Relationships, Sex and Health Education: Statutory Guidance
Gillian Keegan Excerpts(5 months, 3 weeks ago)
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The Secretary of State for Education (Gillian Keegan)
With your permission, Madam Deputy Speaker, I will make a statement to the House setting out the Government’s proposals for updating the 2019 statutory guidance on relationships, sex and health education, which my Department has published today for consultation. I thank my Department’s staff for their hard work in getting us to this point.
This Government have a plan to deliver a brighter future for Britain, one where families are supported and given peace of mind that their children are safe, and are being equipped with the skills that they need to succeed. Good relationships, sex and health education—RSHE, as it is known—plays a key role in that. However, following disturbing reports from parents of pupils being taught inappropriate content in schools, and requests from schools that wanted more clarity about when to teach certain topics, the Prime Minister and I decided to bring forward the review of RSHE. We have listened to colleagues from across Government and the House, gathered evidence from stakeholders, and considered advice from an independent panel of experts who generously gave their time, experience and knowledge to support the review last year. I put on record my personal thanks to each individual panel member.
We need to make sure that the content of lessons is factual and appropriate, and that children have the capacity to fully understand everything that they are being taught. We need to make sure that our children are prepared for the world in which they live, but not in a way that takes away the innocence of childhood. In short, we need to allow our children to be children. That is a fine line to tread, and schools need clarity on how to approach the issue. Overall, this guidance is underpinned by three core values: first, that parents have a right to know what their children are being taught; secondly, that teachers are there to teach children facts, not push the agendas of campaign groups; and thirdly, that schools should not teach about the contested issue of gender identity, including that gender is a spectrum.
There are five major policy changes that I would like to set out, the first of which is the introduction of age limits for teaching sensitive subjects. The purpose of the new age limits is to make sure children are not taught things before they are ready to understand them. Informed by the advice of the independent panel and others, the guidance places specific age limits on the teaching of certain subjects. In primary schools, children learn about the importance of boundaries and privacy and that they have rights over their own bodies, but no 10-year-old should be taught about the details of intimate sexual acts, sexual harassment or sexual violence. In primary schools, sex education is not a requirement, and should only be introduced from year 5 onwards. Its content should align with the national curriculum’s science teachings on conception and birth, ensuring that it is rooted in fact. It should absolutely not be preparing primary-age children for sexual activity.
The second flagship change is complete openness with parents. Parents are their children’s first teachers, and they must know what they are being taught. The guidance contains a new section that makes the need for transparency with parents crystal clear and clarifies the scope within the law to share materials. The bottom line is that curriculum providers should not be seeking to hide their materials from parents. That practice is completely unacceptable: parents have a fundamental right to know what their children are being taught about healthy relationships, sex and development.
The third area is teaching about gender reassignment. Many schools have told us that they need clear guidance to help them teach about this highly sensitive and complex issue in a way that is factual and safe. We are making it absolutely clear that the contested topic of gender identity should not be taught in schools at any age. Schools should not be providing classroom materials that, for example, include the view that gender is a spectrum. While protected characteristics such as gender reassignment should be taught about, that must be done on a factual basis at an appropriate age and must not be based on contested ideology. That reflects the cautious, common-sense approach that we have taken in our guidance on children questioning their gender, and also reflects the recommendations of the Cass review.
There is also a dedicated section on sexual harassment and sexual violence. The growth of malign influencers online who pose a risk to children and young people has been significant. It is one of the key ways in which the world has changed for young people since the guidance was originally published—and, indeed, since all of us Members were in school. That new section covers some specific types of abusive behaviour that were not previously discussed, such as stalking, as well as advice for teachers about how to address dangerous, misogynistic online influencers.
I would now like to consider the sensitive, but important, issue of suicide prevention. Ministers and I have met bereaved families, experts and teachers to explore how suicide prevention could be taught as part of RSHE, and I pay tribute to the incredible work of 3 Dads Walking, who have used the unimaginable tragedies in their lives to campaign for important change. The current RSHE guidance already includes content about teaching pupils to look after their mental wellbeing and support themselves and their friends. We have now made clearer how that content on mental wellbeing relates to suicide prevention. Of course, the topic of suicide itself needs to be handled sensitively and skilfully, and not before pupils are ready to understand it. Obviously, children’s maturity varies, but our engagement suggested that children typically develop the necessary understanding from when they are in year 8. We have made sure that the updated guidance acknowledges that it can be important to discuss this topic with pupils, and have added advice to set out how schools could address suicide prevention in their teaching.
Finally, the guidance also includes the new topic of personal safety, which covers additional content on understanding the laws on carrying knives and knife crime, and on the dangers of fire, roads, railways and water.
Together, I am confident that this guidance will give teachers and headteachers clarity about what should and should not be taught. It will provide parents with the peace of mind that their children are being taught in a safe and factual manner, and it will reassure everyone across society that pupils are being taught what they need to know at the right age and time in their lives. A copy of the guidance has been deposited in the Libraries of both Houses. I commend this statement to the House.
Catherine McKinnell (Newcastle upon Tyne North) (Lab)
I thank the Secretary of State for advance sight of her statement.
Labour’s approach starts from the belief that education should prepare our children for the world in which they live and the future that they, together, will shape. To achieve that, and to give each and every child the opportunity and the future they deserve, relationships, sex and health education must be an integral part of every child’s education. The content of such education must be both age-appropriate and taught in a respectful manner, as well as tailored to the realities of children’s lives. The Secretary of State has set out that the Government intend to achieve this through the introduction of age limits on certain aspects of this curriculum.
Today’s statement has been long in the making. Alongside school leaders, we have consistently pushed for clearer guidance on these issues to be introduced so school leaders and teachers can feel confident and supported in what they are teaching. While we are pleased that the guidance has at last been published, there is deep concern about the lack of consultation with school leaders in developing the guidance so far. If the Government are serious about ensuring that RSHE is taught in a dignified and respectful manner, and in a way that schoolteachers and school leaders feel they can confidently deliver, they must ensure that the voices of school leaders and teachers are heard.
I want to ask the Secretary of State to address a couple of concerns in particular. The first concern arises from the reality that education is one of our strongest levers for preventing child abuse. It is crucial at a time of rising levels of sexual offences against children, especially our youngest children, that children are empowered to recognise when something is not right. The Secretary of State will know that sometimes such issues arise urgently, in a class or a wider school community, outside the timeline that a teacher may have in mind, and perhaps even before the age limits she is proposing. So will she say something about the ability of teachers to respond to and reflect such concerns in future in the context of age limits, especially when they arise among younger children?
The second concern is about the importance of children learning not just about their own relationships tomorrow, but about their own and other people’s families today. The Opposition believe that what matters about families is not the shape they have, but the love they give. Teaching children about the facts of the world in which they grow up must include an understanding that there are people who are transgender, that people can go through a process to change their gender and that the law provides for that. The Secretary of State outlined a little of her thinking in her statement and on Radio 4 this morning, but could she set it out in more detail for the House?
On some of the other issues raised by this guidance, Labour very much welcomes the intention of the guidance to remove the barriers that some parents face when asking what is being taught to their children. Of course parents should know what their children are being taught. While providers are already required to do this, it is acknowledged that there have been issues with interpretations of copyright legislation, and it is absolutely right that Ministers seek to clarify this issue.
We also welcome the fact that there will be additional content on suicide prevention in the secondary curriculum, as well as on the risks of self-harm and suicide content on social media. However, it needs to be backed up with support in schools to adequately address the challenges that far too many children and young people face with their mental health. Labour has a funded plan to ensure that every young person will have access to a specialist mental health professional at secondary school, and a plan for mental health hubs in every community. While we await the next Labour Government, this Government must urgently set out how they will get down the waiting lists for child and adolescent mental health services, and deliver support to the children and young people who need it most.
We also welcome the inclusion of content on sexual harassment and sexual violence. Yesterday, I joined the leader of Redbridge Council and teachers to hear about the innovative Step In programme that they are delivering in schools to tackle sexist harassment and misogyny. It was really inspiring to see the students so confidently addressing the issues with their peers and changing attitudes. I hope that, as part of the review, the Government will look at some of the fantastic resources local authorities have developed while waiting for the Government to act.
We will now need to look at the exact detail of the draft guidance, as will schools. It is really important that stakeholders from across education are able to feed back their views on this, and I hope the Government will reflect on them when finalising this guidance, and listen to the voices of schools, parents and young people in doing so.
Gillian Keegan
I would like to address the hon. Lady’s points; I think I made a note of all of them. First, on this being long in the making, I just want us all to be aware of the timeline. This guidance was issued in 2019, and it was made statutory in 2020. Ofsted conducted some work to see how it was bedding in, which gave us some feedback and comment about how more clarity was needed. That was in the second half of 2021. Obviously, we have taken leadership on this issue—leadership on which I think Labour-run Wales could take a leaf out of our book—and worked with a broad range of organisations. I have mentioned the expert panel, but we have worked with 86 other organisations as well. Of course, this step is out for consultation, so we do expect that everybody who has a view—parents, teachers, local authorities and everybody—will be able to fully engage with the consultation.
On the question about when an urgent issue comes up, or a child wants to ask questions or deal with something specific that they have seen or that has occurred to them, we of course expect that children can always ask questions. We build safe and trusting environments in schools, and there is a difference between a pupil asking a teacher a question or trying to discuss something with a teacher and a teacher standing up in front of a whole class and teaching on a particular subject.
On the question about knowing about transgender—that gender reassignment exists, a law provides for it, it is a protected characteristic and it is something adults can do when they are older—and understanding those facts, we have of course made it clear that that is the case.
On mental health support teams, the Labour party seems to have missed what we have been doing on mental health. In every school in our country, we have given a grant to train a mental health support leader, and most of that work has been done. Our schools have been engaged on that for a long time, and 4.2 million pupils, up from 3.4 million pupils last year, now have access to the mental health support teams that we are rolling out in all of our schools. That is rather different from the Labour policy in that we do not have to completely raid any other sector such as support for special educational needs and disabilities or private schools to do that. We are also doing that for primary and secondary, because we think that is very important.
The hon. Lady mentioned materials, and I just want to update the House that Oak materials will be available in RSHE in the autumn.
Sir Peter Bottomley (Worthing West) (Con)
I thank the Secretary of State for putting forward proposals that children need and that teachers, parents and school leaders have wanted. It seems to me that a lot of people are now saying, “Of course, what she’s doing is right”, and a year or two ago they were not saying that.
I would just say in passing that some people who have been providing sex education lessons and gender lessons in primary schools boast that they have presented to 100,000 children and trained over 4,000 staff, and I think that kind of infiltration has to end.
Can I also say to the Secretary of State that I hope her permanent secretary and others are listening to their SEENs—sex equality and equity networks—when they raise, or try to raise, the point with their Departments that when Departments ask questions about gender, they should be asking questions about sex?
Gillian Keegan
I thank the Father of the House, who, as usual, shows true leadership in this area, as in many others. He is absolutely right that there are examples of organisations with material on their websites that we think is inappropriate, because it is teaching contested views as facts, boasting about how many schools they have worked with. Some organisations—I will not name them—have been teaching children about gender, gender expression, gender roles and different kinds of gender identities, and they claim to have worked with over 500 schools. There are many examples of that. That is why we had to show leadership on this. This is important: we have showed leadership in the area of gender questioning, and we have been clear about biological sex and how to teach that in schools. In Labour-run Wales, I believe they have removed all reference to “man” and “woman” in the curriculum, and they recommend that sex is not just about male or female. I want to look into whether those reports are true, but I would be happy to support the Welsh Cabinet Secretary for Education with that, because it needs to be taken seriously. People have very much changed their views on this issue.
Lilian Greenwood (Nottingham South) (Lab)
The Children’s Commissioner has found that exposure to pornography is affecting children as young as eight— I am sure none of us would want that to be the case, but we have to deal with the world as it is, not as we might wish it to be. How will the Secretary of State support schools to manage pupils’ reactions to what they are seeing online—we know they are being exposed to things online that we wish they were not seeing—if those issues cannot be addressed in RSHE?
Gillian Keegan
Part of leadership and showing leadership is also dealing with those things we are not happy with. We are not happy that young children are having access to porn, which is why other measures are also being put in place through the Department for Science, Innovation and Technology. Of course, it is always possible that children get access to things that they should not see, and they might raise questions as a result of that. Usually, parents are the first educators of their children. Parents would be the first people to get that question, and they would certainly expect to help their child through those things. As I said, if a child raises a question with a teacher, the teacher will deal with that, but that is different from teaching and showing anything that is sexually explicit in a classroom. We want to ensure that children are not exposed to such things in the first place, because this is something that has changed, and we must show leadership to address that.
Sir Julian Lewis (New Forest East) (Con)
In answer to a question on 29 April, the Minister for Schools, my right hon. Friend Member for East Hampshire (Damian Hinds), strongly endorsed the importance of sections 406 and 407 of the Education Act 1996, which respectively ban the promotion of partisan political views, and require the balanced presentation of opposing views when politically contentious subjects are brought to the attention of pupils. Gender ideology is certainly politically contentious, and I was concerned to be alerted by Mrs Clare Page, the educational commentator and campaigner, to the Department’s “Political impartiality in schools” guidance 2022, which states:
“Legal duties on political impartiality do not supersede schools’ other statutory requirements. Schools should take a reasonable and proportionate approach to ensuring political impartiality, alongside their other responsibilities.”
I do not know how you would read that, Mr Deputy Speaker, but I read it as an attempt to undermine the firm guidance given in statute law that partisan political views must not be promoted in school. I hope the Secretary of State will look into that matter.
Gillian Keegan
I am grateful to my right hon. Friend for raising that point. Political impartiality is important, and the guidance he read out is meant to cover some commonsense exceptions. For example, some people would argue against democracy, and we do not want to give them a platform; some people would argue for racism, and we do not want to give them a platform, and so on. Those are the sorts of exceptions and contentions, and I will ensure that we look at the guidance to see that it is clearly understood by everybody. It is important to be clear. This issue has developed and grown, and our understanding of this area has grown over time. That is what the guidance is meant to do; it is not to undermine political impartiality or the rule of law.
Jim McMahon (Oldham West and Royton) (Lab/Co-op)
In reviewing the 2019 guidance, does the Secretary of State share my concern that not enough is being done on child safeguarding when it comes to child sexual exploitation, and in particular awareness raising, so that children and parents understand the warning signs? Across many towns a play called “Somebody’s Sister, Somebody’s Daughter” was rolled out to secondary-school age children, and that led to 150 disclosures of concern by children about family members or other pupils at the school, where they had seen those patterns of grooming potentially at play. Does the Secretary of State accept that however we want the world to be, 43% of year 3 children—seven and eight-year-olds—have access to a smartphone? If we do not teach these things in schools, they will find out information through other routes, and that will not be at all helpful for the safeguarding of children.
Gillian Keegan
Another approach is obviously looking at access to smartphones at a very young age. On the point raised by the hon. Gentleman, the most appropriate guidance is “Keeping children safe in education”, which is a substantial piece of guidance and used regularly by schools. It is also regularly reviewed. Of course there is a live discussion about our concerns regarding children having access to harmful content through mobile phones at a young age. We will continue to consider that, and that is why I took a step to also ban the use of smartphones in schools.
Sir John Hayes (South Holland and The Deepings) (Con)
The poet John Betjeman said:
“Childhood is measured out by sounds and smells and sights, before the dark hour of reason grows.”
Darkness falls when very young children are forced to know too much, too early, and their innocence is stolen. In warmly welcoming the Government’s approach, will the Secretary of State look again at those third-party organisations that are often invited into schools, sometimes witlessly, sometimes carelessly? For they steal children’s innocence, often in the name of diversity and inclusion, and in so doing, promote, promulgate and perpetuate every kind of horror.
Gillian Keegan
Not only will I now be able to look at the materials, but so will parents, and so will Ofsted when it reviews what is happening in schools against the guidance we have issued. Transparency is important. Obviously we should ensure that materials are appropriate and the guidance is there as well, but I believe that transparency will act as a great guide to ensure the right materials are in our schools.
Sir George Howarth (Knowsley) (Lab)
The Secretary of State and I grew up in the same part of the world, a few hundred yards away from each other, albeit at different times. In my time, there was no way in which children could discuss these issues with their parents, who did not feel that it was at all appropriate. They were certainly never discussed in my school, just as I am sure that in the Secretary of State’s later time they were not discussed. The most I can remember is being shown a second world war film by a PE teacher about sexually transmitted diseases, which frankly terrified me. I am sure the Secretary of State will agree that it is time that teachers got the guidance they need so that they can have sensible conversations with young people and—for that matter—parents as well. Does she agree that we need to have this conversation respectfully, and create not dividing lines but common ground? In that respect, will she urge some of her Government colleagues to stop using the issue to create dividing lines?
Gillian Keegan
Let me reassure the right hon. Gentleman. Although we were a couple of years apart in Knowsley, sex education did not change an awful lot. We had two lessons—one where girls and boys were apart, and one where they were together, where we were shown a film about childbirth. I think part of the class collapsed at that point, and a couple fainted, and that was it. Times have moved on a lot. Even education in Knowsley has moved on a lot. I am delighted that we now have some good schools. Indeed, 90% of our schools are now good or outstanding, and that includes Knowsley, which I am sure the right hon. Gentleman and I are delighted about. It is important to show leadership on these issues, but it is also important to do so respectfully. That is something I have always sought to do, to answer and respond to a problem, and these concerns have been raised by parents and by teachers, requesting more clarity. I have tried to respond to that with the gender questioning guidance, and with the guidance under discussion. It is important that we respectfully discuss these matters.
Nick Fletcher (Don Valley) (Con)
Today is a very good day. From what I have read and from what I have heard the Secretary of State say at the Dispatch Box, this guidance is what we have been waiting for. I thank the Prime Minister, the Secretary of State and the Minister for Schools, my right hon. Friend the Member for East Hampshire (Damian Hinds), who is sat to her side, for listening to me and many other colleagues. Some of those debates have been extremely heated, but I feel so passionately about this, as does my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates) and the hon. Member for Canterbury (Rosie Duffield).
It is a very good day. I will be studying the guidance over the weekend, and I hope we can have further meetings about it over the coming weeks. Parents do not want their children being taught by Stonewall and Brook. They do not want them teaching an ideology not based in anything. Children need teaching the facts by all accounts, but they have to be facts of truth—that is where we need to be. Age appropriateness is also extremely important, and I welcome that measure, too. Children are children, and they should be kept as children as long as possible. It is a precious time that we all wish we could go back to. We do not want to be putting our children into adulthood far too soon. I welcome this guidance.
I have three issues that I would like to raise quickly, if that is okay. There is literature within the school system that we need to ensure is removed. There is an awful lot, and one of the biggest problems we have had is the denial of that literature being in schools. It is in these schools, it is online, it is in paper, it is all over the place and it needs to come out. [Interruption.] Very quickly, we need to enforce this guidance, once it is done, because we have schools that still do not want to enforce it. Finally, I still believe we need a public inquiry into how we got to this point and how we put 9,000 children on a damaging health path. We need to address that. The guidance is very good news; I welcome it.
Gillian Keegan
I thank all Members of the House who have discussed this matter respectfully, as well as contributing to and developing our understanding of what is going on in schools. On what is there in schools— I welcome my hon. Friend’s welcoming of this guidance—materials will now have to be shown to parents, no ifs, no buts, and we have made that crystal clear. The materials will need to be in line with the guidance. On enforcement, Ofsted will, as part of what it usually does, go round and look at schools. It will also look at the guidance and what is being taught against it, so there is an enforcement process, too. It has not been easy to put this guidance together, and I thank all the members of the teams and Members of the House who have helped us in that.
Andrew Bridgen (North West Leicestershire) (Ind)
I welcome the Secretary of State’s statement today, although I fear it is a bit overdue. Will she concede that this debacle originated at least in part from the World Health Organisation’s “International technical guidance on sexuality education”? It is happening across the world, not just in this country, and that has led to a deeply damaging situation, where unscientific gender ideology has been pushed to our children in our schools. Will she explain to the House how many children she believes have been exposed to this abuse? What steps will she take to correct the mistakes that have already been made? What assurance is there for parents that nothing like this can ever happen again and that it is being stopped today?
Gillian Keegan
I take responsibility for England, and I welcome the hon. Gentleman’s welcoming of the guidance. I think we have shown leadership. We issued gender questioning guidance in December last year. We have updated the relationships, sex and health education guidance. Within the United Kingdom, there have been different views on this, and I reiterate my offer to Wales and Scotland, if they want to work with us, because the evidence has been emerging on this. I can only show leadership in the areas for which I am responsible.
Tom Hunt (Ipswich) (Con)
I welcome this guidance. It goes further than I thought, and it is unambiguous. It is not about creating dividing lines. I was quite late to this debate, until I realised it was an actual issue. I came across evidence of some worrying practices that were going on, and then I became involved in the issue. It is so important that the statutory guidance has teeth. Even after this unambiguous guidance, if a school repeatedly breaches it, what mechanism is in place to hold that school to account? On transparency, parents need to know what their children are being taught. If there are examples of schools being evasive, even after this guidance, what powers are in parents’ hands to ensure that they can find out the facts?
Gillian Keegan
The guidance is very clear. It is unusual to have guidance that is largely aimed at schools, but that has some parts for parents, too. We will put more communication for parents on the education hub so that they know what their rights are as a result of this guidance. When taking these positions, we can always think, “What does the counterfactual look like?” It would be ridiculous to suggest that parents should not see the materials that their children are being taught from in schools. On enforcement, as I have mentioned, the guidance will become part of the usual school enforcement. Ofsted will look at this guidance and at what is happening in schools, and use that as part of its inspections.
Tonia Antoniazzi (Gower) (Lab)
Seven years ago, before I came to this House, I spent 20 years teaching, some of the time in the north-west of England and some of it in Wales. I knew, as a modern foreign languages teacher, that relationships and sex education was something that I had to deliver. The majority of teachers who have to deliver RSE are not trained, and that still concerns me. I saw at first hand how lobby groups have easily been able to permeate this area in England and Wales.
While the guidance is welcome, it is very late. I appreciate the comments that the Secretary of State has made about the devolved nations. That shows why it is important that we take politics out of this debate. We must present facts, and we must work together. Will she share the expert panel’s findings with the new Education Minister in Wales and have a grown-up conversation? Let us take the politics out of this, because these are people’s lives.
Gillian Keegan
Absolutely. I hope the hon. Lady will have seen that that is just not my style. I try to see problems and fix them in a reasonable and respectful way. Quality materials are important. The hon. Lady may have had that training, but not every teacher will have. The quality of materials is vital, and it is clear, as we have heard from others, that there have been some poor-quality materials and some materials that were spouting nonsense, let us be honest. That is why we will be producing our own materials, which the Oak National Academy will produce in the autumn.
I would very much welcome a meeting with the Education Minister in Wales, who as the hon. Lady says is new and may not yet have looked at this matter in detail. To remove references to “man” and “woman” in the curriculum sounds ridiculous, and recommending teaching that sex is not just about male or female sounds ridiculous. Some of those materials may have made their way into the curriculum, and I would welcome the opportunity to work with any of the devolved nations to get those materials out of our schools.
Sir Desmond Swayne (New Forest West) (Con)
That the statement has been so necessary today is a measure of the fact that some members of the teaching profession have taken leave of their senses. In that light, will the Secretary of State consider to what extent the remedy is guidance or statutory requirement?
Gillian Keegan
It is statutory guidance. It will also be transparent, as the materials will now be available to parents. It is not only statutory guidance, but this area will be under the scrutiny of every parent in the school. It is clear that we need to support our teachers and headteachers to ensure that they get this right. The vast majority will be getting it right, but it is an area that not everybody is specifically trained to teach, so it is important that we provide the materials and the guidance and make sure that Ofsted enforces it.
Munira Wilson (Twickenham) (LD)
In 2023, more than 400 young people were diagnosed with a sexually transmitted infection every day. Earlier this year, the Women and Equalities Committee found
“compelling evidence that Relationships and Sex Education…in schools is inadequate, including in relation to contraception and…STIs”.
The Children’s Commissioner has similarly attributed that shocking increase to the fact that we are not teaching our kids what they need to hear. Will the Secretary of State explain to the House how she thinks the new guidance, which seems to suggest that STIs will not be taught about before year 9—age 13 or 14—will address those shocking rates?
Gillian Keegan
The new guidance will be supplemented with materials that will be available from Oak National Academy, which we will ensure address any of the concerns raised. I look forward to working with the Children’s Commissioner and others to make sure of that.
Justin Madders (Ellesmere Port and Neston) (Lab)
I welcome the focus on tackling misogyny online and the influencers who peddle it, but I worry that year 5 will be a little too late to stop that influence taking hold. I want to ask the Secretary of State about providing positive male role models for young boys, which is a really important part of this. Will she address that in the consultation?
Gillian Keegan
Yes. Indeed, many Members of this House are positive male role models—there are many positive male role models—and we want to ensure that we celebrate and support positive male role models, not misogynistic online influencers. We need to teach children about the dangers of those people and ensure that their influence is countered by people who are real role models for children.
Jim Shannon (Strangford) (DUP)
I commend the Secretary of State for her statement and the wisdom she has shown. The Democratic Unionist party welcomes the guidance issued to let kids be kids and to prevent sexualised content from being taught to under-nines. Indeed, the Government’s rationale is similar to that which I gave in the Chamber when I asked the Secretary of State for Northern Ireland not to change the RSE regime for Northern Ireland. Will the Secretary of State speak to her Cabinet colleagues to ensure that the innocence of our children is protected in all regions of the United Kingdom of Great Britain and Northern Ireland and that parents who are genuinely seeking to safeguard their children are afforded respect in terms of the classroom syllabus and have their rights to reasonably held views protected?
Gillian Keegan
I thank my hon. Friend for his comments. Of course, what makes this subject difficult is the need to tread that fine line carefully—letting kids be kids while making sure that they are equipped in a world that is increasingly more complex than the world that we grew up in. We have sought very much to ensure that we get that balance right.
Mr Deputy Speaker (Sir Roger Gale)
I thank the Secretary of State and Opposition Front Benchers for their attendance.
Faith School Designation Reforms
Gillian Keegan Excerpts(6 months, 1 week ago)
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The Secretary of State for Education (Gillian Keegan)
Today, I wish to inform the House that we are consulting on faith designation reforms for new and existing free schools and special academies.
These reforms will build on our success in raising standards in our schools, with 90% of schools now rated “good” or “outstanding”, up from just 68% in 2010. A key driver of this progress has been our academies programme, which has put schools in the hands of education experts. Today, over half of state-funded schools are academies, totalling 10,839, compared with just 203 in 2010. High-quality multi-academy trusts are key to driving up education standards for pupils, teachers and leaders. The best trusts enable the most effective leaders to support a greater number of schools and deliver school improvement, by directing resources to where they are needed the most. This underpins our focus on continuing to improve standards in schools, providing the best education for children, including for those from disadvantaged backgrounds and those with special educational needs and disabilities.
The Church of England, the Catholic Church and other faith school providers are long-standing and valued partners of my Department and are a key part of our diverse school system, representing a third of all schools in England. Faith schools are judged “good” or “outstanding” at a higher rate than the national average and are, as a consequence, very popular with parents. Helping more faith schools to join academy trusts and removing barriers to the creation of more faith school places is a critical next step in the Government’s plan to give every child a world-class education.
At the moment, the Government require admission authorities for a mainstream free school designated with a religious character to allocate at least 50% of its available places without reference to faith-based admission criteria, when oversubscribed. The original aim of that restriction was to promote a more inclusive intake in those schools. However, the evidence suggests that the 50% faith admissions cap has not achieved inclusivity. It has also worked against creating more good school places because some faith bodies, such as the Catholic Church and its dioceses, have felt unable to establish new free schools on this basis.
Our proposals will remove the cap and, by doing so, increase the number of good school places where there is demand from communities, ensuring parents have more choice over where they send their child to school. The application process for new free schools will continue to require applicants to consider how the school will promote cohesion, integration and tolerance in the school community. As already set in regulations, all schools—including free schools designated with a religious character— must promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs.
We are also consulting on changing our policy to allow special academies to be designated with a religious character. This will encourage high-quality faith school providers with a track record of high performance to consider applying to establish new special academies and free schools within their multi-academy trusts. This builds on our delivery of over 60,000 new places for children or young people with SEND or who require alternative provision, with a £2.6 billion package to improve SEND services between 2022 and 2025. Faith schools have a long and positive history of providing education and support to these children. There are 241 faith schools in England providing specialist units, which provide high-quality education and support for pupils with SEND. In addition, a number of faith providers have experience of delivering dedicated special schools in the independent sector, and through the provision of non-maintained special schools with a faith ethos and special academies with a faith ethos.
I think it is important to capitalise on all of the expertise in the special needs sector in order to meet the challenge of ensuring access to the right provision for every child. I want to ensure that all faith groups feel able to open special academies and provide high-quality places for pupils with complex special educational needs and disabilities, who would be admitted on the basis of their need, not their faith.
These proposals apply to England only and the consultation will run for seven weeks, closing on 20 June 2024. The consultation and the Government response will be published on gov.uk. We will also place a copy of the Government response in the Library of both Houses.
A consultation will allow my Department to capture and consider a wide range of views about how our proposals to change policy are likely to impact schools, local authorities, parents, children and young people. We will consider all responses to the consultation and use them to inform our proposals for better meeting the policy objectives of faith schools.
[HCWS437]
Oral Answers to Questions
Gillian Keegan Excerpts(6 months, 1 week ago)
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Margaret Greenwood (Wirral West) (Lab)
The Secretary of State for Education (Gillian Keegan)
We will all know somebody with special educational needs or disabilities and understand how vital it is to get a child with special educational needs or disabilities the right support early on. In recent years, we have seen a massive increase in special educational needs in our country, which is why we have expanded funding to a record level—at £10.5 billion, up by 60% in the last five years—and why we are reforming the system to deal with the increase in demand, including the biggest investment in building special educational needs school places in our country’s history.
Janet Daby
Children in Lewisham are waiting on average two and a half years to get an autism diagnosis. This is wrong and unacceptable. It is also a national issue, but it is made worse by a shortage of clinical staff. The Government are failing to recognise the seriousness of the shortage of educational psychologists. Can the Secretary of State tell me why they have failed and what is being done to recruit more educational psychologists as well as to tackle education, health and care plan waiting times?
Gillian Keegan
I thank the hon. Lady for her question. Around half of new EHCPs were issued within the statutory time limit of 20 weeks, and some local authorities are delivering over 90%, but of course we recognise that the system is under pressure, post both the pandemic and the massive rise in demand for special educational needs support. That is why we have increased the budget and put an improvement plan in place. With regard to her question about educational psychologists, we are training 400 more, which is a big increase.
Lloyd Russell-Moyle
I have a constituent—it could be many of the constituents who come to me—who has a child with attention deficit hyperactivity disorder, autism and other severe learning difficulties. She had to wait an awful long time for an EHCP for her child and, in the end, the plan listed the very school that says it cannot cope with the needs of the child. This happens routinely—a school that says it cannot cope is still listed on the EHCP. What is the Secretary of State doing to ensure that councils and other people who do the EHCP are not just ignoring what the school says and are actually putting down the schools that can cope with the needs? My constituent’s child now has only one hour a week of education. That is surely not good enough.
Gillian Keegan
We need to do all we can to support children with special educational needs; they are vulnerable and need the support as early as possible. We have programmes in place to support local authorities, but the biggest thing that we are doing is increasing the number of special educational needs school places. This will be the largest increase in a generation—60,000 more school places—and it is in stark contrast to when Labour was last in power, when the number of places reduced by 4,000. That is something we are very focused on doing. Many of those have already been delivered, some are work in progress and some will be in the hon. Member’s area.
Alistair Strathern
Far too many families know what a battle it can be to secure an EHCP assessment for their child, but for forces families this battle can become a recurring nightmare, as they are forced to restart the process all over again if required to move base before it completes. It cannot be right that those who sacrifice so much for our country are so let down by the current assessment system. How can we put this right?
Gillian Keegan
Of course, we are always looking to improve the system and we do have an improvement plan in place. I will take away the hon. Gentleman’s specific point about people who move around from place to place, but the most important and fundamental thing is that we have increased the budget, which has now gone up to £10.5 billion—a 60% increase in the last few years. We are also investing in building the right provision, the number of educational psychologists and the workforce. We have a thorough plan in place and we are working to deliver it.
Stephen Morgan
Parents in Portsmouth are rightly concerned that fewer than half of the primary schoolchildren in the city are achieving the expected standards in reading, writing and maths, while, under the watch of the Lib Dem-run council, waiting lists for SEND support continue to rise. Does the Secretary of State agree that families in Portsmouth deserve better than a council that is failing children and failing families?
Margaret Greenwood
The Royal College of Psychiatrists has found that autistic children are 28 times more likely to think about or attempt suicide than other children. Not getting the support they need can affect autistic children into their adult lives. This is a matter of extreme concern, as is the fact that more than 9,500 Wirral children were persistently absent from school in 2022-23, which is double the pre-pandemic figures. I note the Minister’s earlier comments, but what assessment have the Government made of the percentage of children in Wirral and across England who are missing from school and who have special educational needs and disabilities? What specific measures will the Government take to address their needs?
Gillian Keegan
The hon. Lady is right to identify the crossover between special educational needs and absence from schools. This can sometimes result in poor outcomes, which can lead to mental health issues later. That is why it is important that we get early help to children as quickly as possible. We have a special educational needs and alternative provision improvement plan, and in terms of workforce, which is the most important thing on top of the places, we are training more special educational needs co-ordinators; we have changed the training for new teachers; we are making sure that we invest in a new national professional qualification to upskill teachers; and we have more educational psychologists—400 more in training—and more speech and language therapists. There is a huge workforce element in the plan to improve our special educational needs offer.
Mr Robin Walker (Worcester) (Con)
I welcome what Secretary State has just said about the workforce, and it is vital that we get that into place, but a week on from the publication of the Buckland review and two years on from the Education Committee’s call to bolster careers support for children with SEN, can she update us on what Ministers and the Department are doing to work with the Department for Work and Pensions to provide wider opportunities for young people with autism?
Gillian Keegan
We all know that most people with learning disabilities want to work, and with the right support they can work. The SEND code of practice is clear that all children and young people with special educational needs should be prepared for adulthood, including employment. We are investing £80 million in a supported internship programme, which is very successful, and we will be doubling this by March 2025. We are working with the DWP on a number of programmes and, following the Buckland review, the DWP is setting up a task group to consider all the recommendations.
Dr Neil Hudson (Penrith and The Border) (Con)
With a 60% rise in complex needs funding over five years, reaching £10.5 billion in 2024-25, with £105 million of funding for special free schools in the spring Budget and with the special educational needs and disabilities and alternative provision plan to support everyone with needs and disabilities to age 25, does my right hon. Friend agree that it is this Conservative Government that are working hard for the life chances of every child in our country?
Gillian Keegan
Absolutely right. My hon. Friend is also right to say that we should take no lessons from the Opposition on supporting children with SEND: let us not forget that the number of children benefiting from being in special schools fell, probably because there was no specific high needs funding at all for local authorities to support people with special educational needs. In contrast, we are investing record funding and we are obviously building more places than we ever have in our country’s history. Only the Conservatives have a plan to support children with SEND.
Caroline Ansell (Eastbourne) (Con)
In all my years in teaching, before I came to this place, I experienced only one episode of violence at the hands of a student when they hurled a chair at me across the classroom. I was six months pregnant then. Only one episode in all those many, many years. But increasingly, teaching staff are telling me that this is becoming more and more commonplace. In fact, they expect it. My most recent conversation about this was on Saturday, when a teaching assistant said that they had finally been forced to retire because they could not cope with the stress any more. Some of this will be due to unmet or unrecognised special educational needs, and I thank the Secretary of State for outlining all the provisions that are being made—indeed, I have a new special school in my constituency—but some are not. Will she meet me to discuss some specific local concerns?
Gillian Keegan
Yes; I am sorry to hear about the situation of the teacher in my hon. Friend’s constituency. Of course, good behaviour is the bedrock of schools and school standards. We are investing more in behaviour hubs, which are helping schools that need help with the behaviour of children. We are also investing more in alternative provision schools. We are building 77 new ones; 51 are already open and the rest will be opening in the coming years.
Vicky Ford (Chelmsford) (Con)
In Essex, it has been taking far too long for children to get their education health and care plans, so I was pleased to hear that the county council had just recruited 46 additional members of staff. It is also building new special schools, including two more in Chelmsford, but what can make a difference is specialist hubs within mainstream schools, helping children from that school and from neighbouring schools. Given that we have large numbers of schools being rebuilt in Essex due to reinforced autoclaved aerated concrete—RAAC—does the Secretary of State agree that this could provide an opportunity, and that we should look at all the schools that are due to be rebuilt and consider putting specialist hubs into those rebuilding programmes?
Gillian Keegan
My right hon. Friend mentions the considerable investment that is going into special educational needs and high needs budgets. There is also provision for capital to build new free schools and school places. As we look to rebuild some of the schools affected by RAAC, which has now all been identified—every school has its budget details—we urge local authorities to consider what will best meet the needs of young people in their area. There is flexibility on free school places as well: those schools look at what to come forward with as regards provision that is needed to address local need.
Helen Hayes (Dulwich and West Norwood) (Lab)
Coram’s 2024 childcare survey found that just 6% of local authorities are confident that they will have enough childcare places for disabled children. High-quality early years education is essential in ensuring that children’s needs are identified at the most important time for their development. The children’s Minister, the hon. Member for Wantage (David Johnston), did not give a clear answer on this last month and his statement last week made no reference to disabled children. Is the Secretary of State really confident that every eligible family with a disabled child has been able to access a childcare place as part of the April expansion—yes or no?
Gillian Keegan
I will expand on the yes or no, as the hon. Lady wants a clear answer and obviously has not heard the clear answer that she been given before. Local authorities have a statutory duty to provide places for all children, including those with special educational needs, but we are working with organisations such as Dingley’s Promise to review special educational needs inclusion, and to see what more we can do to encourage providers to further consider what they can do to provide places. However, we will work with local authorities to make sure that we improve this.
Ms Marie Rimmer (St Helens South and Whiston) (Lab)
Sir David Evennett (Bexleyheath and Crayford) (Con)
The Secretary of State for Education (Gillian Keegan)
Since 2010, we have completely transformed how we teach reading in England, expanding the evidence-based methods of phonics across all of our schools. In the 2011-12 phonics screening checks, only 58% of our children met the expected standard of reading. Thanks to those reforms and the hard work of our brilliant teachers, not only is that number now 79%, but our primary schoolchildren have been ranked fourth best readers in the world. We are sticking to our plan, delivering higher reading standards across our schools.
Sir David Evennett
I thank my right hon. Friend for that very positive response. In 2011-12, only 63% of children in my borough of Bexley met the expected standard of reading. Now, after the evidence-based reforms from this Conservative Government, that number is 81%—a real achievement. There is still much more to be done, but does she share my disappointment that the Labour party opposed those reforms at every opportunity?
Gillian Keegan
My right hon. Friend is absolutely right. The Conservatives’ plan to reform our reading standards completely and expand phonics across our schools has meant that our primary schoolchildren are now the fourth best readers in the world. What was Labour’s response? It said that phonics would not work, that our literacy drive was “dull”, and that free schools were “dangerous”. What is dangerous is the risk of a Labour Government who would collapse educational standards, as Labour has done in Wales.
Sir David Davis (Haltemprice and Howden) (Con)
The Secretary of State for Education (Gillian Keegan)
With your permission, Mr Speaker, I start by sending our thoughts and prayers to the whole school and the community in Ammanford in Wales.
With exams season nearly upon us, I wish all our students and teachers the very best of luck over the coming months. We should be very proud of all the progress that our students and teachers have made, with 90% of schools now rated “good” or “outstanding”—up from 68% under Labour. In the internationally renowned programme for international student assessment, our secondary school children have rocketed up the rankings from 27th and 25th in the world for maths and reading under Labour to 11th and 13th now. The establishment of the Education Endowment Foundation, which has conducted nearly 20% of all randomised control trials in education in the world, is adding to that success. That fantastic progress is testament to the hard work of our schools and the evidence-based reforms that we have undertaken since 2010.
Sir David Davis
On a personal level, may I thank the Secretary of State for sponsoring my charity event yesterday for disabled children with SYNGAP1? Of course, I welcome the Government’s funding of 60,000 new school places for children with special educational needs, but we need a fairer funding formula for those resources, and we need a further £4.6 billion just to prevent the crisis in special needs from getting worse, so what steps are the Government taking to ensure that funding is allocated according to need, not postcode?
Gillian Keegan
I thank my right hon. Friend, who is doing exceptional work to raise awareness of the impacts of SYNGAP1, and has so far raised over £29,000 to support vital research. As he has pointed out, we are investing record amounts in special educational needs and disability funding. We review that funding and look at the formula every year; it has gone up by 60% over the past five years—to £10.5 billion—but I am very happy to meet my right hon. Friend, and look forward to doing so. We said we would have a cup of tea to talk about this important topic, and I will get that date in the diary soon.
Bridget Phillipson (Houghton and Sunderland South) (Lab)
I associate myself with the Secretary of State’s comments, and send my thoughts and best wishes to all those in the school community of Ammanford at this very difficult time.
“The extension does not achieve its primary aim or demonstrate value for money”.
That is a damning line from the National Audit Office’s report into the Government’s childcare expansion. For months, the Secretary of State has told parents and providers that they were wrong to be concerned, yet now we learn that even her own Department considers delivery to be “problematic”—her own failure exposed. Why has she not listened and got a serious plan in place, or is she simply waiting for Labour to publish ours so that she can steal it? [Laughter.]
Gillian Keegan
I do not think anyone in the country is waiting for Labour to publish its plan. This is serious, because of course we are ambitious; delivering the largest expansion of childcare in our country’s history is not an easy task, but that is the job of Government, and that is what we are doing. Thanks to the expansion, over 200,000 more children are getting childcare support. We are already delivering, and have put that deliverability into three phases to make sure we continue to deliver.
We know what we need—we need places, we need workforce, and we need the children—but Labour has absolutely no plan. First Labour Members criticised our childcare model, then they said they would scrap it, and now they are saying that it is not their job to have a plan. It is time for Labour to stop talking down our childcare sector and commit to supporting our plan, which is clearly working.
Bridget Phillipson
Nonsense, Mr Speaker. What people right across this country want is a general election, and it cannot come soon enough.
It is not only on childcare that the Secretary of State is in a total mess; school leaders, teachers and staff have been dismayed by her failure to reform Ofsted. She simply refuses to listen to staff, to the Education Committee, or indeed to parents. I am clear that under Labour, the days of one-word judgments will come to an end, so when can we expect the Secretary of State to follow Labour’s lead and commit to ending Ofsted’s headline grades?
Gillian Keegan
We will not follow Labour’s lead, because in 2010 only 68% of schools were rated “good” or “outstanding”; now, thanks to our reforms and hard work, that figure is up to 90%. We have already delivered a number of changes to improve the way Ofsted carries out its inspections, but the answer to these challenges is not to water down standards by abolishing Ofsted, as Labour has twice proposed to do. That accountability is one reason why 90% of our schools are “good” or “outstanding”—up from just 68% under Labour. In the past year alone, over 200,000 more children are attending “good” or “outstanding” schools because of the work that we do to improve standards, and Ofsted is an important part of that.
Sir Desmond Swayne (New Forest West) (Con)
Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op)
Gillian Keegan
I was actually referring to the fact that parents did not feel they were receiving the best service from the system, the schools did not feel they were giving the best service and the Government felt they were spending a lot more, which is why it was very important that we got a grip and fixed the system. Of course, we know that there has been a massive increase in demand over the last few years—not even 14 years—so we have had to put in place the special educational needs and alternative provision improvement plan, which is very thorough. I believe that the result of that plan will be: win, win, win.
Jonathan Edwards (Carmarthen East and Dinefwr) (Ind)
I thank the Secretary of State and the shadow Secretary of State for their comments about the incident at Ysgol Dyffryn Aman in my constituency last week. There is obviously now a criminal investigation ongoing and a charge of attempted murder, so it would not be wise to speculate, but as education is devolved in Wales, will the Secretary of State pledge to work with the Welsh Government to ensure safety measures, following the various investigations having completed their work?
Gillian Keegan
Yes, and I can assure the hon. Gentleman that I am always willing and ready to work with anyone from the devolved Administrations.
Mark Pawsey (Rugby) (Con)
Businesses—those in manufacturing in particular—speak about the challenge in filling vacancies. The solution can often be in the existing workforce, but older workers can be reluctant to take up apprenticeships. What work are we doing to encourage more older workers into the apprenticeship system?
Gillian Keegan
It is tempting. We are proud of the safety valve programme, which is being used across 38 local authorities, and I would love to see it in action as I know it is providing a lifeline to many councils.
Schools Funding: SEND, Alternative Provision and Building Conditions
Gillian Keegan Excerpts(7 months, 2 weeks ago)
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The Secretary of State for Education (Gillian Keegan)
Today, I am announcing a further £850 million investment in places for children and young people with special educational needs and disabilities or who require alternative provision. I am also announcing £1.8 billion in capital funding for the 2024-25 financial year to improve the condition of buildings at schools and sixth-form colleges.
Funding for SEND and AP places
Spread over this financial year and next, our £850 million investment forms part of our record £2.6 billion funding in high needs capital between 2022 and 2025, and represents a significant, transformational investment in new high needs provision. This funding will support local authorities to deliver new places in mainstream and special schools, as well as other specialist settings, and will also be used to improve suitability and accessibility of existing buildings. Along with the funding already provided, it will mean this Government are delivering over 60,000 new places for children with SEND or who require AP since 2010.
The methodology for calculating each local authority’s allocation has been updated to target the funding to the areas where it is needed most. This will help to ensure that families have access to the localised, specialised support that their children need. 30 successful applications to run special free schools have also been announced today.
Full details of this announcement, including allocations broken down by local authority and the methodology used to distribute funding, have been published on the Department for Education section on the gov.uk website here: https://www.gov.uk/government/publications/high-needs-provision-capital-allocations
Funding for school condition
Today’s announcement on funding to improve school condition means we will have invested over £17 billion since 2015 to support local authorities, academy trusts and other bodies responsible for school buildings, to keep their estates safe and well-maintained.
The £1.8 billion includes £450 million made available through the condition improvement fund programme for financial year 2024-25. As part of this, we have today announced projects to improve conditions across 733 schools and sixth-form colleges. It also includes almost £1.2 billion in school condition allocations, including for local authorities, large multi-academy trusts and large voluntary-aided school bodies, to invest in improving the condition of their schools. The proportion of funding allocated through SCA continues to grow as more schools become part of large, strong academy trusts. Over £200 million in devolved formula capital will also be allocated directly for schools to spend on their capital priorities.
The amount of SCA allocated to each eligible responsible body, and the total for CIF, have been calculated informed by evidence from the condition data collection. Previous Administrations took no action to have a national assessment of the condition of the school estate. This Government introduced the condition data collection: the first ever comprehensive survey of the school estate and one of the largest data collection programmes of its kind in Europe.
Condition allocations for 2024-25 are in addition to our continued investment in the school rebuilding programme and our commitment to remove all RAAC from the school estate in England.
Details of today’s CIF announcement are being sent to all CIF applicants and a list of successful projects will be published on gov.uk. Copies will be placed in the House Library. The full methodology, guidance and allocations amounts for SCA and DFC will also be published on gov.uk.
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Oral Answers to Questions
Gillian Keegan Excerpts(7 months, 4 weeks ago)
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Peter Aldous (Waveney) (Con)
The Secretary of State for Education (Gillian Keegan)
I join you in your comments, Mr Speaker. My thoughts are with the family of Tommy McAvoy.
Thanks to this Conservative Government, nearly 70% of all occupations are accessible via an apprenticeship. That is a far greater reach than countries admired for their technical education such as Germany and Switzerland. I am sure that many Members joined the Prime Minister, the Chancellor and more than 60 ministerial colleagues out and about during National Apprenticeship Week. I was delighted to join Harry, Chloe and other EDF Energy apprentices off the coast of Blyth, as well as apprentices who are launching exciting careers at J.P. Morgan in the City. Apprenticeships are the route to a successful career, no matter where apprentices live or what they want to do.
Andrew Jones
I thank my right hon. Friend for that answer. Last month, the Prime Minister visited the Harrogate Bus Company to view the new fleet of electric buses and to meet the company’s apprentices. Could my right hon. Friend detail how the Government will ensure that new apprenticeship routes are available in fast developing sectors of the economy such as digitisation and artificial intelligence, or the sectors that will deliver our decarbonisation pledge, such as those new zero-emission buses in Harrogate and Knaresborough?
Gillian Keegan
I thank my hon. Friend for his support at the recent parliamentary apprenticeship fair. Importantly, our apprenticeship programme is future focused. It includes a new battery manufacturing technician apprenticeship, which will benefit electric buses, and others including charging point installation and electric vehicle maintenance. Whether through T-levels, higher technical qualifications or apprenticeships, there are more training opportunities in industries of the future than ever before, in everything from AI to net zero.
Peter Aldous
I am most grateful to my right hon. Friend for those answers. Progress is being made, though the feedback that I am receiving is that the current maths and English functional skills requirement is an obstacle to a wider range of employers taking on apprentices. To remove that barrier, will my right hon. Friend consider embedding English and maths elements into the apprenticeships standards, so that they are relevant to the job role and employers can be confident that apprentices are acquiring the skills that they need to succeed?
Gillian Keegan
The Institute for Apprenticeships and Technical Education works closely with employers to ensure that all essential skills, including English, maths and digital, are embedded into apprenticeship standards, and it will continue to do so. We are also increasing funding by 50% to help more apprentices achieve up to a level 2 English or maths qualification alongside their apprenticeship if they do not already hold one, to help them get on in work and in life.
Andrew Gwynne (Denton and Reddish) (Lab)
As someone who started his working life with on-the-job training at International Computers Limited—a company that is now part of Fujitsu, but we will not mention that name in this House—I very much support apprenticeships, particularly at the higher and advanced level that is required for occupations in information technology. What is the Secretary of State doing to address the worrying fall in the number of apprenticeship starts, particularly to get kids into higher and advanced level apprenticeships?
Gillian Keegan
I am sure that the hon. Gentleman will be delighted to learn that apprenticeship starts are up by 3% so far this year. That is because they are backed by record investment of £2.7 billion. Never before has a Government invested so much into high-quality apprenticeships and achieved so much in spreading opportunity across the country.
Jim Shannon (Strangford) (DUP)
Like the questioner and the Secretary of State, I am very keen to increase the number of occupations. Two categories have perhaps not been considered. What discussions has she had with the Department of Enterprise, Trade and Investment back home to ensure opportunities for new apprenticeships in farming and fishing?
Gillian Keegan
The hon. Gentleman puts his finger on a very important point. We work with employers in farming and fishing, and we have a number of apprenticeship standards across those industries. We are always happy to work with any industry that sees an opportunity for more apprentices to be trained in their industry.
Madam Deputy Speaker (Dame Eleanor Laing)
Order. Before I call the second question, Mr Speaker would like me to convey to the House his apologies for his unavoidable absence from questions this afternoon as he has to attend the Commonwealth service in Westminster Abbey, which is about to start at any minute now.
Dame Maria Miller (Basingstoke) (Con)
The Secretary of State for Education (Gillian Keegan)
Under the last Labour Government, only 68% of schools were rated good or outstanding, letting down a generation of children. Thanks to this Conservative Government, that number now stands at nearly 90%. In the last year alone, 214,000 more children now attend good or outstanding schools, and I am delighted that this now includes the Lord Derby Academy in Knowsley, which I visited last week. Our plan to give every child a world-class education is working. Labour has no plan. Remember that it has twice stood on a manifesto to abolish Ofsted. It is clear that every time Labour gets into power, children’s education suffers.
Dame Maria Miller
Nine out of 10 of the schools in my constituency are good or outstanding, reflecting this Government’s commitment to high standards and the incredible hard work of the staff and the school leadership, but special schools have struggled to achieve the same in my constituency. How is my right hon. Friend helping them to get to where we want them to be, where they can all be good or outstanding?
Gillian Keegan
My right hon. Friend is absolutely right that Basingstoke’s schools have been transformed over the past decade, up from just 52% rated good or outstanding under Labour. We have recently brought in two of our strongest specialist multi-academy trusts to drive improvement in special schools. Solent Academies Trust is now responsible for Dove House School, and Chiltern Way Academy Trust will shortly be taking over three local underperforming special and alternative provision schools, two of which will receive significant capital investment from the Department to support the education of vulnerable children.
Mr Toby Perkins (Chesterfield) (Lab)
The Secretary of State for Education (Gillian Keegan)
We are delivering the largest ever expansion of childcare in England’s history, which begins rolling out in just three weeks’ time, from 1 April. We did it before when we more than doubled the entitlements there had been under the previous Labour Government, and I am delighted to update the House that our latest projections show that more than 150,000 new funded places will be secured by early April. We expect that number to grow in the months ahead, saving parents more than £550 million in childcare costs.
April is just the first phase. From September, parents with children from the age of nine months until they start school will be able to benefit from that support. Only the Conservatives have a plan that hard-working parents can rely on as they grow their families. Labour has no plan, so why does it not support ours to give families the certainty they deserve?
Darren Henry
I recently visited Fairfield Spencer Academy in my Broxtowe constituency, where I met Craig Jones, who is doing good work with the Junior Adventures Group, a leading provider of school-age childcare. During my visit, I observed staff providing crucial support to children beyond regular school hours. However, it is evident that that level of support is not consistent around the country, and that funding for the school-age childcare sector needs reform. I welcome the £289 million for the wraparound care sector, but will my right hon. Friend the Secretary of State commit to introducing a universal funding model linked to parent earnings, similar to that for the early years, to ensure providers remain affordable and sustainable?
Gillian Keegan
We are making wraparound childcare available for all parents who need it, and we are supporting hard-working parents to balance having a family and a successful career. Our £289 million investment will help schools develop exciting programmes before and after school, which will provide more flexibility for working parents. I am sure the Minister for Children, Families and Wellbeing, my hon. Friend the Member for Wantage (David Johnston), will be happy to meet my hon. Friend to keep him updated on progress.
Bridget Phillipson (Houghton and Sunderland South) (Lab)
Neither the Secretary of State nor any Treasury Minister met representatives of the early years sector in the months before last year’s Budget announcement on childcare. Now, with just three weeks to go, parents, providers and even the Government’s own civil servants are sounding the alarm. More than seven in 10 providers say they will not offer additional places and a quarter say they are likely to close within a year. Will the Secretary of State now guarantee that all parents will be able to access the childcare places that she promised?
Gillian Keegan
Absolutely; I set that out in my topical statement. We are working with every local authority to ensure the places are available. I am glad the hon. Lady mentioned childcare, because it is yet another policy area that the Labour party has no plan for. We are delivering the largest expansion of childcare in history so that working parents of children from the age of nine months to the start of school will get 30 hours of childcare a week. The real question is: what is Labour’s plan? Nobody knows, because it does not have one. It is clear that the Conservatives are the only party with a plan for working parents.
Bridget Phillipson
There is one way we can find out what the public think: call a general election.
Last week, we heard another promise from the Chancellor for a new funding mechanism for early years providers. There was talk of hundreds of millions of pounds more for the sector, but strangely no news about where the promised £500 million will actually come from—there was nothing at all in the Budget documents. Will the Secretary of State tell us today where the money is coming from, or is this yet another reckless, unfunded pledge without a plan from the Conservatives?
Gillian Keegan
There would be no childcare on the table if the Labour party were in charge, so I urge all working parents to support the Conservative party, which has a plan for them. Like everything we do, the £500 million will be fully funded. It secures the rates in the future so that businesses up and down the country have the confidence to invest. The Labour party has absolutely no plan for childcare and for supporting working parents in this country.
Mr Robin Walker (Worcester) (Con)
Mr Walker
It is in the Red Book. I am happy to meet the hon. Lady to show her where it is.
I urge the Secretary of State to keep pressing on some of the Education Committee’s other recommendations, including on extending family hubs, removing rates and VAT from childcare providers, and reforming tax-free childcare to drive take-up.
Gillian Keegan
This Conservative Government are backing this country’s brilliant childcare providers as we roll out our historic childcare offer. As my hon. Friend has pointed out, that is on top of the roll-out of universal services in family hubs. To give certainty to the early years sector, we have confirmed that average funding rates will increase over the next two financial years—as he stated, the details are in the Red Book—giving them the confidence to invest and expand. Only the Conservatives have a plan for hard-working parents.
Carol Monaghan (Glasgow North West) (SNP)
Academic independence is central to a functioning democracy, so in light of the false accusations levelled at an academic on the board of UK Research and Innovation by the Secretary of State’s colleague, the Secretary of State for Science, Innovation and Technology, and her subsequent apology, what action is the Secretary of State taking to assure academics that they remain free to make legitimate comments on issues of concern?
Gillian Keegan
Of course, academic independence and the ability to speak freely are very important—they are things that we hold dear, and that we must protect at all costs within our universities and academic institutions. That is why we passed the Higher Education (Freedom of Speech) Act 2023, and it is why there is a free speech director in the Office for Students, who has taken up that post and will work to ensure we do whatever we can to protect those things in our country.
Gareth Johnson (Dartford) (Con)
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
The Secretary of State loves plans. What is her plan to reinvigorate and change the course of Ofsted?
Gillian Keegan
I was delighted to attend the Association of School and College Leaders conference alongside Sir Martyn Oliver, who announced the Big Listen, which is part of making sure that we get the cultural reforms required. I am concerned by reports that some teachers and headteachers feel that they are not listened to or are treated in a dismissive or rude manner. I hope everybody will engage fully with the Big Listen, because I think we need to make sure that Ofsted is respectful, and treats our service, and our teachers and headteachers, with respect.
Education
Gillian Keegan Excerpts(8 months, 1 week ago)
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Rachel Hopkins
Every child with special educational needs or disabilities should receive the high-quality support they deserve, but schools and councils do not have the necessary resources to meet increasing demand and rising costs. What discussions is the Secretary of State having with the Secretary of State for Levelling Up, Housing and Communities on the funding and powers available to councils to improve SEND provision?
Gillian Keegan
That is one reason the high-needs budget is up by over 60% in the past four years, and will reach £10.5 billion in 2024-25. We are also supporting local authorities with financial deficits through the safety valve and delivering better value programmes. In most constituencies, including in the hon. Lady’s area, the funding has gone up by 25% to 35%.
[Official Report, 29 January 2024, Vol. 744, c. 588.]
Letter of correction from the Secretary of State for Education, the right hon. Member for Chichester (Gillian Keegan):
Errors have been identified in my response to the hon. Member for Luton South (Rachel Hopkins). The correct response should have been:
Gillian Keegan
That is one reason the high-needs budget is up by over 60% in five years, and will reach £10.5 billion in 2024-25. We are also supporting local authorities with financial deficits through the safety valve and delivering better value programmes. In most constituencies, including in the hon. Lady’s area, the funding has gone up by 25% to 35% since 2021-22.
Mr Ranil Jayawardena (North East Hampshire) (Con)
Will my right hon. Friend update the House on the provision of training in SEND during initial teacher training to ensure that more teachers are aware of the support that children might need, and on the recruitment of specialists, such as educational psychologists and speech and language therapists?
Gillian Keegan
We are implementing a gold thread of high-quality teacher training reforms to ensure that teachers have the skills they need. The Department has been exploring opportunities to build expertise, through a review of the initial teacher training core content framework and the early career framework, to identify how we can equip new teachers to be more confident in meeting the needs of children and young people with SEND. There will be more investment in educational psychologists, of which there will be another 400, and more investment in early years SENCOs, of which there will be another 7,000.
[Official Report, 29 January 2024, Vol. 744, c. 590.]
Letter of correction from the Secretary of State for Education:
An error has been identified in my response to my right hon. Friend the Member for North East Hampshire (Mr Jayawardena). The correct response should have been:
Gillian Keegan
… There will be more investment in educational psychologists, of which there will be another 400, and more investment in early years SENCOs, of which there will be up to another 7,000.
Will Quince (Colchester) (Con)
Similarly to my right hon. Friend the Member for North East Hampshire (Mr Jayawardena), I welcome the introduction of a new SENCO national professional qualification—I declare an interest, as my wife is a SENCO—but to create a truly inclusive school environment, all teachers need the knowledge, skills and practical training to support children with special educational needs and disabilities. What steps is my right hon. Friend the Secretary of State taking to ensure that initial teacher training gives them that support and training?
Gillian Keegan
… As I said in answer to the earlier question, there is a golden thread of high-quality teacher training reforms. We will be looking at a revised framework and working with providers so that they can ensure that the contracts deliver the very best support for teachers. What will be vital, and something that Members will feel, is the additional 7,000 SENCOs that will be trained in the coming years.
[Official Report, 29 January 2024, Vol. 744, c. 590.]
Letter of correction from the Secretary of State for Education:
An error has been identified in my response to my hon. Friend the Member for Colchester (Will Quince). The correct response should have been:
Gillian Keegan
… As I said in answer to the earlier question, there is a golden thread of high-quality teacher training reforms. We will be looking at a revised framework and working with providers so that they can ensure that the contracts deliver the very best support for teachers. What will be vital, and something that Members will feel, is the addition of up to 7,000 early years SENCOs that will be trained in the coming years.
Degree-level Apprenticeships
Seema Malhotra (Feltham and Heston) (Lab/Co-op)
Next week is National Apprenticeship Week, and I look forward to celebrating apprenticeships across the country. As the Secretary of State knows, small and medium-sized enterprises are crucial to delivering high-quality apprenticeships at every level throughout our economy, but the number of SME apprenticeships has plummeted by 49% since 2016, and research shows that the levy is failing to reverse the decline in employer training more widely. The Secretary of State pretends that everything is fine, but is not the real answer to back our businesses, giving them greater flexibility to enable them to deliver the training that we need to get our economy growing again?
Gillian Keegan
Absolutely. Obviously, one reason for the reduction in some of the SME numbers is the fact that we made improvements to ensure that every single apprenticeship was of high quality. I want to make sure that all young people who embark on an apprenticeship, as I did, put their trust in the system and get what they deserve. We have removed the limit on caps on SMEs, and we are working on reducing the number of steps to make it easier for them to access the system. We are also looking at what more we can do: we are focusing on a number of ways in which to ensure that apprenticeships work well for SMEs, which account for 70% of employment.
[Official Report, 29 January 2024, Vol. 744, c. 602.]
Letter of correction from the Secretary of State for Education:
Errors have been identified in my response to the hon. Member for Feltham and Heston (Seema Malhotra). The correct response should have been:
Gillian Keegan
… We have removed the limit on caps on SMEs, and we have reduced the number of steps needed to register, making it easier for them to access the system. We are also looking at what more we can do: we are focusing on a number of ways in which to ensure that apprenticeships work well for SMEs, which account for 60% of employment.
Mobile Phones in Schools: Guidance
Gillian Keegan Excerpts(8 months, 2 weeks ago)
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The Secretary of State for Education (Gillian Keegan)
Today, the Department for Education published new guidance to ban the use of mobile phones in schools. This guidance provides advice to school leaders on how to develop, implement and maintain a policy that prohibits the use of mobile phones throughout the school day.
There is an increasing body of evidence that shows the unnecessary distraction, disruption and diversion caused by mobile phones in schools. Ofcom’s report found that by the age of 12, 97% of children own a mobile phone. The National Behaviour Survey (2021-2022) found that 29% of secondary school pupils reported mobile phones being used without permission in most of their lessons.
This is why we are determined that all schools should prohibit the use of mobile phones throughout the school day—not only during lessons but break and lunchtimes as well. This will create an environment where pupils can focus on learning and socialising, while ensuring that cyberbullying is never tolerated. We know that that there is large variation in how different schools are managing the use of mobile phones. We also know that schools with exemplary behaviour cultures already prohibit their use. This guidance will allow us to achieve consistency and share best practice to ensure that all pupils are protected from online harms in schools and their teaching time is not disturbed by the use of mobile phones.
This is part of the Government’s plan to continue to improve educational standards and give children the skills they need, something we have done successfully since 2010.
[HCWS260]
Schools and Colleges Condition Update
Gillian Keegan Excerpts(9 months ago)
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The Secretary of State for Education (Gillian Keegan)
This update follows from my oral and written ministerial statements to the House in September, October and December 2023.
There are over 22,000 schools and colleges in England and the vast majority are unaffected by reinforced autoclaved aerated concrete. A final list of schools and colleges with confirmed cases of RAAC in England has been published today. There are 234 education settings, around 1%, with confirmed RAAC in some areas of their buildings.
Thanks to the hard work of school and college leaders, all schools and colleges with confirmed RAAC are providing full-time face-to-face education for all pupils.
The Government are funding the removal of RAAC present in schools and colleges either through grants, or through the school rebuilding programme. The longer-term requirements of each school or college will vary depending on the extent of the issue and nature and design of the buildings. Permanently removing RAAC may involve refurbishment of existing buildings or rebuilding affected buildings.
Today we have confirmed to schools and colleges how we will fund them to remove RAAC permanently. One hundred and nineteen schools are being included within the school rebuilding programme where works to remove RAAC are more extensive or complex. One hundred and ten schools and colleges will receive grant funding where works will typically be smaller in scale. Five schools and colleges have alternative arrangements in place, for example the building will not be part of the school or college estate over the longer term.
The Department for Education’s RAAC identification programme is complete, and the questionnaire has closed. All responsible bodies for schools and colleges with blocks built in the target era have submitted responses to the questionnaire.
Any school or college that advised us its suspects it might have RAAC has had a survey to confirm if RAAC is present. Other than the 234 education settings, the surveys found no evidence of RAAC. A small number of schools and colleges are carrying out additional checks for further assurance in some spaces. We are working with responsible bodies to support them to complete these additional checks as quickly as possible. As these final checks are completed, we expect the number of further cases to be very low. This has been the case over the last two months, when only three cases have been identified.
Our priority will always be to ensure the safety of pupils and staff, which is why we took a cautious approach for schools and colleges. Although the technical advice does not recommend removal in all cases where it is present, we have taken a precautionary approach for the education estate in England to remove RAAC.
[HCWS256]
Oral Answers to Questions
Gillian Keegan Excerpts(9 months, 1 week ago)
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Dan Carden (Liverpool, Walton) (Lab)
The Secretary of State for Education (Gillian Keegan)
There is nothing more important than ensuring that everyone in our country, regardless of need, gets the very best education possible. That is why our special educational needs and alternative provision improvement plan will ensure that all children get the support they need to reach their potential. We have opened 108 special free schools, including 15 since September, and launched a £70 million change programme to test and refine our systemic reforms, benefiting every region in England. Earlier this month I announced an extension to our short breaks programme. We have a plan and we are delivering on it.
Liz Twist
Today, many parents of children with special educational needs, including those in my constituency, are at their wits’ end. Either they are fighting to get an education, health and care plan for their child or they are struggling to access the right support when they get one. That is a waste of public money, a waste of parental energy and too often a waste of their child’s precious potential. Does the Secretary of State agree with my constituents, who feel that the system is broken?
Gillian Keegan
I would agree that there has been an absolute increase in special educational needs in the past five, six or seven years, largely because we know more, but also because covid has added some pressure on the system. We have expanded the system and want to ensure that all children with special educational needs, even more than before, get the help they need. We have an improvement plan in place, which was published in March 2023 and focuses on early identification and improved support all the way through the journey. We are training many more people and putting more support in place for the hon. Lady’s constituents.
Ashley Dalton
In smaller and rural communities such as mine in West Lancashire, populations and services are often very sparsely distributed and SEND students often have to either travel upwards of an hour to reach any provision, or go without. What is the Government’s plan to address that issue?
Gillian Keegan
We have been trying to increase the number of places within both mainstream and special educational needs and alternative provision settings. As I say, we have 108 more special educational needs schools already built and 76 more approved. We have worked with many local authorities, including in rural areas, to make sure they get the provision they need.
Rachel Hopkins
Every child with special educational needs or disabilities should receive the high-quality support they deserve, but schools and councils do not have the necessary resources to meet increasing demand and rising costs. What discussions is the Secretary of State having with the Secretary of State for Levelling Up, Housing and Communities on the funding and powers available to councils to improve SEND provision?
Gillian Keegan
That is one reason the high-needs budget is up by over 60% in the past four years, and will reach £10.5 billion in 2024-25. We are also supporting local authorities with financial deficits through the safety valve and delivering better- value programmes. In most constituencies, including in the hon. Lady’s area, the funding has gone up by 25% to 35%.
Debbie Abrahams
I also have several cases in my constituency, where children and young people can wait months, if not years, not just for assessment but for a plan to address their needs. Sense has reported that less than half of local authorities have multi-sensory impairment teachers, and the National Autistic Society reports that three in four parents say that their children’s schools do not fully cover their needs. What are the Government doing about that?
Gillian Keegan
Our plan to introduce national consistency and standards will be published in 2025. We will deliver it through local partnerships and inclusion, digitise records, and make it much more transparent so that parents can see what is happening. In terms of mainstream support, we will improve early language support, we are working with integrated care boards to improve support for neurodiversity in schools, and 100,000 teachers have received autism training. There is additional special educational needs co-ordinator training as well as vital early language support.
Dan Carden
My office operates a regular advice surgery for parents of children with special educational needs and disabilities, in conjunction with the University of Liverpool law clinic, to which I pay tribute. There are simply not enough places in mainstream schools or special schools. Children with SEND from the most deprived areas are less likely to be identified compared with similar children from more affluent areas. What are the Government doing to ensure that children in constituencies such as mine are identified early and can get the help they require?
Gillian Keegan
The hon. Gentleman makes a vital point. Early identification is absolutely key in providing support and ensuring that it impacts the child as early as possible. I am very happy to understand more about places. Local authorities have made lots of bids, and that is why many more special educational needs schools have been, or are being, built—I announced 15 recently. Although I do not know whether his local area bid into them, we have many schemes to ensure that local authorities have financing to improve the number of places in mainstream schools and special educational needs schools.
Priti Patel (Witham) (Con)
What work is being done to support local authorities in addressing the placing of children with special educational needs and disabilities out of their own counties and localities to receive the essential support they need? In Essex, the problem is ongoing and affects all our Essex colleagues. I pay tribute to our county council, which is doing incredible work—it is well rated—but frankly it needs help, assistance and support from central Government.
Gillian Keegan
There are a number of things there. We have put £2.6 billion into increasing the number of places—Members across the House will have heard of additional school places in their areas—and we have a £70 million change programme to ensure, through work with local authorities, that the improvement plan that we published in March 2023 goes from being a piece of paper to being implemented on the ground and felt by all our constituencies and all families with children with special educational needs.
Mr Ranil Jayawardena (North East Hampshire) (Con)
Will my right hon. Friend update the House on the provision of training in SEND during initial teacher training to ensure that more teachers are aware of the support that children might need, and on the recruitment of specialists, such as educational psychologists and speech and language therapists?
Gillian Keegan
We are implementing a gold thread of high-quality teacher training reforms to ensure that teachers have the skills they need. The Department has been exploring opportunities to build expertise, through a review of the initial teacher training core content framework and the early career framework, to identify how we can equip new teachers to be more confident in meeting the needs of children and young people with SEND. There will be more investment in educational psychologists, of which there will be another 400, and more investment in early years SENCOs, of which there will be another 7,000.
Will Quince (Colchester) (Con)
Similarly to my right hon. Friend the Member for North East Hampshire (Mr Jayawardena), I welcome the introduction of a new SENCO national professional qualification—I declare an interest, as my wife is a SENCO—but to create a truly inclusive school environment, all teachers need the knowledge, skills and practical training to support children with special educational needs and disabilities. What steps is my right hon. Friend the Secretary of State taking to ensure that initial teacher training gives them that support and training?
Gillian Keegan
I thank my hon. Friend for his question, and also for all the work he has done in this area. We worked together when he was Minister for children and families and I was working in the Department of Health and Social Care, and it is something that we both care deeply about.
As I said in answer to the earlier question, there is a golden thread of high-quality teacher training reforms. We will be looking at a revised framework and working with providers so that they can ensure that the contracts deliver the very best support for teachers. What will be vital, and something that Members will feel, is the additional 7,000 SENCOs that will be trained in the coming years.
Harriett Baldwin (West Worcestershire) (Con)
Worcestershire County Council has some welcome plans to set up a new autism free school in Malvern. Recently, I visited Our Place—an independent provider—in West Worcestershire, which provides specialist education, mainly for children with autism. Is it the Secretary of State’s understanding that such independent provision would be affected by taxation should the Opposition bring in a tax on independent schools across this country?
Gillian Keegan
My hon. Friend makes a very good point: there are 2,408 independent schools across our country, many of which provide special educational needs support and excellent education in particular specialties. If those schools were subject to increased taxation, that would make provision more difficult. We will have to assess what that would mean.
Duncan Baker (North Norfolk) (Con)
A number of colleagues have mentioned initial teacher training. Perhaps they and the Secretary of State should look no further than tomorrow, when my ten-minute rule Bill comes before Parliament—a Bill that aims to increase and ensure there is autism training for all teachers. Will the Secretary of State back it?
Gillian Keegan
I welcome my hon. Friend’s work in this area. Initial teacher training courses must equip trainees to meet all the teachers’ standards, including standard 5: that teachers must
“have a clear understanding of the needs of all pupils”,
including pupils with autism. Through the delivery of our improvement plan, we will develop new practitioner standards to support frontline professionals, including a standard on autism. I look forward to my hon. Friend’s working with us.
Joanna Cherry (Edinburgh South West) (SNP)
Chi Onwurah (Newcastle upon Tyne Central) (Lab)
The Secretary of State for Education (Gillian Keegan)
Tackling persistent absence is my top priority, as indeed it was last year. I pay tribute to our incredible teachers and heads who have gone above and beyond to get children back to school. We are more than doubling the number of attendance hubs to support 2,000 schools, we are investing £15 million to expand one-to-one mentoring to help 10,000 children and we will be requiring all schools to share data to support earlier intervention. Our plan is starting to work, with 380,000 fewer children persistently absent or not attending last year, and numbers continue to fall.
Andrew Gwynne
But by 2026, 2,435 children in Manchester, 907 in Tameside and 937 in Stockport are set to miss half their time at school if current trends continue. Labour has a plan to fix this crisis, backed by Sir Kevan Collins, the Government’s own former education recovery commissioner. If this is the Secretary of State’s top priority, why is her plan not working?
Gillian Keegan
It is working. It is not going to stick on the trajectory, because we have already turned around the trajectory. Since the pandemic, it is already falling in England. There is no better example of the Labour party having no plan and just sniping from the sidelines than on the question of attendance. I suggest that Labour Members look at other countries around the world because this is a global phenomenon. We have daily data that is almost unique, which is why we are now reducing the figures. If we look at Wales—Labour-run Wales—we see that attendance in school is much worse, at nearly eight days lower per pupil.
Chi Onwurah
The Secretary of State says that keeping children in school is her top priority, but since 2016 persistent absence in Newcastle has more than doubled and severe absence is up 282%. She says it is a global phenomenon, but what matters is what happens in schools in Newcastle. Labour’s plan for schools is supported by Sir Kevan Collins. Why will she not support it? What is she going to do about this, because we need to see change now?
Gillian Keegan
The hon. Lady may have mixed up a couple of things there, but the plan to get children back into school is to have daily attendance data, which we introduced and sent out to every local authority. Some local authorities do not perform as well—perhaps the hon. Lady’s is one of those—but we send out daily data so that they can identify exactly where the schools are. We are working with attendance hubs, which we are introducing across the country. For individual one-to-one attention we have attendance mentors. We have a national campaign and a cross-Government action alliance, all of which has meant that England has a 7.5% absence rate, compared with 11.5% in Wales, and it is much higher in most countries around the world. We have a plan, and we are delivering on it.
Jonathan Gullis (Stoke-on-Trent North) (Con)
I worked as a teacher and as head of year with overall responsibility for school attendance. Labour Members seem to forget that there is also a role for parental responsibility in all of this. In my time, I encountered a large cohort of parents who found that it was still cheaper to pay the fines they were given and save the money by going on holiday during term time. Is it not time to ramp up the cost of fines for parents who choose needlessly to withdraw their children from their education, harming the child’s outcomes?
Gillian Keegan
Every moment matters in school, and we have improved and increased our school standards. The most important thing is that children are now there. Thanks to our data, we can now see patterns and those who are taking a week off outside term time, or those who perhaps have a pattern of behaviour of taking particular days off. We can go into the data—we are about the only country in the world that can do that, so we are uniquely positioned to tackle the problem. We can go down into the data and work at school level and local authority level, to ensure that we put into action everything we can to improve attendance.
Vicky Ford (Chelmsford) (Con)
Attendance matters, and we know that some schools and local authorities have higher attendance rates than others. That is why the Education Committee, the Children’s Commissioners and others all say that their top priority is to ensure that all schools and local authorities follow best practice guidelines. My private Member’s Bill, the School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill, will make that mandatory. I know that the Government support it, so will the Secretary of State take the opportunity to ensure that all colleagues across the House back the Bill, and no one objects to it on Second Reading this Friday, so that we can make best practice mandatory and get our kids back to school?
Gillian Keegan
I thank my right hon. Friend for all her work in this area. She is right; the first thing to do is ensure that we understand best practice, and that it is rolled out everywhere. A lot of work is being done in that area. I very much appreciate the initiatives that she has introduced, and I urge colleagues across the House to support her endeavours.
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.
Mr Louie French (Old Bexley and Sidcup) (Con)
The Secretary of State for Education (Gillian Keegan)
The Government have built one of the most powerful apprenticeship systems in the world, reaching nearly 700 different occupations, from level 2 through to master’s degree level 7. It is great that there have been over 5.7 million starts since 2010. There are now over 170 employer-designed degree-level apprenticeships available, including for occupations such as medical doctors, space engineers, midwives, social workers—pretty much whatever. We are providing an additional £40 million in the next two financial years to support providers in expanding their offers to make sure more people can access them.
Mr French
The Conservatives have transformed apprenticeships since 2010, with local education providers, employers and Bexley Council all helping to make Bexley one of the top boroughs in London for apprenticeships. Does the Secretary of State agree with me that apprenticeships have a key role to play in our economy and in social mobility, and that while Labour wants to focus on teaching divisive ideas such as white privilege in schools, the Conservatives want to support people from all backgrounds to get on in life?
Gillian Keegan
I could not agree more with my hon. Friend. Bexley’s apprenticeship event on 5 February will be a fantastic opportunity for local people to learn about the apprenticeships on offer in his constituency. We have transformed our apprenticeship system. People around the world look at us and say, “How on earth have you done that?” I am very happy to work with anybody, but all that is at risk. The Labour party would halve the number of apprenticeships, taking us back to square one.
Tim Farron (Westmorland and Lonsdale) (LD)
Sadly, the Government did not intervene to save Cumbria’s agricultural college. However, will they decide to invest in agricultural degree apprenticeships, working with the University of Cumbria and Cumbria’s further education colleges, to make sure we have a pipeline of new leaders who can feed us and care for our environment through farming?
Gillian Keegan
When I was apprenticeships and skills Minister, we worked together to ensure we had the right college offer in the area that was sustainable. My right hon. Friend the Minister for Skills, Apprenticeships and Higher Education will be very happy to work on that. We are looking to expand degree apprenticeships. We have provision in place to work with providers to offer many opportunities, including in agriculture.
Seema Malhotra (Feltham and Heston) (Lab/Co-op)
Next week is National Apprenticeship Week, and I look forward to celebrating apprenticeships across the country. As the Secretary of State knows, small and medium-sized enterprises are crucial to delivering high-quality apprenticeships at every level throughout our economy, but the number of SME apprenticeships has plummeted by 49% since 2016, and research shows that the levy is failing to reverse the decline in employer training more widely. The Secretary of State pretends that everything is fine, but is not the real answer to back our businesses, giving them greater flexibility to enable them to deliver the training that we need to get our economy growing again?
Gillian Keegan
Absolutely. Obviously, one reason for the reduction in some of the SME numbers is the fact that we made improvements to ensure that every single apprenticeship was of high quality. I want to make sure that all young people who embark on an apprenticeship, as I did, put their trust in the system and get what they deserve. We have removed the limit on caps on SMEs, and we are working on reducing the number of steps to make it easier for them to access the system. We are also looking at what more we can do: we are focusing on a number of ways in which to ensure that apprenticeships work well for SMEs, which account for 70% of employment.
Andrew Selous (South West Bedfordshire) (Con)
Emma Hardy (Kingston upon Hull West and Hessle) (Lab)
The Secretary of State for Education (Gillian Keegan)
As was mentioned by the hon. Member for Feltham and Heston (Seema Malhotra), next week is National Apprenticeship Week. When I did my apprenticeship I benefited from brilliant training and opportunities, thanks to General Motors, which got me where I am today, and I want to spread those opportunities to everyone, everywhere.
This Conservative Government have built a new high-quality apprenticeship system from the ground up. Nearly 70% of occupations are now accessible via apprenticeships, and we have delivered 5.7 million apprenticeship starts since 2010. A week from today, we will kick off National Apprenticeship Week. I ask all Members to go on a visit to meet apprentices and talk about the opportunities that are available throughout the country—a real example of levelling up. All my Ministers and I will be out, across the country, celebrating different industries and providers, and with hundreds of apprentices. This is why Labour’s policy to halve the number of apprenticeships is so dangerous: it would remove opportunities from people like me, taking us back to square one.
Emma Hardy
I look forward to Fact Check’s assessment of the Secretary of State’s comments. Given that 2,730 children in Hull are waiting more than 12 weeks for their first mental health appointment, is it pride or inattentiveness that prevents the Secretary of State from adopting Labour’s plan for a mental health professional in every school?
Gillian Keegan
If I may “fact check” the hon. Lady, I think that the plan is for a mental health professional in every secondary school. The plan that we have is to introduce mental health support teams in every primary and secondary school. As usual, our plans, on which we are delivering, are better thought through, cover more people, and solve the problem that they are intended to solve.
Anna Firth (Southend West) (Con)
Gillian Keegan
I know that my hon. Friend has campaigned tirelessly for Kingsdown School. Our questionnaire programme is 100% complete, all schools have been told if it is suspected that they might have RAAC and 100% of those have been surveyed. I can confirm we will be removing RAAC from our schools for good, either through the school rebuilding programme or through grant funding, and we will inform schools shortly, once our assessments have concluded. I know that my hon. Friend has met Baroness Barran to discuss Kingsdown School and is meeting again this week.
Bridget Phillipson (Houghton and Sunderland South) (Lab)
Students at St Leonard’s School in Durham are working hard for their exams, but they are facing sustained and ongoing disruption, including challenges to doing practical coursework, off-site teaching and being bussed around the city, all because of RAAC. There is no firm date for the rebuilding to commence, and that is just not good enough. It is putting young people’s futures at risk. Will the Secretary of State now work with the regulator and the exam boards on mitigations for the small number of young people whose life chances are being put at risk by Government failure?
Gillian Keegan
As the hon. Lady knows, we have been working closely with St Leonard’s School, and actually with all schools that were impacted by RAAC. I would like to take this moment to thank the headteachers and all the teachers who have done an amazing job to keep 100% of children in face-to-face education. We have spoken to the award bodies. They have been working with schools and have offered some support in terms of assessments and making sure that they can look at what more needs to be done, but exams are there to assess—
Mr Speaker
Order. We are having this problem every time. Topicals are meant to be short and punchy. I have to get all these Members in, but all you are doing is stopping them getting in. If that is the ploy, it is not going to work.
Gillian Keegan
I am glad that the hon. Lady has asked about childcare, because it is yet another illustration of how this Conservative Government are delivering for working parents while the Labour party still does not have a plan. I know what it takes to deliver complex projects. I have delivered many over three decades working in industry all around the world. Given the hon. Lady’s limited experience outside politics, she should focus on not playing party politics and deliver for hard-working parents.
Sir Jeremy Quin (Horsham) (Con)
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
Does the right hon. Lady agree that we need highly qualified, excellent teachers in every school? Is she worried, as I am, that so many highly qualified, gifted teachers are leaving the profession after just a few years?
Gillian Keegan
Of course I agree, which is why I am delighted that we have 27,000 more teachers in our schools than we had in 2010. We have a retention and recruitment plan with many different facets to make sure that we retain our excellent teachers.
Lia Nici (Great Grimsby) (Con)
Mrs Heather Wheeler (South Derbyshire) (Con)
I thank the Secretary of State for her earlier answers about RAAC. Will she give priority for a complete rebuild to St Edward’s Catholic Academy in my constituency, following the adjudication that more than 80% of it is affected by RAAC? Can the plans start very soon, please?
Gillian Keegan
Yes, I can give an assurance that we are going through all the details and assessing each instance on a case-by-case basis. I know that all hon. Members are keen to know what will happen, and they will have the answers very shortly.
Rachael Maskell (York Central) (Lab/Co-op)
The changes in the visa rules for international students and their dependants are having a significant impact, not only on the number of students coming to universities such as the University of York, a Russell Group university, but on these universities’ finances. Universities will have to make significant cuts if this visa programme reaches fruition. Will the Minister meet vice-chancellors and the Home Office, together, to talk about the impact this is having?
School Accountability
Gillian Keegan Excerpts(9 months, 3 weeks ago)
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The Secretary of State for Education (Gillian Keegan)
Following the tragic death of Ruth Perry, the Department for Education and the Office for Standards in Education, Children’s Services and Skills—Ofsted—have today published their respective responses to the regulation 28 report from the senior coroner for Berkshire, Heidi Connor, following her inquest.
Over the past year, I have engaged with Ruth Perry’s family, colleagues and friends to support the introduction of important changes to inspection, announced in June 2023. Further changes were made by Ofsted in the autumn, and it carried out additional inspector training earlier this month.
Both the Department and Ofsted will continue to improve the inspection and wider accountability arrangements, to make sure that they are implemented with empathy and sensitivity, while also providing the necessary assurance that pupils are kept safe and receiving a high quality education.
A copy of the responses will be placed in the Libraries of both Houses.
[HCWS197]