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.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [Lords]

Graham Stuart Excerpts

Report stage
Monday 31st March 2025 Commons Chamber

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

I thank hon. Members for their constructive engagement throughout the debate. However, from listening to the shadow Minister, the hon. Member for Harborough, Oadby and Wigston (Neil O’Brien), one would think that this was all doom and gloom, when it is actually a new season of growth and skills. We are springing into action, and I encourage him not to be stuck in the past.

As I have said before, including when we discussed the Bill in detail in Committee, it is wonderful to hear the passion that Members from across the House have for improving our skills system. It is clear that we all share a desire to better meet the skill needs of employers and learners. The Government are determined to unlock growth and spread opportunity, and the Bill will help us to deliver the change that we absolutely need.

I will start by speaking to new clause 1 before touching on the other new clauses and amendments.

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

Can the Minister explain, in answer to the points made by the hon. Member for Stoke-on-Trent Central (Gareth Snell) and others, the rationale behind eliminating level 7 apprenticeships?

[Janet Daby]

Information on that will come out in due course, but if the right hon. Member gives me a little more time, I will be able to elaborate and respond to Members as I go.

New clauses 1 and 4 relate to the creation of Skills England and its legal status. New clause 1, tabled by the hon. Member for St Neots and Mid Cambridgeshire (Ian Sollom), would require the Secretary of State to lay draft proposals for a new Executive agency, to be known as Skills England, within six months of Royal Assent. New clause 4, tabled by the hon. Member for Harborough, Oadby and Wigston, would require the Secretary of State to establish Skills England as a statutory body.

Our position—that we establish Skills England as an Executive agency—remains extremely clear and is entirely in keeping with the usual process for establishing arm’s length bodies. The Department is complying with the robust and vigorous process for establishing Executive agencies, which applies across Government. The Executive agency model balances operational independence with proximity to Government. That is needed to inform policy and support delivery of the Government’s mission. That model enables us to move quickly, which is vital given the scale and urgency of the skills challenges that we face.

The Government have committed to reviewing Skills England between 18 and 24 months after it is set up. That will includes an assessment of whether the Executive agency model is enabling Skills England to deliver its objectives. That is consistent with good practice. Skills will power this mission-driven Government and our plan for change. Our approach means that we can get on with the job at hand: fixing the skills system and helping more people to get the training they need to build our homes, power our towns and cities with clean energy, and master new digital technologies.

Children’s Wellbeing and Schools Bill

Graham Stuart Excerpts

Tuesday 18th March 2025 Commons Chamber

[Catherine McKinnell]

I will always share in the celebration of schools that are doing well, and the right hon. Lady is absolutely right to celebrate the schools in her area. I do question, however, the shameless pride we sometimes see in the record of her Government; when they left office, England’s schools were getting worse, standards in reading, maths and science were down, roofs were crumbling, children were struggling, and a generation of children were absent from school. We are determined to tackle those challenges head-on. The education that we provide for our children is not just for their future, but for all of our futures. It shapes society today and the society that we want for tomorrow.

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

It is good of the Minister, for whom I have a great deal of respect, to give way. As I know her to be an honest person, will she at least share with the House the fact that schools in England are better today than they were in 2010? Picking some tiny subset of time to make out that schools are deprived is not a fair assessment. Schools are demonstrably better in England today than they were in 2010. Please, Minister, at least acknowledge that.

[Catherine McKinnell]

I thank the right hon. Gentleman for his kind words and his assumption of my honesty. The fact is that one in three children starting school is not school ready. More than a third of children leave primary school without a firm foundation in reading, writing and maths. The disadvantage gap is widening. I will come on to what we want to achieve as a Government, but we are not satisfied, as Conservative Members appear to be, with leaving some of our children without the start in life that they deserve. We want the best for all our children, and that is what our changes will achieve.

[Graham Stuart]

Will the Minister give way?

[Catherine McKinnell]

I have given way to the right hon. Member. I will do so again later.

It is essential that every child and family has certainty that they can access a good local school—a school that will set high expectations and standards for all our children, enabling them to achieve and thrive. We are bringing forward legislation to achieve our reforms, but there are reforms that we can make for which no legislation is required. We are designing a school system that supports and challenges all schools to deliver for our children. We want a rich and broad curriculum, delivered by expertly trained teachers, who have a good pay and conditions offer that attracts and retains the staff that our children need.

--- Later in debate ---

[Catherine McKinnell]

Try as the Opposition might to make their straw man argument, this Labour Government will demand high and rising standards for all our children. Recent polls of the profession show that, despite all the scaremongering, trust chief executive officers agree that there is nothing to fear from our sensible, pragmatic and common-sense measures, which will drive standards up in every school. Academies have grown from a Government-backed insurgency in our schools, and now make up well over 50% of our school system. That is not about to change. The shadow Minister will be pleased to hear that conversions to academy status are progressing faster under Labour Ministers than at any time since she joined this House, but it is right to look forward and consider how we will build a system fit for the next 20 years. The Bill is a step on that path. It recognises, in the words of one multi-academy trust leader, that parents deserve clarity and confidence in the standards that their children’s school upholds, and that is what this Government will secure.

The Under-Secretary of State for Education, my hon. Friend the Member for Portsmouth South (Stephen Morgan), led yesterday’s debate on part 1 of the Bill. I will use my opening remarks to speak to the Government’s amendments to parts 2 and 3. Members commented yesterday on the number of amendments, but the number of substantive amendments is small, and I shall focus on them today.

Many Members have a great interest in city technology colleges and city colleges for the technology of the arts, and they have raised with me the excellent practice supported by those institutions. The Government amendments ensure that these schools can be named on school admission orders, and make it clear that families with children attending those schools will benefit from other measures in the Bill, such as those tackling the cost of school uniform.

Just as we are committed to working with all our schools, so too are this Government determined to work with the devolved Governments to deliver higher standards of education and care in all parts of the UK. The majority of today’s amendments concern the extension of the “children not in school” provisions to Wales. The Minister spoke yesterday of our pride in working with the Welsh Government. Labour Governments in both Cardiff and London will deliver our shared ambition for a society where all children receive high-quality education, wherever they grow up. We will build a Britain where children come first. These 91 amendments will extend all the “children not in school” measures to Wales. There is a legislative consent motion on this change, on which we are working very closely with the Welsh Government.

Amendment 140 will include the Scottish definition of schools in the definition of “relevant schools” for the “children not in school” register clause. This amendment ensures that only those children who are intended to be captured by “children not in school” registers are eligible for registration. Without the amendment, a child who lives in England, but who attends school full time in Scotland, would be required to be registered on their English local authority’s “children not in school” register, despite being in school full time.

The previous Government said that there was no space in their King’s Speech to ensure our children’s safety and education, but for this Labour Government, our children are a priority across the whole of the United Kingdom. Amendments 189 and 170 will ensure that the amendments made on corporate parenting extend to the whole of the United Kingdom. Education is an essential protective factor, which can shield our most vulnerable children from harm. The “children not in school” measures include the new requirement for parents of children subject to child protection plans or inquiries to seek local authority consent. However, not every child subject to these inquires will be at risk indefinitely, so it would not be appropriate or proportionate for those home-educated children who are not at risk and who are receiving suitable education to be placed in a school if it is not their parents’ preference. This Government will respect parents’ rights to opt for home education, while keeping children safe from harm and securing their right to education. Amendments 141 to 148 will ensure that this intention is reflected through the school attendance order measures in the Bill.

[Graham Stuart]

Will the Minister reassure home-educating parents that the requirements in the Bill will not be overly onerous? For instance, there is a requirement to record the time that each parent spends educating their child. Is that 24 hours a day, seven days a week, 365 days a year? How exactly would that work? Can she give us some reassurance that this measure can be made manageable and sensible, and will not be disproportionate?

[Catherine McKinnell]

Parents who are doing the right thing—home-educating their children and providing a suitable education in a safe environment—have nothing to be concerned about in relation to these measures. They are intended to ensure that no child falls through the cracks, and that is what we are delivering.

[Graham Stuart]

I am sure that the Minister intends to ensure that this does not happen, but would someone have to record all the hours and places in a week? I do not know how much the Minister knows about home education, but children are educated in all sorts of places. She has an opportunity at the Dispatch Box to say that she will come forward with regulations to ensure that they do not have to write down every time that they stop at an ice cream shop for some education about the vanilla flavour.

--- Later in debate ---

[Neil O’Brien (Harborough, Oadby and Wigston) (Con)]

The Bill does not set out any kind of clear plan or vision for our schools. It does not address the big challenges that need addressing. It is silent on discipline and behaviour—one of the biggest issues. It comes after the Government scrapped simple Ofsted judgments and will be followed by moves to dumb down the curriculum and lower standards further.

The Secretary of State has no positive vision. She has axed programmes for advanced maths, physics, Latin and computing because she thinks that they are elitist. She has axed behaviour hubs with no replacement, even though schools that went through the scheme were twice as likely to be good or outstanding. Yet, somehow, she is able to find £90 million for advertising. The Bill is the worst of all. We have tabled numerous amendments to it. It takes a wrecking ball to 40 years of cross-party reform of England’s schools. Those reforms worked. There is much more to do, but England has risen up the international league tables even as Labour-run Wales has slumped down.

Under successive Governments of all colours, England’s schools have been improved by the magic formula of freedom plus accountability. The Bill attacks both parts of that formula. On the one hand, it strips academy schools of freedoms over recruitment and curriculum and reimposes incredible levels of micromanagement, taking away academy freedoms now enjoyed by 82% of secondary schools. On the other hand, it strikes at accountability and parental choice, ending the automatic transfer of failing schools to new management, reversing the reforms of the late 1980s, which allowed good schools to expand without permission from their local authority—a reform that ushered in parental choice.

Let me unpack this. First, the Bill takes away academy schools’ freedoms over the curriculum. We have tabled amendments to that. As Sir Dan Moynihan, who leads the incredibly successful Harris schools, explained:

“We have taken over failing schools in very disadvantaged places in London, and we have found youngsters in the lower years of secondary schools unable to read and write. We varied the curriculum in the short term and narrowed the number of subjects in key stage 3 in order to maximise the amount of time given for literacy and numeracy, because the children were not able to access the other subjects… why take away the flexibility to do what is needed locally?”––[Official Report, Children's Wellbeing and Schools Public Bill Committee, 21 January 2025; c. 71, Q154.]

Likewise, Luke Sparkes from Dixons argued:

“we…need the ability to enact the curriculum in a responsive and flexible way at a local level…there needs to be a consistency without stifling innovation.”––[Official Report, Children's Wellbeing and Schools Public Bill Committee, 21 January 2025; c. 79, Q167.]

Katharine Birbalsingh, the head of Michaela school, which has been top in the country three years in a row, wrote to the Secretary of State:

“Do you have any idea of the work required from teachers and school leaders to change their curriculum? You will force heads to divert precious resources from helping struggling families to fulfil a bureaucratic whim coming from Whitehall. Why are you changing things? What is the problem you are trying to solve?”

[Graham Stuart]

Like me, my hon. Friend finds these proposals tragic because of the removal of the curriculum freedoms that have allowed schools such as Michaela and Petchey and others all over the country to tailor their curriculum specifically to reach disadvantaged pupils so that they can engage better with their learning and have an achievement that previously they did not have. That door is being closed. I hope that Government Members reflect on this and seek a change of policy, if not in this House, then at least in the House of Lords.

[Neil O’Brien]

My right hon. Friend is completely correct. Some Government Members have reflected on this: the hon. Member for Mitcham and Morden (Dame Siobhain McDonagh) said that the proposal to make it compulsory for academies to teach the national curriculum was of particular concern to her, and she is right. Ministers have never explained what they are trying to solve with this change, but the unions like it, so into the Bill it goes.

We have tabled further amendments on qualified teacher status. The Government are getting rid of academy freedoms over recruitment and the freedom to employ non-QTS teachers. Sir Martyn Oliver from Ofsted gave us a good example of how these freedoms are used. He said:

“In the past, I have brought in professional sportspeople to teach alongside PE teachers, and they have run sessions. Because I was in Wakefield, it was rugby league: I had rugby league professionals working with about a quarter of the schools in Wakefield at one point..”––[Official Report, Children's Wellbeing and Schools Public Bill Committee, 21 January 2025; c. 49, Q108.]

Brilliant. The Government’s own impact assessment to the Bill says of this change:

“some schools may struggle to find the teachers that they need.”

Rebecca Leek from the Suffolk Association of Headteachers gave a good example of how this freedom is currently used. She said that she urgently needed an early years lead, and was able to take on someone who had run an outstanding nursery, even though they did not have QTS and nor did they plan to get it. But in future, she would not be able to do that. Former headteacher David Thomas told us in Committee that this freedom allows them to recruit people who may be at the end of their career, who have a huge amount of experience that they want to give back to the community. They do not want to go through the bureaucracy, and if we put up barriers, they will not end up in the state sector.

Ministers have not produced a single shred of evidence that teachers without QTS are of lower quality, or for why they cannot be a good supplement to QTS teachers. Ministers have never explained why they, sitting in Whitehall, think that they are in a better position to judge who to employ than headteachers on the frontline. Ministers claim that is vital, but a footnote at the bottom of page 24 of the impact assessment reveals it would, in fact, not be applied to lots of different types of schools, including 14 to 19 academies, 16 to 19 academies, university technical colleges, studio schools, further education colleges and non-maintained school early years settings. It is supposedly vital but is not being applied to loads of different types of school. Yet Ministers are imposing it on loads of other schools. As the former head of Ofsted pointed out this week, taking that flexibility out of the system feels like a retrograde step, and she is right.

Under the Bill, Whitehall micromanagement is back, too. Clause 44 allows the Secretary of State to direct academy schools to do pretty much anything. The Confederation of School Trusts is really worried about that and has suggested a way to bring such unlimited power under some limits. They say:

“We do have concerns about the power to direct…It is too broad and it is too wide. We would like to work with Government to restrict it to create some greater limits. Those limits should be around statutory duties…statutory guidance, the provisions in the funding agreement”.––[Official Report, Children's Wellbeing and Schools Public Bill Committee, 21 January 2025; c. 81, Q169.]

Yet Ministers voted down our amendment to put that suggestion from schools into effect.

Likewise, as we discovered in Committee, clause 34(5)(2) will require academy schools to get permission from the Secretary of State to make any change to the buildings they occupy. That includes any change to

“(ii) either part of the building, or

(iii) permanent outdoor structure”.

Literally, if an academy school wants to build a bike shed, it will have to go to the Secretary of State. It was clear in Committee that Ministers had not even realised that that would apply to academy schools. Those are just two of the many, many centralising measures in the Bill.

While freedom is being taken away on the one hand, accountability on the other side of the ledger is being watered down too. The Government already got rid of single-word Ofsted judgments and replaced them with something much more complicated that does not seem to have left anybody very happy. Then, clause 45 ends the automatic conversion of failing schools into academies. The hon. Member for Mitcham and Morden has said,

“The current system, in which failing schools automatically become academies, provides clarity and de-politicisation, and ensures a rapid transition. I fear that making that process discretionary would result in a large increase in judicial reviews, pressure on councils and prolonged uncertainty, which is in nobody’s interests.”—[Official Report, 8 January 2025; Vol. 759, c. 902.]

She also said,

“the DfE will find itself mired in the high court in judicial review. When we tried to transfer our first failing school to a Harris academy we spent two years in court, and children…don’t have that time to waste.”

She is so right.

Rob Tarn, the chief executive of the Northern Education Trust, has made the same point:

“If there’s no longer a known, blanket reality…There is a risk that, where it’s been determined a school needs to join a strong trust, it will take much longer and we will go back to the early days of academisation when people went to court.”

The Children’s Commissioner makes that point too. She says that she is

“deeply concerned that we are legislating against the things we know work in schools, and that we risk children spending longer in failing schools by slowing down the pace of school improvement.”

She is right.

The Confederation of School Trusts has said that the current system offers struggling schools “clarity” as they

“will join a trust, and that process can begin immediately”.

In contrast, they warn,

“We are not clear on how commissioning part-time support through the RISE arrangements makes that any easier.”

The former national schools commissioner, Sir David Carter, has warned that the

“arguments and legal actions that will arise if a school in Cumbria is told to join a trust while a school in Cornwall just gets arm’s length support will only add delay to delivering a fairer and better offer to children.”

Worse still is clause 51, which attacks school choice and the freedom to go to good schools. It was in 1987 that Mrs Thatcher announced that

“we will allow popular schools to take in as many children as space will permit. And this will stop local authorities from putting artificially low limits on entry to good schools.”

That agenda became known as local management of schools and of it the former Labour Minister Lord Adonis wrote,

“Local Management of Schools was an unalloyed and almost immediate success…school budgets under LMS were based largely on pupil numbers, so parental choice came to matter as never before.”

In contrast, the Government’s impact assessment of the Bill says:

“We want the local authority to have more influence over the PANs for schools in their area”.

It goes on to say:

“It could also limit the ability of popular schools to grow…If a school is required to lower their PAN, some pupils who would have otherwise been admitted will be unable to attend the school. This will negatively impact on parental preference”.

Michael Johnson, the leader of the very successful Chulmleigh trust, warns that that “could be disastrous for successful schools…The Government are not better placed than parents to decide which school a child attends.”

[Graham Stuart]

Does my hon. Friend, like me, reflect on the irony that the success from 2010 to 2024, which we on the Conservative Benches would naturally celebrate, was only possible because of the Labour visionaries who drove the academies programme forward, made changes, developed the argument, rolled the pitch and allowed us to lift our schools to much higher levels of performance and our children from deprived backgrounds to much better results. Labour Members were the creators of that, and now this Government are disowning it.

[Neil O’Brien]

It is tragic. It is not us criticising the Bill; it is the professionals—the people who have given their lives to education. I will give another example. Gareth Stevens, leader of Inspiration Trust, another high-performing trust, gives the example of his local council wanting to halve places at an outstanding school to prop up other schools. He says that

“the idea that we could have the rug pulled out from under us and the number of places in our high performing school cut is the most worrying thing…It will mean fewer places at high performing good or outstanding schools”.

--- Later in debate ---

[Steve Witherden (Montgomeryshire and Glyndŵr) (Lab)]

It is a pleasure to speak in this important debate and express my support for the Bill. For far too long, school children have borne the brunt of academisation. Fortunately, the Labour Government in Wales rejected this model, but, having been a teacher on the border for most of my working life and a national executive member of the NASUWT, I have seen at first hand the negative impact of academies becoming the default model, while local authorities have been sidelined.

Since the introduction of the Academies Act 2010, the freedom for academies and free schools to set their own pay, terms and conditions has led to the exploitation of teachers. For example, teachers at Ark schools are expected to work 1,657 hours more annually than a maintained school teacher, while earning £7 less per hour. The lack of national consistency not only allows these schools to undervalue and overwork staff but undermines basic rights such as pension schemes, maternity and sick pay. Our Bill will tackle those disparities by extending the statutory pay and conditions framework to all teachers in academies, ensuring greater consistency and fairness between academies and maintained schools.

There is also the issue of admission policies. Too many schools misuse their control over admissions to break with inclusive local authority policies, selecting what they consider to be a more favourable intake of students. The Bill’s extension of the power to direct admissions to academies will ensure that local authorities can secure places for hard-to-place and vulnerable students, rather than allowing academies to exercise shameful selective admissions. Furthermore, by ending academy presumption, the Bill takes a significant step towards increasing academy accountability, empowering local authorities to better serve the needs of their communities, particularly helping SEND students and reducing reliance on unaffordable independent providers.

I hope to see the severe disparity between teachers’ pay and the high salaries of academy CEOs reviewed and addressed in future education legislation. We must ensure that funding is directed where it is most needed: to teaching and learning. This Bill marks an historic first step towards creating an accountable and fair education system that will benefit all our children.

[Graham Stuart]

It is a pleasure to take part in this debate and to follow the hon. Member for Montgomeryshire and Glyndŵr (Steve Witherden), who has done us and the nation a great service with the clarity of his speech. The Labour party is often accused of working to serve the producer interest rather than the consumer interest, looking after the needs of the trade unions and not those of the ordinary citizen or, in this case, the child. But rarely does any Labour Member make it quite so explicit as the hon. Gentleman just did, with a total betrayal of the child and a total focus on the needs of the professional, their interests, their pay, their disparities and their conditions. There was nothing about the child, nothing about the standards of education. Never have I seen a Labour Member speak up so honestly about what this Bill is really about. We should be enormously grateful to him for doing that, and for doing it so clearly—and in not many words.

This Bill contains 38 policy proposals all linked by a troubling theme: the misguided notion that the bureaucrat knows best. In advocating for new schools to be opened and controlled by local authorities, the Government choose to ignore the evidence that competition and innovation are what drive up standards, and instead they consolidate power in the hands of bureaucrats.

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[Sarah Smith (Hyndburn) (Lab)]

Under the current system, a third of our children leave school without the basic qualifications to succeed in life, so does the right hon. Gentleman not agree that that shows that the current system is failing and needs change? Furthermore, in the communities with the most disadvantaged—I mean those outside of London—the academisation approach has not made an impact and has not turned around the life chances of children growing up in the most deprived wards. I have worked in those communities and with those schools and seen the impact of trust after trust failing those children. I will not accept that. Does the right hon. Gentleman agree that that is unacceptable and that we have to move forward from this day to make greater improvements to make sure that the most disadvantaged students genuinely get the opportunities they deserve?

[Graham Stuart]

I thank the hon. Lady for her speech, if not intervention, and I certainly applaud her passion for the interests of children, disadvantaged children in particular, and her rage at failings in the system and her desire to see improvements, which might need to be radical, but we have not heard how the mechanics of the changes proposed in this Bill will raise standards. They will in fact dismantle them. The hon. Lady’s intervention comes in the context of my following the hon. Member for Montgomeryshire and Glyndŵr talking about Wales, and it is clear that the system being created by this Bill is much more akin to that in Wales, exactly as the hon. Gentleman so honestly said. Does the hon. Lady suggest that deprived children in Wales have better outcomes than they do in England? [Interruption.] She moved to stand up but then thought better of it, which was wise because she knows that the situation in Wales—which, as the hon. Gentleman said, is exactly what this Bill is trying to create—is infinitely worse than it is in England. Whatever the failings of the system in England, it is demonstrably better than it was 15 or indeed 25 years ago, and it is demonstrably better than it is in Wales.

[Sarah Smith]

rose—

[Graham Stuart]

I happily give way to the hon. Lady again.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

Order. I remind hon. Members that interventions should be short.

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[Graham Stuart]

I thank the hon. Lady, but she again could not explain anything about the Bill. Her passion for improvement is great—we would all applaud that—but her linkage to anything in the Bill that will improve matters was distinctly missing.

Many people, including Sir Jon Coles of United Learning, have criticised the proposals in the Bill; he said they will effectively destroy the academy system. I could not tell where the hon. Lady is on that, but the hon. Member for Montgomeryshire and Glyndŵr spoke with great clarity. Where once Labour promised us “education, education, education,” it now promises us bureaucracy, bureaucracy, bureaucracy. Tragically, it is our children who will bear the consequences.

The outcomes of the last Labour Government serve as a stark warning of where the Bill will lead. In 2010, notwithstanding the nascent academy movement, we inherited a country where our children ranked 27th globally in reading. We spent more on education than Germany, yet achieved results that lagged behind nations like Poland. By the time we left office, England’s students were ranked as the best readers in the western world. In 2010, just 68% of schools were rated good or outstanding, but today that figure is 90%. These dramatic improvements did not happen by accident; they are the result of a system that puts freedom, competition and accountability at the centre of education, and equally importantly leaves mediocrity with nowhere to hide.

If the Conservative education reforms were great, it was only because we were standing on the shoulders of giants.

“Academies were introduced in the areas of greatest challenge, harnessing the drive of external sponsors and strong school leadership to bring new hope to our most disadvantaged areas.”

Not my words, but those of the longest serving Labour Prime Minister, Sir Tony Blair, in 2005. To his credit, he recognised the failings of our country’s overly centralised education system and started the reforms that paved the way to make our schools great again.

From tiny acorns do mighty oaks grow, and that is what the Conservatives delivered. In 14 years, the number of children attending academies skyrocketed from 192,000 to 4.9 million. That was transformative for pupils across England, particularly those living in deprived communities. One example is Harris Academy Battersea. Formerly known as Battersea Park school, it was considered inadequate before joining the Harris Federation in 2014. At that time, 68% of students achieved five or more GCSEs at grades A* to C. By 2017, that figure had risen to 83%, and in 2018 Ofsted rated the academy as outstanding, noting that teachers were proud to work there, morale was high, and pupils of all abilities made very strong progress. By putting a strong emphasis on cultural enrichment and academic excellence, the life chances of the working-class pupils that academies predominantly teach and who Labour claims to represent were transformed.

I am pleased that the Government have seen sense on one issue—I congratulate the Minister on that—and have amended the Bill to stop the extension of national pay rules to academies, and only require academies to have due regard to the school teachers’ pay and conditions document, rather than impose a ceiling on pay. That would have undermined the remarkable progress made by these institutions in raising standards, particularly for disadvantaged pupils.

New clause 38 goes one step further, making the pay set out in the school teachers’ pay and conditions document a floor and extending freedoms over pay and conditions to maintained schools. One of the strengths of academies is their ability to respond flexibly to local needs, including offering competitive salaries to attract and retain the best teachers in challenging areas. Limiting that flexibility would ignore the realities of teacher recruitment and retention, especially in communities where the need for high-quality education is greatest, because people respond to incentives. If academies cannot pay the best maths or physics teacher more, the children who would benefit from their skills the most will be left behind.

Building on the need for greater freedom and flexibility to raise standards, we introduced free schools, an initiative that helped to spark a renaissance in English education. Walking hand in hand with its union paymasters, who decry those schools as unaccountable and underfunded, as we heard set out in the previous speech, Labour wants these engines of social mobility to be destroyed. Its proposal to allow local authorities to open new schools, along with its planned review of the free school programme, would shift control of our children’s education away from communities and teachers and back into the hands of bureaucrats.

Unfortunately, the process has already started. In October, Ministers paused plans to open 44 new state schools in England, putting parents who planned to send their children there in limbo, so I am pleased to support new clause 39, which would reverse that pause and allow those schools to open as planned. Let us be clear: in 2024, 21% of GCSE entries from free schools achieved a grade 7 or above compared with 19% in comprehensive schools. Labour may not want to face the facts, but the reality is that sometimes the bureaucrat and the trade union shop steward do not know best. The Secretary of State is Labour’s Miss Trunchbull, putting our teachers in the chokey to satisfy her union paymasters.

This Government are so certain in their belief that they know best that they will not even allow parents the freedom to educate their own children without state interference. Buried within this Bill is a new legal requirement for local authorities to maintain a register of children not in school—a policy that I recognise was in the Conservative party’s manifesto, but which has the potential to be not just unhelpful, but actively harmful to children.

Our country has long upheld the primacy of parents, not the state, in determining the best education for their children, and this proposal seeks to undermine that fundamental covenant. That is why I support amendment 200, which would require a local authority to submit a statement of reasons when it does not agree for a child to be taken out of school to be home educated. It should at least have to account for itself. Compulsory enrolment could have serious consequences, as families may simply refuse to comply and potentially disengage from state involvement altogether because of this overreach, leading to negative unintended consequences that could impact on the child’s wellbeing.

The state thinks that it has a divine right to infringe on every aspect of the child’s life—or, at least, this Government do. They want to know what home-educated children do at the weekends and during the holidays. If that information is not required for children who attend mainstream schools, what is the justification for demanding it for children who are home-schooled? Why, in response to my repeated interventions, could the Minister not provide any reassurance that some sensible and proportionate rules would be put in place? I therefore support amendment 197, which would remove that requirement.

It was John Maynard Keynes who said:

“When the facts change, I change my mind”.

In the same spirit, I ask colleagues across the Chamber what they do. The evidence is clear: freedom and flexibility in education drive up standards and deliver better outcomes for children. In government, we followed the evidence and built on the previous Labour Government’s body of work, and the results speak for themselves. England now has the best readers in the western world, a record number of schools rated “good” or “outstanding” and greater opportunities for working-class children, albeit never at the level we would like, which is why that needs to be built on, not knocked to the ground.

As proud as I am of our record, this debate is not about party politics. At its heart, it is about ensuring that every child, regardless of their background, has access to the highest-quality education that we can provide. I urge the Secretary of State to follow the evidence, not ideology. I will vote against this Bill, but given the Government’s majority, we accept that however misguided these policies are, they will probably pass. All I can do is finish by appealing to colleagues across the Chamber to show courage, stand up for the poorest in society, stop the wreckers and support our amendments this evening when we come to vote.

[Abtisam Mohamed (Sheffield Central) (Lab)]

I commend the Minister on all the excellent work that has taken place so far on the Bill. My representations will be on home education. I recognise the importance of safeguarding and making sure that vulnerable children do not fall through the net; however, the home-educating community is growing, diverse and caring, and those involved are fiercely passionate about their children’s education and learning.

Amendments 4, 13 and 14, which stand in my name, would add to the Bill the definition of “suitable education” that already appears in section 7 of the Education Act 1996. Without these amendments, it would be left to individual local authority officers to decide what they think is suitable education.

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[Lizzi Collinge]

I acknowledge the complexity of that case and that the absolutely unacceptable failings before Sara’s death were abject across many organisations. However, she was removed from school partly so that her parents could prevent the detection of the abuse. I have recognised, and will continue to recognise, that that obviously does not speak to the vast majority of people who home-educate their children. However, as parliamentarians, we have a duty to protect the most vulnerable, and sometimes that includes regulating the majority, who are decent, honest people.

I want to reassure parents that the new regulations, such as registers for children not in school and the capacity to compel school attendance in certain cases, are not aimed at limiting home education as a whole or about policing how people choose to educate.

[Graham Stuart]

The intention is not the thing; it is the actual impact that counts. Let us take the example of someone who has taken their child out of school for the reasons that the hon. Lady has mentioned. Perhaps they have an autistic child who is miserable every day, and after letters to the headteacher and the local authority and failure after failure, they are forced to go into home education. Can she understand why parents are fearful of a representative of—as far as the parents are concerned—that failing local authority having the right to enter their home and sit in judgment over the child that they have been forced to home-educate? Can she understand why they would be fearful of the imposition a hard, top-down register, especially after so many years of successive Governments failing to provide any proper support for home educators?

[Lizzi Collinge]

I accept wholeheartedly the amount of parents of children, particularly with SEND, who have been absolutely failed by our system and by 14 years of Conservative Government. What I do not accept is that the proposal is somehow a major imposition. I do not believe that checking that children are receiving a decent education and are safe and well cared for is a major imposition on parents, and I think all good parents would welcome that.

These measures are being put in place to protect and safeguard vulnerable children. Having no oversight of children not in school is an unacceptable risk to children’s welfare. The Children’s Wellbeing and Schools Bill is crucial, and cannot come too soon to protect our most vulnerable children and to support families up and down the country with rising costs. It has the welfare of children at its heart, and I am proud to have served on the Bill Committee and to have played a role in shaping this vital legislation.

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[Graham Stuart]

Has my right hon. Friend seen Tim Leunig’s article in Schools Week talking about Ofsted’s new report card system following the Labour manifesto commitment? One danger is that, if my right hon. Friend is right and we see a reduction in standards, the Bill could switch off the light that allows us to see that, because

“reliability and validity are in tension”,

as Tim Leunig puts it. Does my right hon. Friend share my concern that Ofsted must ensure that it continues to put a bright and reliable light on the education system, so that we can see whether the policies in this Bill work?

[Damian Hinds]

I do, and my right hon. Friend gives me two valuable opportunities. The first is to pay tribute to the great Tim Leunig. We do not often talk about him in this House. He has friends here, and he is a perceptive thinker. I will look up his article.

The other opportunity that my right hon. Friend gives me is to highlight the discrepancy we can get when things appear to be getting better, when in fact they are not. That is what happened under the last Labour Government when, in spite of us falling down the international comparisons, they managed to find 11 different ways in the system to make it look like our GCSE results were improving year after year. We do not want that to happen again. There were those champions in the new Labour years who made these great reforms happen and would want to continue them now, so I say to those on the Government Benches: where are the champions today? Where are those in the modern Labour party who will say, “No, we will not be bound by ideology. We are going to do what is in the best interests of the children”? I hope there will be some of those champions in the other place.

To be fair, I was mildly encouraged this morning to hear the Chancellor of the Duchy of Lancaster, when questioned on the radio about the fate of this Bill, appearing to be somewhat open-minded, shall we say, about what might happen. To be fair, I have even been slightly encouraged listening to the Secretary of State for Education in recent days and weeks. She has sounded like she might be a little bit open to rowing back from some of the worst excesses of this legislation. There is still time. There will be weeks of this legislation being considered in the other place, so I just ask the Government to please take that time to think carefully about the legacy they will be leaving and to turn those words into deeds.

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[Vikki Slade]

I think a lot of people who do not know anything about home education miss the fact that there is a whole community of home educators, and home-educated children spend plenty of time with their peers, but they are just different peers—others who prefer to have their education outside a school environment—and there is a risk of such organisations being driven underground or lost altogether.

Under section 7 of the Education Act 1996, parents already have a duty to ensure that their child receives a suitable education, whether through school or otherwise, and local authorities can already conduct informal inquires and issue school attendance orders if they believe a child is not receiving an appropriate education, so this is simply overkill. A formal register would help to ensure accountability, but this is overreach. My amendment 221 proposes a more practical solution of requiring only those who provide more than six hours per week of education or activity to be included in the register. That strikes a reasonable balance by ensuring that key educators are identified without overwhelming families or local authorities.

While there are genuine safeguarding concerns, local authorities already have the power to intervene under section 47 of the Children Act 1989. The Victoria Climbié Foundation stated that the provision proposed in the Bill would have done nothing to help Sara Sharif because the local authority had already decided that the child was not at risk.

[Graham Stuart]

I hope colleagues in the other place will follow up on the hon. Lady’s excellent speech. To focus in on that point, if a register does go ahead—the hon. Lady supports that; I do not—it should start with the minimum requirements, and then it could be expanded if that is needed, rather than be spread out in this way. To reinforce the point she makes, local authorities already have the power to intervene if it appears to them that someone is not having a suitable education, and they have all the powers required if there are concerns about welfare. Conflating welfare and education in the way this Bill does particularly irritates and upsets home educators.

[Vikki Slade]

I thank the right hon. Gentleman for his intervention. In fact, Kathryn from my constituency wrote me a very long email talking about welfare versus education—two totally separate issues. People are really upset and would have been devastated and distraught to hear the hon. Member for Morecambe and Lunesdale (Lizzi Collinge) effectively make them feel like they were some sort of pariah. I was really upset to hear that, especially as I asked home educators in my constituency to listen to the debate and give me their feedback.

I support amendments 195 and 197, tabled by the right hon. Member for Sevenoaks (Laura Trott), which seek clarity that educational activities outside regular school terms should not be subject to this overreach. My children are not subject to them, and children in home education should not be subjected to anything more than the rest of us. Children receiving education out of school should have the same rights to take their public examinations as their peers. It should not be based on a parent’s ability to fund that. After all, the Treasury already saves many thousands of pounds for every home-educated child. New clause 53, tabled by my hon. Friend the Member for Twickenham (Munira Wilson), would provide support for parents by providing for home-educated children to sit any relevant examination and to be fully funded where requested.

I thank the Minister for confirmation on one point: as I sat here this afternoon, I received a letter to say that the challenges faced by summer-born children will now be considered. I would like to pass on the thanks—[Interruption.] Well, I’ll save the rest of it for you.

I was not going to speak about academies, but as I sat here over several hours I received two more emails relating, in particular, to concerns about their governance. I heard the challenge from those on the Conservative Benches about the comments by the hon. Member for Montgomeryshire and Glyndŵr (Steve Witherden) on teachers, but I cannot tell the House how many times I hear complaints about the way staff and whistleblowers are being treated in multi-academy trusts. While I have sat here today, I have heard of another who has been suspended by a multi-academy trust. This is not about them getting better treatment; it is about them getting worse treatment. If teachers are treated badly and leave the sector, that has an impact on our children. It is about the children, not just the teachers.

In summary, I support the principles of the Bill, but I urge the Government to consider the amendments on excessive and potentially harmful requirements imposed on home-educated children. They are common sense amendments that would allow children to be protected without placing undue burdens on families.

Oral Answers to Questions

Graham Stuart Excerpts

Monday 10th March 2025 Commons Chamber

[Stephen Morgan]

Along with my hon. Friend, I am delighted that so many schools in his constituency are receiving significant investment through the school rebuilding programme. Ensuring that schools and colleges have the resources and buildings that they need is a key part of our plan to break down barriers to opportunity and ensure that every child gets the best start in life.

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

The Minister may remember that the last Labour Government had Building Schools for the Future. Some £55 billion was spent on buildings and IT to transform education—except buildings and IT do not transform education. There was global evidence to back that up, because building schools is not a new thing. Can the Minister reassure the House that we will never have a repeat of that extravagant and wasted programme, but that we will ensure we have functional schools with brilliant teachers able to teach our children?

[Stephen Morgan]

Ensuring that schools and colleges have the resources and buildings that they need is key to our mission to break down barriers to opportunity. I will take no lectures from the Conservative party on education.

Oral Answers to Questions

Graham Stuart Excerpts

Monday 9th December 2024 Commons Chamber

[Catherine McKinnell]

My hon. Friend raises an important point. Rather than obsessing about structures and names over doors, we are determined to ensure that every child in every community has a good school and that schools work together in communities with their local authorities to co-operate on place planning and admissions, with every child getting the best education and every school having high and rising standards.

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

At just £952, the East Riding of Yorkshire has the lowest high needs block funding of any local authority in the country. Ministers have committed themselves to looking again at the formula so that we can have the right one. Will they please commit to doing everything they can to bring it in for the next financial year so that we do not have another year of grossly unfair and disproportionate distributions of funding?

[Bridget Phillipson]

The right hon. Gentleman will know that this is a complex area. It would not have been possible to make any changes to the funding formula this year, but we will look in the future at what changes might be required. I am sure that as part of that process he will make representations on behalf of his constituents.