Backing Business to Create Economic Growth

Helen Hayes Excerpts

Monday 18th May 2026 Commons Chamber

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I welcome many of the measures in the Gracious Speech, including legislation to strengthen our relationship with the European Union. Brexit has been the unmitigated disaster that the evidence always suggested it would be, and it is the Government’s responsibility both to act in the national interest by seeking to build closer alliances with the EU, and to continue to work to build a national consensus that it is in the UK’s economic, security and cultural interests to do so.

We are focused on economic growth in this debate, and economic growth depends on a strong and sustainable education system at every level. The Education Committee’s recent report on higher education funding makes it clear that universities—anchor institutions in local and regional economies—face unprecedented financial pressure, with a real risk of insolvency and no clear plan for managing it. If we are serious about economic growth, we must be serious about the financial sustainability of the institutions that underpin it. In addition to taking the measures in the Gracious Speech, I urge the Government to take with the utmost seriousness my Committee’s recommendations on the steps needed to stabilise our university sector.

I will focus the remainder of my remarks on the proposed “education for all” Bill. This legislation sits at the centre of the Government’s support for children with special educational needs and disabilities. Too many families still have to fight to secure the right help for their children. Too many children wait months, sometimes years, for essential support. Too many teachers and school leaders are being asked to meet growing and complex needs in a system stretched beyond capacity. I welcome the Government’s acknowledgement that that cannot continue, and the aim of making generational reform that will raise standards and build a more inclusive education system.

The emphasis on early intervention, support close to home and collaboration across education, health and care reflects many of the recommendations made by my Committee. The move towards earlier identification of need is right and necessary. National inclusion standards could help to address the deeply entrenched postcode lottery that families face, and provide a baseline for accountability. Investment in workforce training and multidisciplinary support through initiatives such as Experts at Hand shows understanding that inclusion relies on professional expertise, as well as good intentions. However, there are legitimate concerns about capacity in the SEND system and the resources needed to deliver effective and impactful reforms. Parents and carers have expressed significant anxiety about some of the proposals in the Government’s draft reforms, which could both reduce access to existing backstop accountabilities and risk exacerbating friction between parents and carers and schools.

If the “education for all” Bill is to succeed, it must be matched by the resources and workforce planning needed to turn its vision into reality, and it must be based on the lived experience of children and families and the professionals who work with them. Any reform of education, health and care plans must strengthen, not weaken, the ability of families to secure the support that their children need, and to hold the system to account when it fails.

Everyone wants a system that works better and delivers more effectively for children, but no system is perfect, or can be perfect. Parents need to know that, should things go wrong, the system can be held to account through robust and independent mechanisms, underpinned by legislation. For that reason, I strongly encourage the Government to provide space for continued and meaningful engagement at each stage of reform, and to consider publishing the Bill in draft form for pre-legislative scrutiny by the Education Committee. That would allow for the testing of ideas, the identification of unintended consequences, and improvements that would give the Bill the best possible start.

We have a rare opportunity to make lasting change, and to build a system that delivers on the principle of inclusion in practice, provides timely and appropriate support for every child who needs it, empowers professionals and supports local services, rather than overwhelming them. With careful design, proper resourcing and true partnership with those on the frontline, the “education for all” Bill could mark a turning point for a system that is too often characterised by struggle and exhaustion, turning it into one defined by trust, consistency and opportunity. That is a goal that we all should share, and it is by working together that we can achieve it.