Oral Answers to Questions

Georgia Gould Excerpts

Monday 19th January 2026 Commons Chamber

[Steve Yemm (Mansfield) (Lab)]

4. What steps she is taking to help ensure the integrity of school and college assessments and examinations.

[The Minister for School Standards (Georgia Gould)]

I know how hard students around the country work for their exams, and how important it is to ensure consistency and fairness. Ofqual, the qualifications regulator, secures the safe, fair and resilient delivery of qualifications by regulating awarding organisations. As Ministers, we work closely with Ofqual, when needed, to support its work.

[Steve Yemm]

At West Notts college in my constituency of Mansfield, a significant number of learners requested that their English papers be remarked, because an unusually high number of students missed their expected grades. In fact, more than 50% of the papers that were remarked were given a higher grade, with some improving by two grades. The exam board, Pearson Edexcel, told the college that this was due to human error and the marking of one examiner, but later said that it was more widespread. The exam board has now refused to carry out a wider remark of the papers. Will the Minister join me in urging it to ensure that all students receive the grades that they deserve?

[Georgia Gould]

I thank my hon. Friend for raising this issue; I am really sorry to hear about the uncertainty that it has caused students at West Notts college. He will understand that I cannot comment on individual cases, but I can say that Ofqual requires all awarding organisations to follow rigorous quality assurance procedures to ensure that marking is consistent and accurate. I understand that Ofqual issued enforcement action against three Pearson cases in December, resulting in a total of £2 million in fines.

[Dr Danny Chambers (Winchester) (LD)]

When I was studying for my A-levels, I had to work really hard to get the grades I needed to go on and study veterinary science at the amazing Liverpool University. Had social media existed at the time, I think it is really unlikely that I would have got the grades necessary, given that there are so many addictive algorithms that are distracting and bad for mental health. Will the Minister look seriously at the Liberal Democrat proposal to effectively ban social media in its current form for children? It is hugely distracting, and we want to ensure that every child can reach their educational potential.

[Mr Speaker]

That was a bit of stretch, I must admit. I do not know whether the Minister wants to stretch herself or not.

[Georgia Gould]

I cannot believe that you were not at university when social media existed—you look young enough to have been around—and I am amazed that you are able to concentrate in this Chamber. In all seriousness, we take the safety of young people incredibly seriously, which is why we are implementing the Online Safety Act 2023. We want to ensure that the opportunities of the internet are available to young people, but that they are kept safe online.

[Mr Speaker]

I gently say to the Minister that “you” refers to me. I certainly do not want to be held responsible.

[Georgia Gould]

You look young enough to use social media, Mr Speaker!

[Joe Powell (Kensington and Bayswater) (Lab)]

5. What steps she is taking to introduce a Ukrainian GCSE.

[Georgia Gould]

Decisions about which GCSEs to offer are taken by independent awarding organisations, rather than central Government. My right hon. Friend the Secretary of State has written to these organisations to ask them to consider introducing a Ukrainian GCSE, and discussions are ongoing. Alongside that, we are also considering alternative ways of supporting Ukrainian language learning.

[Joe Powell]

I thank the Minister for her answer. Ukrainian children, including 2,500 under the brilliant Ukrainian St Mary’s Trust, headquartered in Kensington and Bayswater, have been warmly welcomed, yet they still lack access to formal qualifications in their language. Alongside educators and my hon. Friend the Member for Welwyn Hatfield (Andrew Lewin), I recently met representatives of the AQA exam board, who told us that some children even have to take exams in Russian, which obviously undermines their national identity and standards in their native language. Can the Minister look at expediting the welcome commitment to reintroducing the Ukrainian GCSE and explore giving formal recognition to some of the Ukrainian language classes already out there, and will she agree to meet me and Ukrainian educators to discuss this campaign further?

[Georgia Gould]

I am so grateful for all the brilliant educators who have worked so hard to welcome Ukrainian children to the UK, including the team at St Mary’s school. I was really pleased to hear about the positive conversations my hon. Friend has been leading, and I am grateful to him for championing this important issue. I would be delighted to meet him and educators to look at how we can support taking this forward.

[Wera Hobhouse (Bath) (LD)]

Bath has proudly welcomed hundreds of Ukrainian refugees, and we stand in full solidarity with the people of Ukraine, especially in Oleksandriya, which is our partner city. It has been concerning to hear that, in some parts of the country, Ukrainians have been encouraged to learn Russian as a GCSE, which can retraumatise children, as we have just heard. Does the Minister agree with me that until a Ukrainian GCSE is rolled out, no Ukrainian refugee should feel pressured into learning Russian?

[Georgia Gould]

I absolutely agree that all children should get to choose their GCSEs. I also agree about the importance of pushing forward with qualifications that support Ukrainian children, which is why my right hon. Friend the Secretary of State has written to exam boards asking them to consider this.

[Mr Speaker]

I call the Chair of the Education Committee.

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[Mr Speaker]

That was another good way of crowbarring something in, but I call the Minister.

[Georgia Gould]

We absolutely support the development of a British Sign Language GCSE. As I have said, we also support the development of a Ukrainian GCSE. We are taking this up with exam boards, and we will continue to do so.

[Josh Babarinde (Eastbourne) (LD)]

Does the Minister agree with me that any Ukrainian GCSE should also include teaching on the importance of national sovereignty and the international rules-based order? If so, does she agree that Donald Trump should be the first to sit that GCSE, so that in relation to Greenland, he can learn to keep his hands off a country that is not his?

[Chris Bloore (Redditch) (Lab)]

6. What assessment her Department has made of the effectiveness of powers to intervene where local authorities are not meeting statutory SEND duties.

[The Minister for School Standards (Georgia Gould)]

Where a council does not meet its special educational needs and disabilities duties, the Department will take action to prioritise children’s needs and support rapid improvement. The support and challenge offered are based on what works in SEND learnings and expertise from independent chairs, SEND advisers and SEND commissioners. The effectiveness of actions taken will be assessed by Ofsted monitoring inspections and robust monitoring by the Department.

[Chris Bloore]

I thank the Minister for her answer. She knows that Worcestershire county council has repeatedly failed children with special educational needs and disabilities and their families. Many parents report persistent failures to meet statutory duties and experiences of being dismissed or gaslit, causing prolonged distress to families already under extreme pressure. Can the Minister assure me and families in Redditch that, as part of the schools White Paper, she will be looking at how we can properly hold local authorities to account, and where there is failure, drive swift improvement?

[Georgia Gould]

I thank my hon. Friend for raising this issue. I have travelled around the country talking to parents and, sadly, the story he has set out in his constituency of parents having to battle for support is one we hear in too many communities. We want to ensure that the voices of children and their parents are at the heart of reform, and we want a system based on partnership and collaboration, but we know that it has to be underpinned by robust accountability. In the meantime, we will continue to work closely with Ofsted to ensure that performance is monitored and, where it drops, that we are taking action.

[Steve Barclay (North East Cambridgeshire) (Con)]

In the Secretary of State’s letter to me of 11 January, she said that the much-needed special educational needs school, Lime academy in March, could proceed if the Lib Dem county council responds by 27 February to say that it is a priority. Could the Minister confirm from the Dispatch Box that funding will be allocated for that priority school if the local authority, run by the Lib Dems, confirms to the Government its desire to do so?

[Georgia Gould]

We have set out that that special school can continue. In most cases we have given local authorities a choice about whether they want to build a special school or come forward with places that would be fully funded. We can follow up with a letter, but our intention is to provide that support, which is why we have written to the right hon. Member.

[Dr Beccy Cooper (Worthing West) (Lab)]

8. What assessment she has made of the potential impact of flu vaccination levels on rates of school absence in autumn 2025.

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[The Minister for School Standards (Georgia Gould)]

The autumn Budget made it clear that future special educational needs and disabilities funding will be managed as part of overall Government departmental expenditure. We have subsequently set out new investment, including £3 billion for creating 50,000 new specialist places, and £200 million for SEND training for education staff.

[Gregory Stafford]

In Surrey, the high needs block deficit is forecast to rise to £165 million by 2027. Although Conservative-run Surrey county council has earmarked £144 million in reserves to ease that pressure, that cannot be a long-term solution. Can the Minister confirm whether and when Surrey’s safety valve agreement will be extended?

[Georgia Gould]

We recognise that the size of deficits that councils are accruing while the statutory override is in place might not be manageable with local resources alone. We will be setting out more information in the local government settlement this year.

[Peter Swallow (Bracknell) (Lab)]

I thank my hon. Friend the Minister for visiting my constituency last year, and my right hon. Friend the Secretary of State for Education for visiting last week, when she came to see an expanded school nursery at Uplands primary in Sandhurst. She took the opportunity to speak to some fantastic hard-working teachers, and to hear their concerns about the level of SEND need and the need for more support. I welcome the announcement of £200 million extra funding for SEND training, which will be vital for teachers who need that extra support.

[Georgia Gould]

I was delighted to visit my hon. Friend’s constituency and to see some brilliant work, including a new SEND resource base that means children who would otherwise have to travel for miles are instead being educated in their community. As my hon. Friend sets out, I heard from teachers who wanted to put in more support but did not always have the tools to allow them to do so. I am delighted that we are able to invest in teacher training, which will support teachers in his constituency and across the country.

[Iqbal Mohamed (Dewsbury and Batley) (Ind)]

In Kirklees, where my constituency sits, three quarters of EHCPs—education, health and care plans—took more than 20 weeks. Some 46% took over one year, which is six and a half times higher than the 2024 national average of 7.3%. What steps is the Secretary of State taking to ensure timely access to legally entitled support for children with SEND in Kirklees?

[Georgia Gould]

As I set out, we have heard that too many families across the country are having to fight for, and wait for, support. That is not acceptable, which is why we are bringing forward the investment in early intervention that we have talked about today: the £3 billion for specialist places, the £200 million for teacher training, and the Best Start hubs. But we know that more needs to be done, which is why we are having a national conversation about SEND and will be bringing forward reforms.

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

I note that the Minister has not been to Harlow yet. [Laughter.] Families in Harlow have completely lost faith in the SEND system that we inherited. I do not think that it is too much of a stretch to suggest that parents are suffering from post-traumatic stress disorder after battling to get support for their children. Will she outline, based on the specialist places she mentioned in a previous answer, what the Government are doing to ensure that we have a system that does not pit families, and indeed education professionals, against a system that is broken?

[Georgia Gould]

I will make sure that that oversight is corrected as soon as possible—although, I am not sure that my hon. Friend has actually invited me to Harlow yet, but I know the Prime Minister has been. My hon. Friend has written to me with stories of parents fighting the system—I have heard many like them—completely exhausted and often having to give up their jobs in order to fight for support for their children. It is just not good enough. We recognise that support needs to be available much earlier, we are investing in it, and that is the basis of the reforms that we will be bringing forward.

[Mr Speaker]

I call the shadow Minister.

[Saqib Bhatti (Meriden and Solihull East) (Con)]

I note that the Minister, in response to my hon. Friend the Member for Farnham and Bordon (Gregory Stafford), said that the Budget gave much clarity, but the reality is that the Office for Budget Responsibility analysis highlighted a £6 billion funding gap. I almost feel sorry for the Education team, because the Chancellor has backed them into an uncomfortable corner with her own Back Benchers with nowhere to turn, but they do need to be honest with parents and teachers who rely on these provisions. So again we ask: how do they intend to fill the £6 billion black hole hanging over the Department? Will there be cuts to services or to schools?

[Georgia Gould]

The Chancellor and the Secretary of State have been crystal clear that any remaining deficits will come from across Government. Opposition Members know that but are seeking to spread fear among parents. As we have heard across the House, there is already enough fear about the system. As I have travelled across the country, I have heard from so many families who have been failed—failed for years under the hon. Member’s Government. That is the reality. If I was them, I would come to this Chamber with an apology or with some answers, but we hear neither. We are acting. We are putting £3 billion into desperately needed specialist places. We are putting £200 million into teacher training, which is something that has been asked for across the House. We have changed Ofsted. We are putting money into early intervention for children. We will back children and families across the country.

[Rachel Taylor (North Warwickshire and Bedworth) (Lab)]

11. What steps her Department is taking to help improve the governance of academy trusts.

[The Minister for School Standards (Georgia Gould)]

Robust governance is crucial to achieving a strong schools system and helping every child to achieve and thrive. The Department has set out new guidance, including the academy trust handbook, setting out core expectations and providing essential support to governors, trustees and governance professionals in fulfilling their strategic and statutory roles.

[Rachel Taylor]

Financial mismanagement by the Arthur Terry Learning Partnership trust has led to disputes with the National Education Union and, currently, strikes, which is disrupting the learning of students across the west midlands, including at the Coleshill school and Curdworth primary school in my constituency. What steps is the Minister taking to ensure that academy trusts are well managed and build positive relationships with staff so that students and parents do not have to endure this disruption again?

[Georgia Gould]

I thank my hon. Friend and other colleagues who came to see me a few weeks ago about this issue and the impact it is having on their communities. We continue to work with the trust. The work of multi-academy trusts is crucial for children, families and school staff, and it is right that they are subject to transparent accountability. We are delivering our manifesto commitment by legislating to introduce Ofsted inspections of academy trusts and related intervention powers for the Secretary of State, which will support strong governance across the sector, ensuring that the interests of children always come first.

[Sarah Dyke (Glastonbury and Somerton) (LD)]

Pressures on schools to convert to academy trusts are considerable and widespread, but academising at all costs is not always in everybody’s interests. Some parents in Glastonbury and Somerton have told me that they are concerned that where decisions are taken across a number of schools, performance could diminish as a result. What steps is the Minister taking to monitor trusts and hold them accountable, especially where a school that has joined with an academy has failed to improve?

[Georgia Gould]

I have seen real benefits from collaboration in saving money and sharing best practice to support children in their learning. However, as I have just set out, it is crucial that there is strong accountability, and we are legislating to bring in inspections for multi-academy trusts to ensure that there is strong governance and accountability.

[Rosie Duffield (Canterbury) (Ind)]

12. What recent progress she has made on publishing guidance for gender-questioning children in schools.

[The Minister for School Standards (Georgia Gould)]

The Department for Education is currently reviewing the draft non-statutory guidance for schools and colleges on gender-questioning children, looking carefully at the consultation response. We are clear that children’s wellbeing must be at the heart of this guidance.

[Rosie Duffield]

The Secretary of State told the House that the guidance for schools would be published by the end of 2025, yet here we still are without the guidance anywhere to be seen. There is immense pressure on schools, colleges, children’s homes and other settings to socially transition children, often irrespective of parents’ wishes, with the obvious potential risks of long-term psychological harm to the children, many of whom, like Keira Bell and some taking part in the upcoming puberty blockers trial, will go on to change their minds over time. When can schools expect the guidance?

[Georgia Gould]

This is about the wellbeing of children and young people, and it is critical that we get it right. It is therefore important that we consider the consultation responses and evidence carefully alongside the view of stakeholders and the Cass review, in order to get the guidance right for young people.

[Mr Speaker]

I call the shadow Minister.

[Saqib Bhatti (Meriden and Solihull East) (Con)]

That was a disappointing answer. The Government have been hiding behind the Cass review, which was published more than two years ago, for months. In April last year, the Education Secretary promised to publish the guidance by the end of the year, to give schools and teachers much needed clarity on these sensitive issues. That deadline has been spectacularly missed, and schools have been left in limbo to figure this out themselves. I implore the Secretary of State and the ministerial team to put ideology aside and finally act to protect our children. Will they do that?

[Georgia Gould]

This is a really serious issue that requires deep thought. We are working to ensure that we listen to the consultation and to experts to get this right for children. We make no apology for taking this decision carefully.

[Daniel Francis (Bexleyheath and Crayford) (Lab)]

13. What steps she is taking to ensure high-quality school places for children with SEND.

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[Marsha De Cordova (Battersea) (Lab)]

16. What assessment she has made of the adequacy of SEND provision for blind and partially sighted children.

[The Minister for School Standards (Georgia Gould)]

I thank my hon. Friend for her efforts in so brilliantly representing the interests of visually impaired young people and the time that she has spent with me on this important topic. I am delighted to be attending a roundtable this week that she has organised with the Royal National Institute of Blind People to hear the personal testimonies of young people. All schools have legal duties to make reasonable adjustments for disabled pupils, and special schools must ensure that they cater for those with complex needs. I am really pleased that the teacher training announcement includes support for visually impaired children.

[Marsha De Cordova]

I welcome the work that the Minister is doing, and I look forward to our roundtable meeting. Research by Guide Dogs has found that 69% of non-specialist teachers said that they lacked the confidence and the skills to support disabled children, including children with visual impairments, so I welcome the Government’s new SEND announcement on teacher training, which I know will include blind and partially sighted children. However, training alone is not enough, so can the Minister set out what steps the Government are taking to ensure that schools and local authorities properly understand and implement their legal obligations on reasonable adjustments, so that blind and partially sighted children and young people are not put at a disadvantage?

[Georgia Gould]

We have commissioned research to strengthen the evidence base of what works to improve inclusive practice in mainstream settings, including for sensory impairment, and I look forward to discussing what more we can do together later this week.

[Graham Stuart (Beverley and Holderness) (Con)]

Blind and partially sighted children in the East Riding of Yorkshire receive lower funding through the higher needs block than anywhere else in the country, yet in the settlement the East Riding will receive the smallest increase in the country at just 2%, compared with an average of over 6%. How can it possibly be justified that children in the rural, coastal East Riding of Yorkshire, who are already the worst funded in the country, are going to see the gap widen? Minister, please explain.

[Georgia Gould]

Revenue funding for young people with complex SEND has increased by £1.8 billion since July 2024, bringing total high-needs funding to well over £12 billion. Will be setting out more in the schools White Paper around further funding and how that is distributed.

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[Sarah Owen (Luton North) (Lab)]

T4. Many schools with SEND provision, including Beechwood primary school, would benefit from a sensory room and more family workers, while staff at Woodlands secondary school need more resources to enable them to work safely and support students. Will the Minister commit to better resourcing for SEND, and join me in visiting one of our brilliant schools to see the difference the funding could make?

[The Minister for School Standards (Georgia Gould)]

I thank my hon. Friend for our recent discussion about this issue. The £3 billion we are investing in schools is precisely for sensory rooms and other investments to make schools more accessible for young people. I would be delighted to join her on a visit.

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

T6.   The Secretary of State and I have had a number of exchanges over the past 18 months about the historical formula that leaves children with SEND in the East Riding as the worst funded in the country. I am sure she understands my frustration about the latest settlement, which will increase that inequality—our frustration is reflected in the fact that I am the third Member of Parliament from the East Riding to raise this issue today. Will the Secretary of State assure the House that this is not the end of the matter, and will she meet me and East Riding colleagues to find a constructive way forward?

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[Carla Denyer (Bristol Central) (Green)]

T7. I have heard from constituents who are worried that the updated guidance on relationship and sex education encourages but does not actually require primary schools to teach about same-sex relationships. Will the Minister set out how she will ensure that all children learn, in an age-appropriate way, about a diverse range of relationships if it is left to schools’ discretion? The charity Just Like Us found that only 19% of LGBT parents say their child’s school openly discusses diverse relationships.

[Georgia Gould]

The new guidance sets out inclusion for all children and the recognition of those relationships. As the hon. Member will know, that is mandatory in secondary school, and we continue to take that work forward.

[Jim Dickson (Dartford) (Lab)]

T8. As in many communities across the country, in Dartford there is a real need to improve access to places and spaces where people, especially children, can be physically active, including through play and sport. What plans are there to increase the use of facilities on school sites, including through enrichment and increased community access? What role can the forthcoming school sport partnership networks play?

[Georgia Gould]

We are committed to opening up access to school grounds and sports facilities; that is a key part of the school sport partnership work we are developing. I look forward to working with my hon. Friend to develop it.

[Sarah Green (Chesham and Amersham) (LD)]

The guidance for complaints in children’s social care was issued 20 years ago and has not been updated since. Those who work in the system say that it is out of date, and the ombudsman echoes their concerns. Will the Minister outline what steps the Department is taking to ensure that the guidance is up to date? Will he meet me to hear the concerns that have been shared with me?