tackle that. In a new programme opening in my own city, one of the trusts that runs one of the special schools is looking to do mainstream work with some of the other trusts’ schools, but that is about getting trusts to work together. I do not remember her amendment, but I have absolute faith in the ministerial team—[Interruption.] I am sorry, but I cannot honestly say that I read everything that the Liberal Democrats produce.

To move this forward slightly, I do know, and the hon. Lady will know, that the Government have been quite clear about the need to tackle the profiteering and price gouging happening in the sector. I am almost certain that the Minister will have a better answer for her than I can give her while I am speaking. That is obviously something we all agree on as a principle, and I am sure we can have a discussion another time about how we get there. However, in places such as Stoke, the higher needs budget is being blown because thousands of pounds are being taken by these glossy brochure schools that are making huge profits, and that does not give the young people in my city the best start in life. I think it gives them false hope.

Finally, I would say to the Minister that the best start in life is about the first 1,001 days. I am very proud to chair the APPG on literacy, and I am really glad that the Department for Education has announced the year of reading. The bond of reading to your child is so important. Early years literacy, which also helps with oracy, means young people can start school with a set of skills that will help them thrive throughout their education.

The other part of this that we need to think about is how we help parents who do not have a level of literacy necessary to start reading to their children. Again, all too often in my constituency I talk to parents who want to talk about literacy, but their confidence in their own literacy skills is such that they do not feel able to do that. It would be welcome if, as part of the National Year of Reading, the Department not only helped young people and children get more into reading and enjoying books—enjoying reading for pleasure, as opposed to having to read for work as most of us do—but ensured that parents were supported to improve their literacy in a way that allows them to interact with their children for longer as their own education progresses, I know that would be a huge benefit not just in my constituency but across the whole country.

--- Later in debate ---

[Janet Daby]

I thank the hon. Member for sharing that information. I will ask the Minister for Early Education to contact him.

There will always be a legal right to the additional support that children with SEND need, and it will be protected. This Government are prepared to grasp the nettle and reform a broken system set up by the Conservatives, which, as we heard, they themselves described as, “Lose, lose, lose.” We will ensure that every child in this country gets the opportunity to achieve and thrive at school and to get on in life. We are carefully considering how to address and improve the experience of the EHCP process for families and are reflecting on what practices could or should be made consistent nationally. We are fully committed to working with families, experts and the sector to ensure that our approach is fully planned and delivered in partnership with them.

[Gareth Snell]

I thank the Minister for giving way; she is being generous with her time. One area of concern that parents of children who have an EHCP have raised with me is where there are multiple and complex issues—for example, there is a health issue under one criterion, an education issue under another, or a behavioural or developmental issue under the third criterion—the EHCP will only fund the primary driver of need. Therefore, children sometimes may get the support they need for one particular element of their additional needs, but not the support elsewhere. Will the Minister assure parents in my constituency and across the country that when the Government look at the review and in whatever system that may come next, that holistic view of the child and how their complex and interdependent needs are looked after are at the centre of that?

[Janet Daby]

I thank my hon. Friend for raising a significant point that I am sure parents find difficult to grapple with. I will ensure that the points he has raised are passed on to the relevant Minister.

We are reviewing early years SEND funding arrangements to assess how suitable the current arrangements are for supporting the needs of children with SEND. As I have already mentioned, details of the Government’s intended approach to SEND reform, including early years, will be set out in the schools White Paper in the autumn.

Improving health and education go hand in hand, as alluded to by the hon. Member for Dewsbury and Batley (Iqbal Mohamed). My hon. Friend the Member for North East Hertfordshire (Chris Hinchliff) was absolutely correct when he talked about health, wealth, education and accommodation. The previous Government left no light task, and despite what the Conservatives say and how they say it, this Government are getting on with the job of fixing the foundations and putting right what is broken. My hon. Friend the Member for Southampton Itchen (Darren Paffey) spoke about mental health, breakfast clubs and other areas to do with health. He also spoke about the crowning glory that was Sure Start, which was pleasing to hear. Again, my hon. Friend the Member for Redditch (Chris Bloore) spoke positively about breakfast clubs and free school meals. We know that healthier children are more able to learn and that children who achieve in education go on to live healthier lives.

The change outlined in the “best start in life” strategy is firmly aligned with the three radical shifts set out in the Government’s 10-year health plan—hospital to community, analogue to digital, and sickness to prevention. The Best Start family hubs are an important part of the move to neighbourhood health.

The hon. Member for Tiverton and Minehead (Rachel Gilmour) spoke about the inheritance of a poor school building from the previous Government. Again, I will raise that with the Minister for Early Education.

My hon. Friend the Member for Cannock Chase (Josh Newbury) spoke passionately about the welfare of children, wraparound support and advice, to which the Government are committed. We are committed to achieving the best start in life for children.

Let me end by saying that the hon. Member for North East Hertfordshire spoke so eloquently about wanting children to laugh, to learn and to achieve. I absolutely agree.

Question put and agreed to.

Resolved,

That this House has considered the matter of giving every child the best start in life.