Student Loans

Graham Stuart Excerpts

Wednesday 18th March 2026 Commons Chamber

[Laura Trott]

If the hon. Lady thinks the system is broken, I invite her to vote for our motion.

Every metric for young people has got worse since this Government came in. It is crystal clear that for young people, as for the rest of the country, Labour is not working.

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

My right hon. Friend will have noted, as I have, that the hon. Member for Hastings and Rye (Helena Dollimore), the hon. Member for Hartlepool (Mr Brash) and other Labour Members wish to talk about the past. Our constituents, and graduates who are paying these outrageous sums, want to talk about the future. At the general election, they listened to Labour’s promises on lowering costs for graduates, but the Government are doing exactly the opposite. By deflecting and talking about the past rather than accepting responsibility for the government that they are delivering, Labour Members are letting down all those young people, whose aspirations should be respected.

[Laura Trott]

My right hon. Friend is quite right: not only did Labour mislead the public, but it then made things worse. Now, Labour Members will not vote to fix it. That is Labour all over.

We need a plan to fix the problem, but it is not enough to fiddle with one part of the problem. We need comprehensive change, and that is exactly what we Conservatives have come up with: a new deal for young people. The plan, which could be implemented today, would reverse the threshold freeze, make interest rates for plan 2 loans inflation-only, stop dead-end degrees, and boost apprenticeships so that young people have real choice when they leave school, not a future weighed down by debt.

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[Georgia Gould]

We are absolutely committed to driving up the quality of all university courses, and we are acting on that.

Conservative Members have attacked arts and creative courses as the areas where they would like to see a reduction. We have just seen the British talent at the Brits and the Oscars. This is one of our highest-growth industries. We saw this in our schools when there was a reduction in education in the arts, and we are seeing it now as the Conservatives attack those courses in universities.

[Graham Stuart]

Young people in my constituency are looking for a bit of hope. How should they interpret the Minister’s answer to her hon. Friend, the hon. Member for Leeds Central and Headingley (Alex Sobel), and the fact that the Chancellor has said that young people are at the back of the queue? From that very recent mood music, it does not sound as if there is much to hope for from this Government.

[Georgia Gould]

I have spent the last few months travelling around the country talking to young people about the investment that Labour is putting in to support young people with special educational needs and to support schools and youth clubs. That is what the Labour party is doing in power, and there is huge hope that comes from that. Those are the areas where we need to prioritise investment.

The chance to study in higher education for those who want to and who have the ability to changes lives. We are determined to support students who want to go to university to fulfil their aspirations. We must not lose sight of the value that student loans provide in enabling that and levelling the playing field at the point of access. They remove the up-front financial barriers to study and enable students to repay when they are earning.

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[Ian Sollom]

The history of access to university demonstrates that point well.

[Graham Stuart]

I am trying to follow the mental perambulations of the left. The argument seems to be that people from working-class backgrounds can go on courses that lead them to have negative outcomes—poor earnings—and that the very course they are on, which does them little good, with so much promised and so little delivered, actually has the opportunity to cross-subsidise other people doing other courses. Both the hon. Gentleman and the hon. Member for Gloucester (Alex McIntyre) seem to think that is a good thing. Can they not see that, in reality, it is not?

[Ian Sollom]

I thank the right hon. Gentleman for his intervention, because that is one part of the argument I am making. There is a very important point about that, which is that it could equally be an argument for making the loan system fairer in its repayment terms to reflect that.

There is a deeper problem, too. The graduate earnings premium has declined in Britain, but not because we have too many graduates; it is because we have too few skilled jobs. That is a demand-side failure and a Conservative legacy. Our peers in OECD countries have expanded graduate numbers while maintaining the graduate premium, because they built the industries and invested in the regions that generate high-skilled employment. Cutting student numbers accepts our economic underperformance as permanent. It is, as I have said before, a counsel of despair dressed up as policy.

Then there are the creative industries: over £100 billion a year to the British economy; one of our most successful global exports; built on a pipeline of arts graduates. The answer is not to stop training the people on whom the whole pipeline depends. Ultimately, the value of an education cannot be read entirely from a graduate’s salary. The capacity for critical thinking, empathy and cultural participation are public goods, hidden in plain sight, that show up nowhere in write-off rates. A party that asks only “What does it pay?” has already decided something important about what it values.

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[Rosie Wrighting (Kettering) (Lab)]

Eighteen months ago, my constituents in Kettering chose to elect a 26-year-old as their MP. I believe they did so because they wanted a Labour Government, but also because young people in my constituency, and their parents and grandparents, wanted me to speak of my own experience of how tough it has been for my generation.

One of the tasks we navigate as MPs is how best to use our privileged position in this building to influence change.

As often one of the only young people in the Chamber, and almost always the only young woman—[Interruption.] Okay, depending on what we define as young. [Interruption.] Okay, let me say as one of the only women in their 20s in this Chamber, I try to share the perspective of a younger person. I often felt that that was missing in debates when I watched politics as I was growing up. I shall share that perspective in this debate using my own experience, and in doing so I hope to highlight the generational inequalities that have turned into deep-felt frustration—a frustration that made me join a political party, that made me campaign for a change in Government and that drives me in this place every single day.

I declare the fact that I have a plan 2 student loan close to £90,000. Before getting elected to this place, I was working full time for years, just watching my student loan grow. In Kettering, I grew up in a single-parent household. My mum, who is a youth worker, raised me by herself. At school, like so many others, I struggled to work out what I wanted to do and what I wanted my career path to look like. What I knew more than anything else was that I wanted to work hard enough to give myself a better life. It was so clearly communicated to me at school that that route to a better life was going to university. On reflection, I wish someone had spoken to me about apprenticeships and other options.

In the desire that many young people have to build themselves a better life, I and people around me did the things that we were told to do: we worked hard, we went to uni, and we got a degree. There is a lot said about what Gen Z expect from life, but ordinary hope and ordinary aspiration, despite what social media tells us, is not to live in Dubai, or to buy avocados and an iced matcha every day; it is to live in a home that we are not worried we will be kicked out of.

[Graham Stuart]

The hon. Lady is giving a powerful speech. On behalf of her generation, is she disappointed that, having promised to reduce the costs for graduates repaying student loans, the Government are making it worse? Is she disappointed that, when challenged over this broken system, the Chancellor of the Exchequer said that the hon. Lady and people like her are at the back of the queue?

[Rosie Wrighting]

There are many levers that this Government can pull to make life better for graduates. I understand that, given the economic situation, some of those levers are easier to pull than others. I am glad that measures such as the Renters’ Rights Act 2026 are coming forward and making a difference for my generation every single day. I have voiced my view that the system is not fair and that I would like my Government to look at it, and I think that that has been heard.

Let me return to what I was saying. We want to be able to live in a home that we are not worried we will get kicked out of, and even one day not to have to live with strangers or parents. We want to be able to make the choice to have a child if that is right, and to decide to go on holiday without maxing out our credit cards. I do not think that that is asking too much. That is hope and aspiration. I want to live in a country where it is reasonable for ordinary young people to want those things and, more importantly, to think that they are achievable.

Of all the damage that the Conservatives did, one of the worst things for me was the damage to hope. I started university in 2016. My tuition fees were £9,000 a year, but my maintenance loan was £12,000 a year. I am now paying back more not because my education cost more, but because I came from a low-income family and needed that support to live.

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[Rosie Wrighting]

I appreciate that it is a start. I welcome our introduction of £1,000, but I do think there is more to do. I also acknowledge that we are in a tough economic environment and this is what the Government have chosen to prioritise.

It is not by accident that my generation have it so hard. Make no mistake: these decisions were taken by the Conservative party when they were in government. They asked my generation to do more with less, to bear a heavier burden, and then left us behind. The Tories calling this debate today, pretending that they have the answers to fix the system that they broke, is insulting to young people across this country.

[Graham Stuart]

Would the hon. Lady not find it rather worse if we were not reflecting on our time in power and the fact that we were thrown out and were not trying to come forward with constructive proposals to make things better? The important thing is to listen to people like the hon. Lady and our constituents, reflect and come forward with proposals. That is what we are doing. We are trying to look forward, not play some history game.

[Rosie Wrighting]

The previous Conservative Member who intervened asked me about 1997, so there is some looking back going on. I would welcome the Conservatives reflecting on their time in power, but unfortunately that is not what I have seen today and it is not the tone of the conversation that I hear coming from the party.

The Tories are calling on the Government to change the plan 2 repayment system, when they designed plan 2 student loans; to end repayment thresholds, when they froze them; and to create more apprenticeships, when they left one in eight young people not earning or learning. When we hear the Conservative party now proposing to cut interest rates on student loans, we have to ask: where was this concern when they were in government? Where was this concern for the thousands of young people—my peers, my friends, people around me—facing high student loan payments today?

The reality is that what Opposition Front Benchers are proposing would disproportionately benefit the highest earners—those most likely to pay off their loans in full—do little for the majority of graduates, and do almost nothing for those from low-income backgrounds, who are less likely ever to clear their debts. It is the same Conservative party.

I feel strongly that we now have a chance to say something to young people about their future, because after years of broken promises what we see is frustration, and something more dangerous than that: a loss of belief that working hard will mean people will get on. When that belief goes, opportunity goes with it. The real legacy of the last 14 years is not just high debt but diminished hope. I genuinely believe that it is only Labour that offers the chance to restore fairness between generations—not headline-grabbing tweets—and we are starting to do that by strengthening support for renters, delivering the youth guarantee, expanding childcare and taking steps to ensure that maintenance support works for students, not against them.

It is only Labour that can do something bigger and restore to an entire generation the belief that if you work hard, whether at school, at work, at university or through an apprenticeship, you can build a better life. That is a real life, with a secure home, the ability to start a family and confidence that efforts will be rewarded with opportunity. When my mum encouraged me to pursue education, she believed that she was giving me a better life. That is what young people deserve today: not just to be able to hope for a better future, but to have that within their reach.

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[Alex McIntyre]

The hon. Gentleman will be pleased that I am coming to exactly that point later in my speech.

Of course there are challenges with this system. There were challenges with it back when it was introduced in 2012. We pointed out the fact that there are huge generational inequalities: there are hon. Members present in the Chamber who did not pay tuition fees at all and had lower house prices when they graduated, so they could afford to buy a house. Those challenges continue, and part of the reason that I got into politics was to deal with those intergenerational inequalities. We all talk about broken promises, but what happened to the promise about levelling up? In my mind, levelling up was about creating more opportunities for young people in places like mine in Gloucester, but those opportunities were never delivered by the Conservatives.

I want what is best for young people and for the university sector in my constituency. I am delighted to be able to take this opportunity to welcome the brand new university campus that the University of Gloucestershire has opened in the city centre, taking over the Debenhams building and creating a new campus for students, with a public library, so that young people in Gloucester can see what that opportunity looks like going forward.

We need to ensure that we are creating opportunities for all young people, because despite the move towards more people going to university, only a third of people in Gloucestershire will go to university, and in the most deprived parts of my constituency, that number is fewer than one in five. That is why I am proud that the Government are introducing maintenance grants, and why I am backing the new target of two thirds of young people going to university or doing gold-standard apprenticeships, because university might not be the best route for everybody. Generations of young people in my community were left behind by the Conservatives, who had no plan in Government for young people in my constituency.

[Graham Stuart]

The hon. Gentleman is making an impassioned speech and we hear where he is coming from, but over the 14 years of Conservative Government, 800 jobs were created every day and unemployment was brought down to near record lows. Since his party has come to power, with the mission that he is describing, what has happened? Unemployment is up by 25% and youth unemployment has now eclipsed even that of Europe. The Government are not delivering. I hope in the next part of his speech, he is going to talk about what the Government need to do now in order to make things better for young people, because at the moment every indicator is going the wrong way, including the cost of student loans.

[Alex McIntyre]

I am always happy to be educated by privately educated Oxbridge graduates who did not pay a penny for their student fees. The right hon. Gentleman will find that employment levels have actually gone up. The number of people in employment has gone up under this Government—[Interruption.] Well, that’s the stat. If he wants to check, he is more than welcome to.

I welcome the youth guarantee that the Government have talked about this week, introducing more apprenticeships and opportunities for young people and tackling the people in my constituency who have been furthest from employment. My hon. Friend the Member for Kettering (Rosie Wrighting) made a fantastic speech about some of the other things we are doing for young people. It is not just about education; it is about renters’ rights and expanding free childcare.

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[Kevin Bonavia]

I thank the hon. Lady for her intervention. [Hon. Members: “Right honourable.”] Yes, right honourable —I remember her time as Chief Whip. Like her, I did not have the burdens that people who went to university after me had to face, so I am very conscious of my responsibility to those generations and the generations to come. I am glad that the right hon. Lady has raised the issue of young people, because this Government recognise the extra pressures that young people face. That is why we are taking measures to help those who are feeling the pressures of the cost of living, whether on transport, childcare, or so many other things. We are helping our younger people and looking at how we support our students into the future—we are bringing back the maintenance grants that I benefited from all those years ago.

[Graham Stuart]

Will the hon. Gentleman give way?

[Kevin Bonavia]

One more time.

[Graham Stuart]

The hon. Gentleman said that the Government are helping young people, and mentioned transport. Bus fares have gone up by 50%, from £2 to £3; for somebody who travels every day to work and back, that is £500 a year out of taxed income. That is not helping. Fuel duty is going to go up in September—that is not helping. The cost of heating oil is going through the roof, and there is going to be nothing for anyone who goes to work—that is not helping either. Can the hon. Gentleman start to look at the reality of what is happening? It is not good for young people, and unemployment among young people is going up, not down.

[Kevin Bonavia]

I respectfully disagree with the right hon. Gentleman. He took me to task on transport; I come from a constituency where we desperately need more bus services. That is why we now have the Bus Services Act 2025, which I believe he would probably have voted against. We are making a difference for young people, and indeed all people who need to use those services.

The greatest responsibility we owe to the generations that will come after us is providing them with opportunities and lifting them up, not holding them back. We need to look at the tough issues and find answers to them. What the Opposition have tabled today is a motion that suggests that they can fix their own broken plan 2 loan system by

“controlling the number of places on university courses where the benefits are significantly outweighed by the cost to graduates and taxpayers.”

How on earth are they going to find out what those courses are? The shadow Secretary of State, the right hon. Member for Sevenoaks (Laura Trott), plucked some of them from the air—“Oh, we’re not sure about some of these creative arts courses.” How is she going to evaluate that? Are we going to have a commission? Is the party of the free market going to control the market? How is it going to do that?

Oral Answers to Questions

Graham Stuart Excerpts

Monday 2nd March 2026 Commons Chamber

[Josh MacAlister]

I recognise my hon. Friend’s description of recent history and how we have ended up where we are today. We will consider ways to make the system fairer. As I say, there are a range of options, and we need to do it carefully.

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

Sammi from Keyingham in my constituency, who was one of the first in her family to go to university, graduated in 2016 after borrowing £40,000. She has now been working in the medical field for over four years, but that £40,000 has grown to £46,000. I was glad to hear the Minister’s previous answer, but Sammi and others want to hear that there will be concrete action to stop the outrageous interest, which is higher than one would expect for a personal loan or a mortgage. Will the Minister do something about it?

[Josh MacAlister]

I hope the right hon. Member started by apologising to Sammi in his correspondence, because the last Government froze the threshold on 10 separate occasions. I could list them all. They started in the year that the policy was designed and introduced—the same year in which the commitment was made to increase the threshold in line with inflation, which the Conservatives did not do.

Oral Answers to Questions

Graham Stuart Excerpts

Monday 19th January 2026 Commons Chamber

[Georgia Gould]

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

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

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

[Georgia Gould]

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

Creative Education

Graham Stuart Excerpts

Tuesday 9th December 2025 Westminster Hall

[Graham Stuart (in the Chair)]

I remind hon. Members that they may only make a speech with prior permission from the Member in charge of the debate and the Minister. There will not be an opportunity for the Member in charge to wind up, as is the convention for 30-minute debates.

[Dr Simon Opher (Stroud) (Lab)]

I beg to move,

That this House has considered creative education in schools.

It is a pleasure to serve under your chairmanship, Mr Stuart. I welcome the Government’s curriculum and assessment review, which recognises the need for a broad and balanced curriculum and recommends the removal of the English baccalaureate, allowing greater space for arts subjects. At present, far too many children do not have access to these opportunities. Research from the Arts and Minds Campaign reveals that participation in arts subjects at GCSE has fallen by 42% since 2010, even though 90% of young people want to study a creative subject. The decline is sharpest in the most disadvantaged communities. School leaders in socially deprived areas are almost 50% more likely to report being unable to find specialist arts teachers, and one in four schools does not have the funding to run creative GCSEs at all.

Oral Answers to Questions

Graham Stuart Excerpts

Monday 20th October 2025 Commons Chamber

[Olivia Bailey]

I encourage the hon. Lady to write to me with the details of that case, because we are absolutely clear that in this rapid expansion of childcare—which half a million children have been able to access this September—those 30 hours should be available, and it should not be the case that extras are charged or anything else. I am happy to look at the specifics of the case.

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

The Minister is new to the Dispatch Box, so perhaps we can forgive her for suggesting that the Conservatives cut the number of family hubs, since we invented them. Focusing on the issue of cost and moving away from primary schools, private providers are finding that the jobs tax and other hits are making it more and more difficult to pay the bills and ensure that that entitlement—which we all want to see given to parents—is delivered. Can I invite the hon. Lady to give any reflections from her early days as a Minister on how we can deliver that? Can she reach out to those in the Treasury and elsewhere to make them understand the ecosystem in which those providers sit?

[Olivia Bailey]

Sure Start was one of the greatest successes of the last Labour Government, and it drove significant improvements for our children. The Conservative party systematically dismantled that across our country, with significant negative consequences for our children and young people. When this Government say that we are prioritising early years, we are putting our money where our mouth is—unlike the Conservatives, who had a pledge with absolutely no plan—with £8 billion this year and £9 billion next year to expand childcare and give every child the best start in life.

Oral Answers to Questions

Graham Stuart Excerpts

Monday 21st July 2025 Commons Chamber

[Stephen Morgan]

I thank my hon. Friend for the tireless work she has done on these important issues in this place. We are grateful for the contribution of 3 Dads Walking in developing the new RSHE guidance and we pay tribute to their inspirational determination and the courage shown in their work to raise awareness. The guidance contains new content about coping strategies for dealing with issues such as anxiety, but also covers issues such as loneliness and bereavement. It says that schools should “consider carefully” how to address suicide prevention safely.

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

Great leadership is critical to supporting children to have a healthy mental condition. Will the Minister join me in congratulating Leon Myers, the headteacher of Swinemoor primary school, on the twice-repeated outstanding rating for that school, on his focus on the traditional values of endeavour, resilience and competitive spirit, and on his recent MBE in recognition of the transformation of opportunity he provides to children across the Swinemoor estate?

[Stephen Morgan]

I thank the right hon. Member for his question, and I pay tribute to the member of staff he mentioned and all those who work across the education system to deliver improvements in life chances for all young people; I thank him very much for his hard work.

Generative Artificial Intelligence: Schools

Graham Stuart Excerpts

Tuesday 8th July 2025 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Stephen Morgan)]

It is a pleasure to serve with you in the Chair, Sir Jeremy. I thank my near-ish neighbour, the right hon. Member for East Hampshire (Damian Hinds), for securing a debate on this important subject and for the constructive and collegiate way in which he has sought to conduct it. I thank all other Members for their interventions and contributions, including the Chair of the Education Committee, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), for her insightful comments on challenges and opportunities and her helpful reminder of the Committee’s work on screen time.

The Government believe that generative artificial intelligence presents exciting opportunities to improve people’s lives, including by making our public services better. AI will support the delivery of the Government’s plan for change and our opportunity mission. I agree with the comments of hon. Members, including my hon. Friends the Members for Swindon North (Will Stone) and for Dulwich and West Norwood and the right hon. Member for East Hampshire, about the potential for AI and technology to support children with special educational needs. There is a strong evidence base for the impact that assistive technology such as screen readers and dictation tools can have in breaking down barriers to opportunity for children with SEND.

If used safely, effectively and with the right infrastructure in place, AI can support every child and young person, regardless of their background, to achieve at school and college and develop the knowledge and skills that they need for life. AI has the potential to ease workloads, assist with lesson planning and free up time for high-quality face-to-face teaching. That is why we have put AI at the forefront of our mission to modernise the education system, to support our teachers and school support staff and to enable them to deliver better educational outcomes for our children. The Department’s approach to generative AI in education is not static. It will continue to develop as our evidence and understanding grow.

The Government are leading the way. As announced at the Education World Forum in May, we will host an international summit on generative AI in education in 2026, bringing together education leaders from around the world to implement global guidelines for generative AI in education. We are committed to taking action that considers the risks, such as safety, and challenges, alongside opportunities and benefits. I assure the hon. Member for Strangford (Jim Shannon) that those discussions include ministerial colleagues across the UK. He will know that education is a devolved matter, but I can confirm that I had discussions with my ministerial equivalent in Northern Ireland during my visit to Belfast last month.

We have taken action to make sure that AI can be effectively used in schools. We have funded Oak National Academy’s AI lesson planning assistant, Aila, which helps teachers save significant time with lesson planning. Teachers report time savings of around three hours per week.

The right hon. Member for East Hampshire was right to mention support through the effective use of AI. Further, we launched the content store pilot in August of last year, aiming to make available the underpinning content and data that are needed for great AI tools. Coupled with investment in the AI tools for education competition, we are supporting edtech innovators to develop effective AI tools that can reduce the burden of feedback and marking on teachers.

Last month, I attended London Tech Week and announced an additional £1 million in contracts to further develop existing prototype tools so that they are ready to be used in the classroom. I saw demonstrations of tools developed at a hackathon using our innovative education content store. I also saw at first hand the value of that store and the importance of making available the underpinning content and data to develop excellent AI tools for education.

We know that any advancement in technology presents risks as well as opportunities, which is why we are taking steps to manage these proactively, including through safeguards and by gathering robust evidence on AI use.

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

Will the Minister give way?

[Stephen Morgan]

I will give way, but I am conscious that the right hon. Gentleman was not here at the start of the debate.

[Graham Stuart]

I apologise for not being here at the start, and I am grateful to the Minister for giving way. To what extent is he concerned about biases within the models? Most of the major generative AI models are not produced in this country; they are developed in highly competitive circumstances and tend to be secretive about the data used to train them. Is that an area of concern? If he thinks there are going to be more applications in the education sphere and others, should the Government take steps to ensure greater transparency about the data upon which these models are trained?

[Stephen Morgan]

I will certainly take that back. I have had discussions with colleagues at the Department for Science, Innovation and Technology and others about reliability, safety and biases.

In November last year, with the Under-Secretary of State for Science, Innovation and Technology, my hon. Friend the Member for Enfield North (Feryal Clark), I met leading global tech firms, including Google, Microsoft and Adobe, to agree safety expectations and to ensure that AI tools are safe for classroom use. We are also supporting staff to use AI safely. In partnership with the Chiltern Learning Trust and the Chartered College of Teaching, we have published online support materials to help teachers and leaders to use AI safely and effectively, developed by the sector, for the sector. They supplement the Department’s AI policy paper—which we updated in June—alongside the information for educators about using AI safely and effectively, and the toolkit for leaders to help address the risks and opportunities of AI across their whole setting.

To develop our evidence base, we have launched two pilot programmes, the edtech evidence board and the edtech testbed. The first is to ensure that schools have the confidence to secure edtech products that work well for their setting, and the second is to evaluate the impact of edtech and AI products on improving staff workload, pupil outcomes and inclusivity. I want to assure all hon. Members that we will continue to work with schools to support them in harnessing opportunities and managing potential challenges presented by generative AI.

A number of hon. Members, including the Liberal Democrat spokesperson, the hon. Member for Guildford (Zöe Franklin), spoke about social media, and “Keeping children safe in education” is statutory guidance that provides schools and colleges with robust information on how to protect pupils and students online. The guidance has been significantly strengthened with regard to online safety, which is now embedded throughout, making clear the importance of taking a whole-school approach to keeping children safe online. The DFE is working across Government to implement the Online Safety Act 2023 and to address technology-related risks, including AI in education. I can assure the hon. Member for Guildford that it is a priority for us to ensure that children benefit from its protections.

On the point that a number of hon. Members made about the impact on qualifications, assessment and regulation, the majority of GCSE and A-level assessments are exams taken under close staff supervision, with no access to the internet. Schools, colleges and awarding organisations are continuing to take reasonable steps to prevent malpractice involving the use of generative AI in formal assessments. Ofqual is, of course, the independent regulator of qualifications and assessments, and published its approach to regulating AI use in the qualifications sector in 2024. Ofqual supported the production of guidance from the Joint Council for Qualifications on the use of AI in assessments. That guidance provides teachers and exam centres with information to help them to prevent and identify potential malpractice involving the misuse of AI.

More broadly, the curriculum and assessment review’s interim report acknowledged risks concerning AI use in coursework assessments. The review is taking a subject-by-subject approach to consider assessment fitness for purpose and the impact of different assessment methods on teaching and learning. I assure Members that the review is considering potential risks, the trade-offs with non-exam assessment such as deliverability, and the risks of malpractice and to equity.

Department for Education

Graham Stuart Excerpts

Tuesday 24th June 2025 Commons Chamber

[Rebecca Smith (South West Devon) (Con)]

I want to talk about the real-life impacts of the decisions in the education estimates, and specifically, due to the short amount of time, on school funding.

There is a village in my constituency called Buckland Monachorum for whom school funding is a particularly pertinent issue. It is in the middle of campaigning, because the local trust responsible for the school is having to restructure from September. That is entirely because of the cuts schools are facing and the knock-on impacts from the Budget that we have heard about. The restructuring is causing huge consternation among parents. There are complaints, a campaign—as I said—and a huge amount of stress, as they face a different future to the one they were expecting.

The Learning Academy Partnership trust, which is responsible for the school, has shared figures with me that highlight the reality of the funding changes that it is facing. It also has one of the schools that falls foul of the f40 inconsistencies we have heard about. It is worth saying briefly that secondary schools in Devon can see as much as £1 million less in funding than equivalent schools in a city such as Manchester. An hon. Gentleman said earlier that city schools need more money. I hear that, but rural deprivation is a key reality, too, and we need to do more to address it.

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

I am extremely grateful to be cheekily coming in at this point, but the East Riding of Yorkshire is the lowest-funded authority in the country for SEN. I hope we might hear from the Minister about how the distribution, as well as the quantum, can be made fairer. Unfair distribution exacerbates the strain in the system.

[Rebecca Smith]

I thank my right hon. Friend for his intervention. I agree that, and there are issues right across the country.

The trust in my constituency is facing financial pressures: teacher pay awards, unfunded beyond 1.7%, mean a 4% increase, costing £359,330; support staff pay awards, unfunded beyond 0.9%, mean a 3.2% increase, costing £295,000; and teacher pension increases, support staff pensions and the national insurance increases have a total cost of £349,000, with £76,000 unfunded due to pupil-based funding. That is a problem right across Devon. We are concerned because it means ultimately that those local village schools will have to take a direct hit, which is something that neither the parents nor the teachers, nor the trusts that are responsible, want to see.

A big part of this issue is about the reduction in the general annual grant—a real-terms reduction of £200,000 in 2025-26, plus 0.5% redirected by Devon local authority to special educational needs. This will have a massive impact on the most vulnerable children right across the community; ultimately, it will not enable them to get the education they require.

Briefly, I want to ask the Minister about the future of schools in places like Dartmoor in Devon, and especially the schools that fall foul of the f40 formula issues. What can the Minister do to reassure the parents, teachers, other staff and children, most importantly, whom I represent, who will ultimately pay the price for these cuts, intentional or not? What reassurances can she offer in response to their pleas and my pleas for children and young people in South West Devon to have the funding they need for the future they deserve? What reassurances can she provide to me that that will take place?

SEND Funding

Graham Stuart Excerpts

Thursday 12th June 2025 Commons Chamber

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

I beg to move,

That this House has considered the distribution of SEND funding.

I am delighted to have secured this debate, as it gives us an opportunity to highlight the situation we are facing in England, where children with special educational needs and disabilities are being left behind due to the inherent regional inequality in the high-needs national funding formula. There is a bigger issue. The more typical thing we talk about is the overall quantum of spending based on overall need, but too little attention is given to the distribution of the funding that exists, whether in healthcare, education, policing or otherwise. I know I am not the only Member being turned to by constituents at their wits’ end, trying to navigate what feels to be a broken system; I thank colleagues across the House for their continued advocacy on behalf of some of the most vulnerable children in all our communities.

My argument is a simple yet deeply important one: the current model of SEND funding is not only inconsistent but in too many cases profoundly unfair. It fails to account for genuine levels of need, the realities faced by families, and the systemic pressures that schools and local authorities are under. Unless that changes, we will continue to fail children who rely on Members to make their case and to get this right.

[Peter Swallow (Bracknell) (Lab)]

The right hon. Gentleman makes a profoundly important point. There is a real and urgent need to reform the SEND system, and that of course includes how it is funded. Does he welcome the £750 million ringfenced in yesterday’s spring statement for exactly that: to transform our SEND system to make it fairer for parents, better for young people and more sustainable for the future?

[Graham Stuart]

The hon. Gentleman takes me to a point further on in my speech, but he is absolutely right. He makes the case to the Minister, exactly as I intend to: given that we have a broken distribution system and given the severity of its impact on so many children and families, will she ensure that the money in the spending review is, as the hon. Gentleman rightly says, used precisely for that purpose and that we target those who are most left behind?

At the heart of this debate, I am calling on the Government to identify and commit to a clear baseline cost for delivering effective SEND support per pupil. The figure must reflect what it genuinely takes, in both urban and rural settings, to support children with complex needs across the country. Only then can we ensure that no child’s opportunity is limited by where they live.

I want to bring to the attention of the House a stark example that illustrates the postcode lottery in SEND funding: the disparity between the East Riding of Yorkshire, which covers my own constituency of Beverley and Holderness, at the lowest end of the funding spectrum—we are the lowest funded in the country—and the London borough of Camden, which happens to be the highest. Camden, by any standard, is a well-resourced inner-city borough with strong proximity to specialist services. It currently receives £3,564.95 of SEND funding for each pupil in its area. Meanwhile, in East Riding—a rural area with fewer nearby services, longer travel distances and greater challenges in recruitment and retention—per-pupil high-needs funding comes in at around £968. That is a gap of over £2,500 for every single child requiring extra support. In real terms, if East Riding’s funding was matched not with Camden but with the second most poorly funded local authority, we would have an extra £18 million per year on top of the £43 million we receive in the higher needs block—£18 million extra. If we were brought into line with Camden, we would have an extra £100 million.

Some might argue that urban areas face different pressures, and of course they do, but let us be clear: the cost of delivering quality SEND provision in rural areas is not lower. In fact, it is often significantly higher. Transport costs—colleagues across the House will be aware of children who have to be moved great distances to access their support—for children with complex needs can be astronomical. Recruiting specialist staff, such as special educational needs co-ordinators, to work in isolated schools is a constant challenge. When services such as educational psychologists or speech and language therapists are not based locally, schools and families face unacceptable delays in accessing the assessments needed to unlock further support. Why, then, is rurality not factored into the high-needs funding formula?

What that means in practice is that two children with identical needs, living in different parts of the country, will receive vastly different levels of support. One might have their education, health and care plan reviewed on time, access in-school provision, and benefit from local therapy services. The other might be left waiting months for assessment, with a school already at breaking point trying to bridge the gap. This disparity will have a long-term detriment to children’s outcomes.

This is not a criticism of any local authority—Camden, like all areas, faces its own pressures and challenges—but the system we have allows such disparities to persist without sufficient recourse or flexibility. These widely varying funding allocations create a two-tiered system in what should be a national commitment. Colleagues from across the House will be familiar with constituents whose stories lay bare the human cost of this imbalance, whether it is parents desperately trying to navigate the EHCP system, the lack of suitable school places nearby to cope with the measures required by their EHCP, or schools struggling to cope.

This is also certainly not a party political point. Successive Governments have sat over funding disparities and struggled with the politics. They have been unprepared to reallocate, perhaps for understandable reasons. The people you take money from tend to be much angrier than the people you give it to are happy: one marches on Westminster, the other grunts and says, “About time.” It is a truly difficult thing. I have been in this place for 20 years and have struggled to get Ministers to accept reallocation and reapportionment. Rather than asking for that demand, which I have so far failed in 20 years of effort to get anybody to implement, I hope to come up with something more practical, if compromised as a result.

[Mr Gagan Mohindra (South West Hertfordshire) (Con)]

I commend my right hon. Friend on his length of service to this House.

[Graham Stuart]

My hon. Friend, the Opposition Deputy Chief Whip—and indeed my Whip—is very welcome. Thanks very much; I am grateful for that.

We have this issue of how we fix a broken and clearly unfair system. Newer colleagues, and there are many of them in the House, might think, “Well, surely people would want to fix it. There is no perfect system and there will always be dispute, but if the Government did a map of need—fundamentally, an assessment of what fair would look like—and then mapped against that line where everyone was, newer Members might think, “The Government might be prepared to do something with those who are most overfunded to help compensate the underfunded.” My experience is that they do not and will not, so I will discuss practical ways of getting change. What typically happens is that despite Ministers’ talk in debates like this one, we end up with the Treasury at a spending occasion like yesterday giving 3%; if inflation is 2.5%, it gives 3% to everybody. That means that the cash gap between one authority and another grows, and in a sense the injustice grows with it.

[Rachael Maskell (York Central) (Lab/Co-op)]

I am grateful to the right hon. Gentleman for leading the debate. I am conscious that York is in the bottom third, and that the level of children being diagnosed with SEND is rising sharply. Does he agree that in order to future-proof the system, we need to look at a more holistic, therapeutic and nurturing approach to our education system so that all children benefit? I looked at the situation in Sweden and saw how that not only brought down costs, but greatly benefited the children there.

[Graham Stuart]

The hon. Lady is two things: she is quite right, and she is tempting me down a path I do not want to go down—I want to focus on the distribution, because it does not get the attention. However, she is absolutely right. Labour criticises the performance of the then Conservative Government, but I think funding for SEND actually grew 60% from 2019 to 2024. She is right that it is not about who is in government—somehow, we need to find ways of capping this demand, which will outstrip any Chancellor, however well intentioned. That is an issue.

I will turn back to the point on which I am focusing, which is distribution. If demand in a system is growing at a scale that no Government can meet, distribution, although ignored, becomes even more important. If a system is straining and struggling, having grossly unfair distribution that no one seeks to or is able to defend—it is not a case of one party or the other claiming they are getting it right; they recognise it is unjust—is a major mistake, and we must find ways to balance it over time. It is not obvious at the moment that anyone is able to stop this imbalance between supply, which is so small, and demand, which is so big.

Colleagues will have local champions back home who do their best to fight against regional inequalities. I take this opportunity to pay tribute to Councillor Victoria Aitken in the East Riding, who is the portfolio holder responsible for SEND, and her role with the f40 group. For any newer Members present, the f40 group fights on the issues of and focuses on the funding formula disparities. It is technical and quite dull, but it is vital for the provision of services to our constituents. In her role with the f40 group, Victoria has been tireless in campaigning to address these issues within the SEND system, but sadly, the work of Victoria and others like her is not enough.

I want to share the story of my constituent Ellie and her son Harry, who is nine and a half years old and has ADHD. From the very start of his education—as early as foundation stage—both Ellie and his teachers recognised that Harry needed extra support. However, without an EHCP in place, the help he required simply was not available, despite the school doing all that it could.

Last summer, as Harry was preparing to enter year 4, Ellie contacted me in desperation. Harry was still only just beginning to read, and was spending his break times playing with children much younger than himself. Ellie had fought tirelessly to secure an assessment so that he could access one-to-one support, but the process was gruelling, and caseworkers were at capacity. Ellie had to give up her job to dedicate herself to the countless hours needed to complete forms, lodge appeals, chase responses and provide support at home. She put her own education on hold and, in her own words, has had to “battle the system” every step of the way.

Just last week, after years of delay, Harry was finally granted an EHCP. However, the school still does not know when the funding will arrive to put the support, which has now been recognised, in place. Harry will start year 5 this September, several years behind his peers. Ellie describes Harry as a kind and lovely boy who has been failed—not by his school, but by a system that delays, deflects and denies the support that children like Harry need. Yet Ellie remains determined to keep fighting, no matter the cost to her or her family, to ensure that Harry gets the help he deserves.

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

I congratulate the right hon. Gentleman on securing the debate. I declare my usual interests: my wife is a special educational needs co-ordinator at a local authority school in our patch, and my daughter has an EHCP and a complex set of disabilities, so I have absolutely fought this battle myself. Does the right hon. Gentleman agree that what he has just described is a broken system that needs reform, and that whatever we see in the White Paper in the autumn, we will hopefully see reform that relies in particular on more training for all teachers across the profession? I think that is some of what he has just described.

[Graham Stuart]

The hon. Gentleman is right. There is a capacity issue, as I say, relating to demand. Getting people—not just specialists, but the whole system and everyone in it—to have a better understanding is really important. The hon. Gentleman will see that in his constituency, as I do in mine. It is not enough just to have the SENCO; it is about getting the leadership, the training and the right protocols in place to ensure that the whole system is better able to meet the needs of children, and that will then reduce some of the other impacts, including cost impacts, on the system.

In recent weeks, I had the privilege of visiting Inmans primary school in Hedon, where staff spoke candidly about the mounting pressure created by soaring demand for SEND provision—pressures that far exceed the funding currently available. At St Mary’s school in Beverley, headteacher Laura Wallis expressed her deep concern at the growing gap between pupils’ needs and the resources she has at her disposal, making it ever-more difficult to provide the tailored support every child deserves.

[Lee Pitcher (Doncaster East and the Isle of Axholme) (Lab)]

I have met people from about 18 schools, both here in Westminster and at home in the constituency, and, more recently, have heard the voices of young people on SEND in Doncaster. At every single meeting, the first questions asked are about support, capacity, and young adults’ transition into work. Does the right hon. Gentleman agree that to get the funding right, we need to listen to the voices of people with experience—those at the grassroots—to ensure that we understand their ideas and solutions, and direct funding into the right places?

[Graham Stuart]

I have to agree with the hon. Gentleman, who makes a powerful point. My appeal to colleagues in the Chamber—particularly, perhaps, to newer Members —is to focus on the distribution. It can be quite hard to get one’s head around the many issues that are involved—the overall national issues of quantum, service delivery, training and the rest of it—and distribution can easily get left behind, yet it is vital. I cannot say that it brings a great deal of joy or satisfaction to Members of Parliament to pursue it, because so many people look blank when it is mentioned, but distribution is important, and I hope that colleagues will want to take on the issue.

[Jim Shannon (Strangford) (DUP)]

Very quickly, some children thrive academically, while some thrive practically. It is all about finding the right place for them, whether as a doctor, a mechanic, a plasterer or a farmer. When it comes to checking on a child’s ability, and ensuring that they find their place, we must acknowledge that there is not a standard box for all; it is different for each child.

[Graham Stuart]

As usual, the hon. Gentleman hits the nail on the head.

Many across this House will recognise the stories of the schools I have just mentioned, because the same thing is playing out in constituencies across the country. Parents are becoming de facto care co-ordinators; schools are dipping into ever-shrinking budgets to fund specialist provision; and local authorities are caught between legal responsibilities and budgetary reality.

[Paulette Hamilton (Birmingham Erdington) (Lab)]

I was contacted by a parent in my constituency who was forced to navigate a complex and lengthy tribunal process simply to challenge the decision to place her autistic son in a mainstream school, only to have the hearing cancelled at the last moment, and a place at a special school offered. Does the right hon. Gentleman agree that education, health and care plans are not a silver bullet, that we should not need complex legal processes to ensure that young people can access good early support, that support must meet the young person’s needs, and that the money must follow the child or young person?

[Graham Stuart]

The hon. Lady is absolutely right. I was chairing the Education Committee when the coalition Government introduced the reforms that brought in EHCPs as a replacement for statements. I remember thinking then that lots of good improvements were made—there were very sincere Ministers working hard at it, and they brought in a better system—but the fundamentals remained as they were. One of the aims was to get away from an adversarial, legalistic process, in which articulate and typically better-off people were able to use sharp elbows to get their child what they needed, but pity the inarticulate single mother unable to engage with the system. What would she get? The then Government’s promise was to make that better, but the fundamentals remained.

If demand is so much bigger than supply, this is what we will get. With the best will in the world, local authorities will end up being defensive and saying no as a matter of course, and will give way only when they are forced to. Am I going on too long, Madam Deputy Speaker?

[Madam Deputy Speaker (Judith Cummins)]

I could not possibly say.

[Graham Stuart]

For years, I have fought for a fairer distribution of SEND funding, and for years, I have got nowhere, as successive Governments—Labour and Conservative—have lacked the courage to rebalance the system. I hope Labour will not lack that courage again. I do not pretend to have all the answers to this problem, but I know that we must work out what fairness looks like and the minimum per-pupil cost required for SEND support, and commit to meeting that basic need, if not immediately, then at least over time.

This Government need to be prepared to take from those above the baseline and give to those below. Would they be prepared to do that? No previous Government have been, but perhaps this one will. If not, we must find some other way. We could identify, through a mapping exercise, those who have been left behind, and we could say as a matter of principle that whenever there is an above-inflation increase in the Budget—such as the £760 million that the Chancellor came up with in the spending review yesterday—it will always be used first and foremost to lift up those below the line, while doing nothing to cause a below-inflation increase for those who are above the line.

Even if the Minister agrees with that idea, there will still be crisis management. How do we begin to tackle systemic inequality? Above all, it is vital that we revisit the high needs national funding formula, because it does not sufficiently account for regional cost differences, or for the genuine cost of delivering services in dispersed or under-served areas. The formula must reflect both complexity of need and the geography of the area in which that need arises. It needs to account for the added cost of providing services in rural areas. It is vital, too, that the formula moves away from the historical spend factor—the part of the formula that bases current funding on what a local authority spent on SEND provision in the 2018-19 financial year, and how it administratively described that spend. The formula means that a large section of funding is determined by pre-covid demand for SEND services, despite a post-pandemic spike.

The Government have stated their intention to remove that factor, but progress has been painfully slow. Every year that we fail to act, we condemn another group of children with complex needs to struggling without the support that they deserve. The issue is not simply how much money is available; it is also how accessible and responsive the system is. Families are forced into adversarial processes, schools are burdened with bureaucracy, and children are too often treated as numbers on a spreadsheet, rather than individuals with potential. We need a system that is focused on early intervention, not crisis management.

I am here not simply to raise a problem, but to call for action. That action would ensure a fairer, more transparent funding formula that reflects real-world costs across the country, accounting for rurality and discounting historical spend. It would establish a clear baseline per-pupil cost for delivering effective SEND support, and ensure that every local authority was brought up to that level—if not quickly, then at least over time. It would create better accountability mechanisms, so that areas that are underperforming on delivering SEND provision can be supported and, where necessary, challenged. At the very least, I ask that the Government recognise the injustice of the system and the inequality that it produces.

Those are not radical asks; they are practical, deliverable reforms that would make a meaningful difference for my constituents in Beverley and Holderness—and, I believe and hope, across the rest of the country. We have a duty as parliamentarians to ensure that every child, regardless of background, diagnosis, or postcode, has the support that they need to thrive. The disparities in SEND funding undermine that duty. If we believe in a truly inclusive education system, we cannot continue to turn a blind eye to the structural inequities built into the funding model. We owe it to our constituents, our schools and, most importantly, the children to fix this.

[Several hon. Members rose—]

--- Later in debate ---

[Warinder Juss (Wolverhampton West) (Lab)]

Over the past decade we have seen a 140% increase in the number of children identified as requiring an education, health and care plan. Today we have nearly 2 million pupils in England who are identified as having special educational needs. Unfortunately, the rise in demand has not been matched by a corresponding increase in funding. As of October last year, the Department for Education projected a cumulative deficit of £4.6 billion in the dedicated schools grant by the end of 2025-26, alongside a £3.4 billion gap by 2027-28 between high-needs costs and current funding levels. Our children have for too long been let down by previous Governments, and we have had 14 years of Conservative austerity. We must urgently re-examine the structure and long-term sustainability of our SEND provision.

In my constituency, the pressure is all too evident. Nearly 9,000 pupils are currently receiving either special educational needs support or have an EHCP—around 18% of the total pupil population. If we look at the data more closely, a stark pattern emerges. There is a clear correlation between the level of special educational needs and the index of multiple deprivation, which means that children in our most deprived areas are significantly more likely to require additional support than their peers living in more affluent neighbourhoods. This is not just a matter of education but a matter of social justice. We must invest in early years intervention and deliver a holistic programme of support.

Wolverhampton West is home to five state-funded special schools: Tettenhall Wood school, Broadmeadow special school, Penn Fields school, Penn Hall school—close to where I live—and Pine Green Academy. I am proud of all of them, as they have dedicated staff and specialists educating over 650 pupils. However, even with the tireless efforts of our dedicated school staff, our state special schools are under strain and operating beyond capacity.

I am proud that this Government have put forward £740 million for 10,000 new SEND places, and spending review documents reveal that the Government will spend £547 million in 2026-27 and £213 million in 2027-28.

[Graham Stuart]

Perhaps my question could go through the hon. Member to the Minister if he does not know the answer. The £740 million is very welcome, but as he says it is frontloaded in one year and then halves the following year, with no indication of where it is going thereafter. Although it may be a welcome short-term intervention, how is it part of a sustainable effort to improve SEN?

--- Later in debate ---

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

I congratulate the right hon. Member for Beverley and Holderness (Graham Stuart) on securing this debate on this important subject. I know he has a strong interest in special educational needs and disability, and I commend him for his 20 years of advocating for change. He spoke widely about many areas, but especially about distribution. I also thank the many Members across this Chamber for their passionate and sincere speeches, which all advocated for their constituents and the children they care about.

Among the many Members who have spoken, my hon. Friend the Member for Huddersfield (Harpreet Uppal) talked about the difficulties for parents navigating SEND. The hon. Member for Huntingdon (Ben Obese-Jecty) spoke about the challenges involving EHCPs. My hon. Friend the Member for Hemel Hempstead (David Taylor) gave some case studies, and like other Members mentioned these precious children and their experiences, which were all very vital and pertinent to this debate. I thank them for those case studies about Grace, Olivia, Hermione and others, which I really appreciate and acknowledge. My hon. Friend the Member for Wolverhampton West (Warinder Juss) spoke about the Government investing in early years, and that is absolutely what we are doing.

I will seek to address as many as possible of the issues and challenges that have been raised and brought to my attention, but I again thank my hon. Friend the Member for South Dorset (Lloyd Hatton) for his strong advocacy for SEN provision in his area, which has been noted. However, I will push back against the hon. Member for Beaconsfield (Joy Morrissey), who raised many issues to be addressed. I gently say to her that, given the past 14 years, we did not need to be in this position with SEND—we did not need to be here—and this Government have been left to fix the foundations. We do have a plan for change, and I will mention as many of the areas as I can.

The Government are committed to breaking down barriers to opportunity and giving every child the best start in life. That means ensuring that all children and young people receive the right support to succeed in their education and to lead happy, healthy and productive adult lives.

[Graham Stuart]

Will the Minister give way?

[Janet Daby]

I would like to make some progress before I begin to give way.

Members from across the House will be aware of the challenges facing the SEND system—a system that is difficult for parents, carers and young people to navigate, and where outcomes for children are often poor. That has been mentioned by many Members. The Education Committee has undertaken its own inquiry aimed at solving the SEND crisis, which underscores the significant challenges we face. Improving the SEND system is a priority for this Government. We want all children to receive the right support to succeed in their education, and to lead happy, healthy and productive adult lives. The hon. Member for Harpenden and Berkhamsted (Victoria Collins) quoted Hermione, who said that SEND needs to work for all, and I just wanted to acknowledge that.

[Graham Stuart]

I am grateful to the Minister for giving way. She will be aware that the title of this debate, despite what it says on the screen, is “Distribution of SEND Funding”. I hope, therefore, that she will focus primarily on that particular technical point. The distribution of SEND funding across the country is, according to f40 and campaigners across the House, unfair, broken and needs to change. Is that the Government’s view and the Minister’s view? That is the first answer, and then we can turn to how it can best be fixed. The most important thing is to recognise whether it is broken or not. I feel it is unfair and broken, and I would like to hear the Minister say so, if she agrees.

[Janet Daby]

I hear the right hon. Gentleman’s point, but he does need to allow me time to proceed. It would be wrong of me not to also respond to other Members from across the Chamber who have mentioned concerns with regard to the reason we are here.

Members across the House will be aware of the challenges facing the SEND system. Improving the SEND system is a priority for this Government. As I said, we want all children to receive the right support. We are prioritising early intervention and inclusive provision in mainstream settings. We know that early intervention prevents unmet needs from escalating, and that it supports all children and young people to achieve their goals alongside their peers.

These are complex issues that need a considered approach to deliver sustainable change, and we have already begun that work. We launched new training resources to support early years educators to meet emerging needs, and announced 1,000 further funded training places for early years special educational needs co-ordinators in the 2025-26 financial year, which will be targeted at settings in the most disadvantaged areas. We have extended the partnerships for inclusion of neurodiversity in schools programme to support an additional 1,200 mainstream primary schools to better meet the needs of neurodiverse children in the financial year 2025-26. That investment builds on the success of the programme, which was delivered to over 1,650 primary schools last year. We have already established an expert advisory group for inclusion to improve the mainstream educational outcomes and experiences of those with SEND.

All that work forms part of the Government’s opportunity mission, which will break down the unfair link between background and opportunity. We will continue to work with the sector as essential and valued partners to deliver our shared mission and to respect parents’ trust. As my hon. Friend the Member for Cannock Chase (Josh Newbury) mentioned, parents need to be respected, not exhausted.

The Department is providing an increase of £1 billion for the high needs budget in England in the 2025-26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion for the year 2025-26. Returning to the right hon. Member for Beverley and Holderness, of that total, East Riding of Yorkshire council is being allocated over £42 million through the high needs funding block of the dedicated schools grant—an increase of £3.5 million on 2024-25. The high needs block is calculated using the high needs national funding formula. The NFF allocation is a 9.1% increase per head for the two to 18-year-old population on the equivalent 2024-25 NFF allocation.

I will turn to the many issues raised by other Members. We know that families face issues with education, health and care plans, and that even after fighting to secure the entitlement, support is not always delivered quickly enough. EHC plans should be issued within 20 weeks and are quality assured for a combination of statutory requirements, local authority frameworks and best practice guidelines, but the latest publication data showed that just half of new EHC plans were issued within the time limit in 2023. Where a local authority does not meet its duty on timeliness and quality of plans, we can take action that prioritises children’s needs and supports local areas to bring about rapid improvement.

This Government believe that a complex legal process should not be necessary to access good, early support for children and young people, which is why we need to focus on addressing the overall systemic issues to make SEND support easier to access. We are continuing to develop the ways in which we protect support for the children who will always need specialist placements and make accessing that support less bureaucratic and adversarial.

--- Later in debate ---

[Graham Stuart]

I thank all colleagues for coming to the Chamber on this Thursday afternoon, because this issue is just so important. We have heard really interesting and reflective speeches from right across the House, as Members have sought to champion the children who probably most need help in our society, so it is right that we should be here.

I thank the Minister for her response. I was slightly disappointed, because the title of this debate is “Distribution of SEND Funding”, and it is important to ask whether the distribution is right. Do the Government think that it is, or that it is not? I do not think that the system is defensible as it is, and it would be good to hear that said. Once one has recognised that the system is broken and unfair, the next question is: how shall we fix it? We did not get an answer to that, because we did not get an answer to the first question.

The Minister’s response morphed into what we talk about generally, which is SEN overall, what the Government are doing, the £1 billion extra and all the other things, many of which are welcome, but the question underneath that is whether the distribution is right. If it is not, are we going to do something about it, while making these other changes? We did not get an answer to that.

My appeal to the Minister—I think colleagues across the House will welcome this; I might even get a nod from some on the Government Benches—is to make sure that, in the White Paper, there is an opportunity to make the distribution fairer, if not immediately, then at least over time. We must recognise the problem and look to level up over time. That is not to penalise those who might be technically overfunded today, but to make sure that every child has a fairer and better chance of getting whatever we can best provide from the system. That is an important element of the overall discussion about SEND.

We will doubtless hear more about this topic. The Minister did not seem absolutely clear whether EHCPs were here to stay. Resisting my own strictures on sticking to the subject of distribution, I will use the few seconds that I have left to talk about the EHCP system. When a child gets an EHCP, they get a better outcome. Perhaps that is driving parents to push their children to get one, and that may be contributing to the financial unsustainability of the system that we have today. It would be enormously controversial to look to remove it. At the moment we have a system that from 2019 to 2024 was increased by 60%. The Government are putting in another £1 billion, and another £760 million was announced yesterday, and that is welcome, but if we do not find a way of stabilising the system, we will still have those who are sharp-elbowed getting something for their kids and those who are not losing out. That is not a system that anyone across the House should be satisfied with.

Question put and agreed to.

Resolved,

That this House has considered the distribution of SEND funding.

Oral Answers to Questions

Graham Stuart Excerpts

Monday 28th April 2025 Commons Chamber

[Bridget Phillipson]

I am grateful to my hon. Friend for his passion and interest in this subject. Let me also congratulate him on his efforts in yesterday’s London marathon: he is not only a brilliant advocate for children, but a fantastic runner. He is right to say that this Labour Government have inherited a terrible mess when it comes to support with children with SEND. We want all children to have the support that they need in order to achieve and thrive, and as part of the wholesale reform that we will deliver, we will listen to parents, children, stakeholders and schools to ensure that we get the system right for children and deliver better outcomes, and that issues such as those identified by my hon. Friend are a thing of the past.

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

I thank the Secretary of State for her answer to my hon. Friend the Member for Bridlington and The Wolds (Charlie Dewhirst), but each child with special educational needs in the East Riding receives £968, whereas in Camden the figure is £3,564. I am sure she agrees that a child in Camden does not have four times the need of a child in the East Riding. Will she undertake to ensure, as part of the review, that in principle we will have fairer funding for children throughout the country with educational needs related to, for instance, dyslexia or autism at the end of that process, as opposed to where we sit now?

[Bridget Phillipson]

The right hon. Gentleman brings real expertise to this issue, and I know that he also cares deeply about ensuring that we get the system right for children with SEND. Our allocations were made on the basis of the funding formulas that were already in place. We intend to look carefully at all these matters as part of our wider reform of the SEND system, but, as the right hon. Gentleman will appreciate, they are complex, and it is important for any change to be made in a way that is responsible and focused on better outcomes for children.