Oral Answers to Questions
Helen Hayes Excerpts(1 month, 1 week ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
High-quality early years education can be transformational for children with special educational needs, helping to ensure that they are identified and supported at the most important time for their development, but last year fewer than one in five local authorities in England reported having enough childcare places for disabled children. That is a shameful failure. Is the Minister confident that families with a disabled child will be able to access the childcare to which they are entitled from April?
David Johnston
We are doing two things in this regard. First, we are reviewing the special educational needs inclusion fund as we roll out the new entitlements to ensure that it is working appropriately. Secondly, we have provided a contractor. Local authorities have a statutory duty to provide places for all children, including those with special educational needs, and the contractor will work with local authorities to ensure that is done.
Kinship Care Strategy
Helen Hayes Excerpts(1 month, 1 week ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to see you in the Chair today, Mr Pritchard. I congratulate my hon. Friend the Member for Mid Bedfordshire (Alistair Strathern) on securing today’s debate on such an important subject and on speaking so powerfully on behalf of kinship carers in Mid Bedfordshire.
I know that we are joined by kinship carers in the room today. I want to start by paying tribute to them for the love and support that they give to the children in their care. It is always humbling to meet kinship carers and hear about their experiences. It is an extraordinary thing to step up to care for a child when a family member or a friend is unable to do so, yet for every kinship carer I meet, it is never a choice; it is an instinct for a child they love. I also want to pay tribute to Kinship, the Family Rights Group, the Kinship Care Alliance, and the APPG on kinship care for their vital work in supporting and giving voice to the experiences and needs of kinship families.
We have heard from many hon. Members this afternoon, which is a testament to the importance of this issue across the country. I do not have time to mention every contribution individually, but I will mention some. The hon. Member for Worcester (Mr Walker), the Chair of the Education Committee, having looked at the evidence, highlighted the need to support kinship carers much more systematically across the country. My hon. Friend the Member for Denton and Reddish (Andrew Gwynne) spoke once again about his experience as a kinship carer for his grandson Lyle. I have to say that I look forward to these debates for the opportunity to have an update on Lyle’s progress. He is a wonderful little boy. My hon. Friend the Member for Easington (Grahame Morris) spoke about the difficulties facing kinship carers who give up employment to look after children.
My right hon. Friend the Member for North Durham (Mr Jones) talked about how the state takes for granted the love that kinship carers give, and he is right about that. My hon. Friend the Member for Putney (Fleur Anderson) spoke about how kinship carers are parents without rights and foster carers without the support or training that foster carers get, and how they fall between those two categories. My hon. Friend the Member for Liverpool, West Derby (Ian Byrne) paid tribute to the work of his local authority in supporting kinship carers.
An estimated 141,000 children across England and Wales are growing up in kinship care. Most will have experienced a traumatic event such as a bereavement, abuse or neglect. Kinship carers will often have shared in the trauma that led to the grandchild, niece, nephew or close friend coming into their care. Those are hugely challenging circumstances for every family, which makes kinship care much more than simply welcoming a family member into your home.
Often kinship carers are left without the wraparound support they need. There has been clear consensus in the debate on the need for greater support for kinship carers and we welcome the publication of the Government’s long-overdue kinship care strategy. For far too long, kinship care has been undervalued and under-recognised. It is testament to the hard work of campaigners that the strategy has finally been published. It is a step in the right direction, but sadly it falls short of what kinship carers were hoping for. Many of the measures announced will only be implemented through pilots, meaning that most kinship families will not see the benefits for several more years. In the very limited time we have this afternoon, I want to press the Minister on the question of legislating for a legal definition of kinship care. The guidance is welcome, but that statutory footing is what campaigners are asking for.
The pilot of the equivalent of the foster care allowance for kinship carers covers just eight local authority areas, and therefore a very limited number of kinship carers. They face hardship now, and we need more action from the Government. The strategy rightly discussed the need for greater advice for kinship carers and stronger guidance for local authorities. There is a huge postcode lottery in the support kinship carers receive. Statutory guidance has been in place for more than 12 years, but we know that many local authorities are not implementing it. What is the Minister doing to ensure that all local authorities are implementing the guidance and will he consider producing regulations if the situation persists?
Guidance for employers is welcome, but what is the Minister doing to ensure that the guidance is implemented? Finally, it is impossible to separate the challenges faced by kinship carers from the wider pressures on our social care system and on families. Labour in government have always put children and families first. We will do so again, working with kinship carers and those who support them to get them the support and recognition they need.
Register of Children not in School
Helen Hayes Excerpts(1 month, 4 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate the hon. Member for Meon Valley (Mrs Drummond) on securing this important debate and on her campaigning work on the issue of persistent school absence. She rightly highlighted the lack of transparency about the numbers of children not in school and some of the wider drivers of that in our education system, such as the damaging use of off-rolling by some schools. She was right to point out that a register would have little impact on the families of children receiving a high quality of home education.
The hon. Member for Strangford (Jim Shannon) took us down memory lane to his own childhood, and spoke about the importance of having a register so that help and support can be provided to families whose children who are not in school, where that is needed.
The hon. Member for Hastings and Rye (Sally-Ann Hart) highlighted the situation in her constituency, where there is a school in which 47% of the children were persistently absent. That highlights the shocking scale of this issue and the urgency of addressing it.
We heard from the hon. Member for East Worthing and Shoreham (Tim Loughton), for whom I have a huge respect due to his long experience and his work in this field. However, I have to say that he gave a disappointingly partisan speech on an issue on which there is a broad cross-party consensus. It was his Government who chose to reopen pubs before schools during the covid-19 pandemic, so the Opposition will take no lectures from him on schools policy during the pandemic. Nevertheless, he rightly highlighted that significant problems with the SEND system and with poor mental health are factors that contribute to persistent absence. On that, we can agree.
Everyone who has spoken agrees on the importance of children and young people accessing a high-quality education. Education is vital in giving them the best start in life and opening up future opportunities, whether through employment or discovering new interests and passions, yet increasing numbers of children and young people are out of school. The rate of persistent absence has doubled in just six years, with more than one in five children missing at least 10% of the school year in 2022-2023.
The situation could not be more urgent. On the current trajectory, developed using Department for Education data, more than 2 million children will be persistently absent from school by 2025-26—a generation tragically lost from England’s schools. More than 130,000 children are already missing more than half their time in school, and recent research by the Children’s Commissioner found that pupils who are persistently absent in years 10 and 11 are half as likely to pass five GCSEs as their peers with good attendance records. That is embedding lifelong disadvantage and limiting the opportunities that young people can pursue later in life.
Although many parents throughout the country lawfully and properly deliver an effective and high standard of education at home, far too many children are now falling through the cracks and not getting the education they need. We need action to ensure that if a child is not in school, the local authority is clear about where they are and what education they are receiving. Members have raised their support for a register of children not in school; the Opposition are clear that we support this objective. As this debate has evidenced, there is broad cross-party support for legislating for a register.
Earlier this month, a motion tabled by the shadow Secretary of State for Education—my hon. Friend the Member for Houghton and Sunderland South (Bridget Phillipson)—and the Leader of the Opposition sought to make parliamentary time available to legislate for a Bill as soon as possible. The hon. Member for East Worthing and Shoreham raised the question of the attendance of Opposition Members at this debate. I gently say to him that all Opposition MPs voted for our motion earlier this month; that is the indication he needs of the strength of commitment and support for this matter on this side of the House. It is extremely disappointing that, despite voicing their support this morning, when they were faced with that motion in that debate, Government Members voted it down.
Mrs Drummond
One of the reasons why I did not vote for the Labour party’s motion was that it conflated persistent absence with the not-in-school register. Children with persistent absence are on the school register already, and the local authority knows exactly where they are. A register of children not in school is for those children who are not on any other register. That is why I was unable to support the Labour motion: because it was not correct.
Helen Hayes
I am grateful for that intervention. On persistent absence, it is not enough to say that schools know who those children are; a more comprehensive strategy is needed, and that is what I will move on to talk about.
We will of course study carefully the wording of the Bill introduced by the hon. Member for Meon Valley when it is published, but it should not be the responsibility of Back Benchers to force the Government to act. There have been plenty of opportunities for Ministers to act. The only thing missing is the sense of urgency and ambition for our country’s children.
We must also be honest that the crisis of persistent absence requires much wider action. We need a comprehensive strategy to address the challenges to children attending school. The Opposition has set out our fully funded plans to break down the barriers. We will introduce free breakfast clubs for every primary school pupil in England, providing every child with a nutritious meal at the start of the day. We know that breakfast clubs can improve children’s learning and development, boost their concentration and help to improve behaviour. They take the pressure off parents in the morning and give children a chance to play and socialise.
Helen Hayes
I will not; the hon. Gentleman has had plenty of time this morning.
Good mental health and wellbeing are vital for school attendance. We will ensure that there is mental health support available in every school and that children and young people can visit an open-access mental health hub in every community, no matter where they live.
Absence rates are highest for children with special educational needs and disabilities and we recognise that that is often because the needs of children with SEND are not being properly met. Labour will work with parents and schools to make mainstream schools inclusive, and to make inclusivity part of the Ofsted inspection framework. We will ensure that teachers have the skills and training they need to support children with complex needs and we will introduce a new annual continuing professional development entitlement for teachers, to boost their expertise.
We will reform the school curriculum and, as part of our reforms to Ofsted, we will move away from the outdated and unhelpful one-word judgment. We will empower Ofsted to look at absence as part of the annual safeguarding spot checks.
Labour is committed to ensuring that every child receives a first-class education, but children need to be in school to access that education. We will break down the barriers to opportunity that are keeping so many children and young people out of education and, as the previous Labour Government did, we will put children first, prioritising their education and their wellbeing.
Damian Hinds
I am grateful to the hon. Gentleman, as ever. I was coming to that point, but as he has brought it forward I will say now that the guidance already encourages collaboration between home educators. As he says, in coming together often we can achieve more, and it is possible in principle that that could be enhanced further through the provisions on additional support. He makes a good point.
The measures would have ensured consistency of approach across local authorities through regulations and new statutory guidance, and it remains our intention to work closely with home educators, local authorities and other key stakeholders prior to the introduction of any new statutory system to ensure that it is implemented in a way that works both for home-educating parents and for local authorities. In the meantime, the Government continue to work with local authorities to improve their existing non-statutory registers and to support local authorities to ensure that all children in their area receive a suitable education.
The Department’s consultation on revised guidance on elective home education for local authorities and parents closed on 18 January. We received more than 4,000 responses, which are being analysed. We will of course publish our consultation response along with the revised guidance in the coming months. The Department has worked closely with stakeholders, including home educators, to develop that guidance, which aims to help parents and local authorities better understand what they are required to do and what should be done to ensure that all children receive a suitable education. That includes improving aspects of the guidance to make clearer the processes for when preliminary notices and school attendance orders should be issued, encouraging a more collaborative approach between local authorities and home-educating parents, and focusing more on available support for home-educating families.
Through our termly local authority data collection on elective home education and on children missing education, we are also increasing the accuracy of all local authority non-statutory registers and improving local authority and departmental understanding of children not in school. However, as I have already set out, true data accuracy will be gained only with mandatory registers, which would specify the data to be recorded. The accompanying duty on parents to inform local authorities when they are home educating and the duty on out-of-school education providers to provide information on request are necessary to ensure that we identify all eligible children. We have recently conducted a call for evidence on improving support for children not receiving any education—some of the most vulnerable children in our society—and held webinars for local authorities on meeting their duties to identify those children, and we continue to collect data on children missing education to increase transparency and identify where further support is needed.
I thank all colleagues who have taken part in the debate for bringing to the House their expertise, constituency reflections and experiences. I pay tribute to my hon. Friend the Member for Meon Valley, who led the way. Since she came to Parliament, she has devoted her sharp mind and strong advocacy to a number of causes, but education has always been extremely high on her list. She explained clearly what motivated her to support this cause and introduce her private Member’s Bill. She paid warm tribute to parents who make great sacrifices and go to great lengths to home educate their children, and she put it pithily when she said “not every child is your child”—other children are in completely different circumstances. That in no way undermines what any parent is doing, and it does not conflate any two sets of circumstances. That point came up in a number of Members’ contributions. The hon. Member for Strangford (Jim Shannon) made that case, as did his colleague, the hon. Member for East Londonderry (Mr Campbell). The hon. Member for Strangford also spoke about the importance of support; in responding to his intervention, I covered some of his points.
My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) spoke about a number of issues, including looked-after children and children in care. Since his time as Children’s Minister, he has maintained a close interest in that issue and has been very active on it. He also spoke about our largely or partly unsung success—the great strides we have made in education in this country since 2010. I pay tribute to his contribution to that through the great work he did at the Department for Education.
Our guiding philosophy since 2010 has been that we must drive up standards while closing the attainment gap. Great strides have been made in both areas, as can be seen in the international comparisons. Between 1997 and 2010, although results were ostensibly going up domestically, in fact England was coming down the international comparison tables. Since 2010, that has reversed, and crucially—as I say, this has been at the heart of our philosophy—that has been accompanied by other things we have been doing, such as the pupil premium. Great progress was made in narrowing the gap, but of course covid put a dent in education overall—that is true right across the world—and produced new challenges with the attainment gap. The attainment gap is also in part related to differential rates of attendance among different groups in the school community. That is just one of the reasons why we have a laser-like focus on attendance as we ensure we continue to raise standards in school.
Like my hon. Friend the Member for Hastings and Rye (Sally-Ann Hart), my hon. Friend the Member for East Worthing and Shoreham raised some of the wider factors and spoke about the different settings in the system and the challenges and issues. Although those are not the subject of today’s debate—I will not try your patience by going there, Sir Christopher—those are very important points.
As always, my hon. Friend the Member for Hastings and Rye brought to bear her experience in East Sussex and Hastings and Rye, and the hard work she does for her community. She spoke about the partial link between what we are talking about today and what happened during the pandemic. She also talked about SEND provision and, like my hon. Friend the Member for East Worthing and Shoreham, some of the wider factors. The crucial point my hon. Friend the Member for Hastings and Rye made was that having a register would enable us to understand those things better, and enable local authorities to tailor support and ensure they are responding well to the circumstances of different families. I thank her for that contribution.
The hon. Member for Dulwich and West Norwood (Helen Hayes), who spoke for the Opposition, talked about persistent absence, which, as I just said, is a significant issue that we are grappling with. She did not mention the international nature of the increase in absence from school since the pandemic. She also did not mention the progress made since 2010, before the pandemic, including the tightening of the definition of persistent absence in order to raise the bar, which possibly happened shortly before my hon. Friend the Member for East Worthing and Shoreham was in the Department for Education.
It is true that since covid there has been a renewed challenge in multiple countries. I am pleased to say that progress is being made. Absence overall for the 2023-24 autumn term was 6.8%, compared with 7.5% the previous year. The trend is moving in the right direction, but we need it to go further. I ask the hon. Member for Dulwich and West Norwood not to conflate entirely different subjects. By definition, home-educated children cannot be persistently absent from school, because they are not on the school roll. We went through that at the Opposition day debate, which put completely different things together in one composite motion. That does not help provide the clarity we need on the subject, and how such debates play out with the public.
Damian Hinds
If the hon. Lady is able to correct me on that point, I will be delighted to hear from her.
Helen Hayes
I am grateful to the Minister for giving way. “Conflate” is the wrong word, because these issues are linked. For many parents, the causes of persistent absence, which we have talked about—poor mental health, poor SEND support, off-rolling and pressures on families—result in their decision to home educate. Theirs could be the home-educated children about which local authorities know nothing. The issues are linked and we need a comprehensive strategy, including a register of children not in school. That is our position.
Damian Hinds
I suppose I am grateful to the hon. Lady for saying that. If she believes that having a register of children not in school will do something about persistent absence, I am afraid she may have higher expectations than will be delivered.
Helen Hayes
The register would enable intervention on the quality of the education being received by children at home. Knowing who those children are enables local authorities to understand how they are being educated and to make a determination about the quality of that education. That can help local authorities to support some families to return their children to school, where the choice to home educate was not a positive choice to do that and do it well, but was made due to the unacceptable pressure that those families have been under.
Damian Hinds
These are both very important subjects, and there is some linkage at some level, but I do not think that what the hon. Lady just said is a sequitur. We are bearing down on persistent absence, with a support-first approach, to ensure that children get the benefit of being in school as many days as possible. No child can be in school every day throughout their school years—every child will be ill at some point—but there is a huge benefit to being at school. We recognise, of course, that some children are in more difficult circumstances than others. The question of the register of children not in school is a separate matter, though both are important.
I want to return to a couple of things that the hon. Lady mentioned on the Opposition’s proposed, or supposed, strategy on dealing with attendance. While in principle I do not disagree with a number of those things, that is largely because they sound very like Government policy. I do, however, disagree with some of the detail and supposed changes. For example, if we are trying to improve attendance at school, I think it is wrong to focus a breakfast club policy specifically on primary school, because we know that absence is more acute in secondary school. If we target a breakfast club programme to areas where it is needed most, we can have most impact on absence.
On mental health, I believe we might have heard a new spending commitment from the hon. Lady this morning. Previously, when the Opposition have talked about mental health counsellors, it has generally been in respect of secondary schools. I was not sure if she was saying that this was to be in every one of 22,000 schools.
Helen Hayes
I am very happy to clarify our position, which is well publicised. A mental health professional will be based in every secondary school in the country, with mental health support available to every primary school in the country. Perhaps the Minister might say what he is doing in the same area to improve the mental health of our children and young people.
Damian Hinds
I am grateful to the hon. Lady for enlightening me on that subject. She should know that we are investing in creating a network of mental health support teams throughout the country. It is a gradual deployment, as these things always must be, but importantly it includes primary schools as well as secondary schools. Finally, on what the hon. Lady said about Ofsted, I will just say that Ofsted already quite rightly looks at absence.
I want to reiterate that any form of registration of children not in school would not fundamentally alter the status quo when it comes to the parental right to choose home education. Home education is a right, and we are not seeking to change that right. It forms a core part of the English education system, which allows parents choice in how to educate their child. I pay tribute once again to all those parents who make significant sacrifices to provide a suitable education for their child.
I am grateful to my hon. Friend the Member for Meon Valley for bringing this topic to the House today. My colleagues in the Department for Education and I warmly welcome her Bill on the same subject. We look forward to its Second Reading on Friday 15 March, and to working closely with her as she takes it through the House.
Nursery Provision: South-west England
Helen Hayes Excerpts(2 months, 1 week ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to serve under your chairmanship, Mr Sharma. I congratulate my hon. Friend the Member for Plymouth, Sutton and Devonport (Luke Pollard) on securing this important debate and on all the work he does to advocate for children and families in his constituency. I was delighted to visit Plymouth in November to meet care leavers and those who support them. It was absolutely clear the important role my hon. Friend plays as a strong voice for his constituency.
I am grateful to all the hon. Members who spoke in the debate. Many highlighted the problems experienced in the south-west, but many of those problems are common across the whole country. My hon. Friend the Member for Plymouth, Sutton and Devonport spoke about the problems with recruiting staff, which were also recognised by the hon. Member for Congleton (Fiona Bruce) and other hon. Members. My hon. Friend also spoke about the rising bills that providers face; funding that does not meet the costs of delivering the provision under the entitlement; the increasing number of families looking to go back to work or to extend their hours; and low pay in the sector.
Hon. Members, including my hon. Friend and the hon. Member for Bath (Wera Hobhouse), mentioned the extreme challenges faced by parents of children with special educational needs and disabilities, including the additional and often hidden costs that parents are forced to pay as a consequence of a broken funding model.
Hon. Members also mentioned providers’ inability to plan when the funding rates are not published in a timely manner. The hon. Member for Torbay (Kevin Foster) mentioned issues with the recruitment of staff in his constituency, and the hon. Member for Bath mentioned the unique opportunity, during those crucial early years, to intervene positively and influence the rest of a child’s life with high quality early education and childcare.
Children’s earliest years are crucial to their development and life chances, and many of the factors that contribute to the education attainment gap are already present by the time children start school. Early years education should be focused on ensuring that families have the early support they need to give their children the best start in life, and we should deliver affordable childcare to enable parents to work. I pay tribute to everyone who works in early years education and childcare. They are a skilled and dedicated workforce, who all too often are under-recognised and underpaid for their work. They fall victim to the current hours-based model of childcare funding, which is fundamentally not working for providers or families. For families, it is inaccessible and complex. It does not reflect the reality of their lives and working patterns, nor does it deliver affordability. At the same time, 4,800 providers were forced to close their doors last year due to rising costs, so the current model is not working for them either.
Parents have seen rising costs year on year and growing childcare deserts, where they cannot access the childcare they need. There are now two children for every Ofsted-registered childcare place in England, creating a barrier to parents, particularly women, taking on employment. Both women of childbearing age and women who are grandparents are leaving the workforce because they are being priced out as a consequence of the cost of childcare. As we have mentioned, it is parents of children with special educational needs and disabilities who find it the hardest of all to find childcare places.
The Government have delivered a triple whammy: the most expensive childcare in Europe, an unviable financial model for providers and significant childcare deserts. It is a colossal failure for both families and the skilled professionals who work in early years education. It is clear from speaking to many different people who work in the sector that the policies that the Government have introduced in response to the crisis will not fix the problems. Additional funding is really welcome, but pumping it into a system that is already broken will not deliver the change that families need.
Childcare providers have made it clear that, as things stand, they cannot deliver the expanded entitlement. A survey of 800 providers by the Early Years Alliance found that only 20% of providers that currently offer places to two-year-olds plan to deliver additional places under the expanded entitlement. Another 33% said that they were unsure whether they would deliver any places at all under the new scheme. That is because the expansion was a pledge without a plan to expand the workforce in order to deliver the increased entitlement in a sector already struggling to recruit and retain staff. There is no plan for premises, for which there are rightly strict requirements in the early years sector.
It leaves parents likely to face problems in accessing the places that the Government have promised them. Even the Secretary of State admits that there are problems, although sometimes it is difficult to work out what she thinks. She is unwilling to commit to a guarantee that parents will be able to access the places that they have been promised by the Government from April, so I hope the Minister will at least admit that the Government’s plans are in chaos. It is families who will be let down as a result.
Childcare must be about more than just minding children while their parents work; it should be able to provide every child with a high quality early years education. A Labour Government will be driven by our mission to break down the barriers to opportunity at every stage, including by boosting child development, with 500,000 more children hitting the early learning goals by 2030. Labour is determined that childcare should offer more flexibility, better availability, and high standards for children and families. We will draw on best practice internationally to drive an ambitious and coherent programme of reform, with higher standards in early education, better availability, stronger regulation of providers’ financial sustainability and a clear strategy for the childcare workforce. We have commissioned the former Ofsted chief inspector, Sir David Bell, to undertake a full review of the early years sector and help to develop the detail of our early years plan.
A Labour Government will work with the early years sector to build capacity. We will also work with the sector to ensure that there is a plan for the early years workforce that offers more opportunities through high quality training and recognition for the skilled work of early years practitioners. We recognise that childcare does not end when children start school. We will deliver fully funded breakfast clubs in every primary school to help parents work, provide opportunities for children to play, learn and socialise at the start of the school day, and ensure that every child can access a healthy, nutritious breakfast and start the school day ready to learn.
The most expensive childcare in Europe; childcare providers closing their doors; childcare deserts across the country—that is the Government’s record. That is the experience for communities in the south-west, and it is true for communities across England. This Government have always regarded children as an afterthought and, in doing so, they have failed children and their families. After 13 years, their sticking-plaster solutions will not fix things now. A Labour Government will deliver a childcare system that works for children and their families from the end of parental leave to the end of primary school. We put children at the heart of our programme of Government from 1997 to 2010, and we will do so again.
Oral Answers to Questions
Helen Hayes Excerpts(2 months, 2 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
With just over two months to go until the start of the expanded offer for two-year-olds, the Government’s plans for early years education and childcare are in complete chaos, with nurseries and childminders across the country still waiting to have their funding rates for April confirmed. How can the Minister expect providers to confirm places with parents when they do not even know what they will be paid? Does he agree with the chief executive of the Early Years Alliance that this is yet another example from this Government of announce first and do the thinking afterwards?
David Johnston
I think the hon. Lady knows that the reason providers do not have their rates at the moment is that local authorities have not informed them of their rates. We published the rates in November and it is up to local authorities to tell their providers. Where they do not have those rates, that is the reason. It is yet another example of where the Labour party hopes that if it snipes enough from the sidelines, no one will notice that it has no plan whatever for childcare.
School Attendance
Helen Hayes Excerpts(2 months, 3 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to serve under your chairmanship, Mr Twigg. I congratulate the right hon. Member for Chelmsford (Vicky Ford) on bringing this important debate and on her work in this area. I am glad to have the opportunity to respond on behalf of the Opposition.
I am grateful to all hon. Members who have contributed today. We have heard from my hon. Friend the Member for City of Durham (Mary Kelly Foy) on the importance of support for parents who struggle with their children’s attendance. She also mentioned the impact of RAAC and the disruption that is causing to children’s education in her constituency. I hope she is able to meet the Minister tomorrow as planned. We heard from the hon. Member for The Cotswolds (Sir Geoffrey Clifton-Brown) about the impact of persistent absence on the mental health and wellbeing of children and young people. He also told of the impact of the lack of SEND support on attendance and the very great difficulties that that presents.
I know that everyone in the House will agree that one of the most important things we can provide to children and young people across the country is an excellent education. Education opens up the world to them, not just in terms of jobs or training but in discovering interests and passions and fulfilling their aspirations. However, we cannot give children and young people the foundation they need for later life if they are not in school. New research from the Centre for Social Justice reveals that more than one in four parents think that school is not essential every day; not one in four adults but one in four parents. That is an extremely worrying statistic.
A recent report by the Children’s Commissioner found that pupils who are persistently absent in years 10 and 11 are half as likely to pass five GCSEs as their peers with good attendance records. Absence figures have reached historic levels under the Conservatives, increasing by more than 40% since 2010. The number of pupils severely absent has nearly trebled in the same period, with more than 88,000 secondary school pupils missing at least half of their education last year. School attendance should not and must not be seen as optional, or something that can be dipped in and out of. However, unfortunately for at least some parents and carers, the relationship between schools, families and the Government has broken down after years of neglect.
School attendance is one of the most urgent challenges that the Government must tackle in the education system today. The figures on school attendance have been moving in the wrong direction for years. In the 2016-17 academic year, the rate of persistent absence was 10.7%, and that has increased year on year ever since under this Government. By 2022-23, the rate stood at 21.2%—double that of just six years ago. It is unacceptable that the Government have been sitting idly by, letting the rates of persistent absence rise and giving no real thought or effort to the solutions to tackle the issue. They must start working to get children back in school, and they must start with urgency.
Labour has a plan to reduce persistent absence. We would introduce free breakfast clubs for every primary school pupil in England to boost attendance across the country. We know that breakfast clubs improve children’s learning and development, helping to boost performance in maths and reading, but they have also been shown to improve behaviour and attendance. They not only take pressure off parents in the morning but give children a chance to play and socialise, and, importantly, make sure that no child has to start the school day hungry. We would legislate for a new register of home-schooled pupils to keep track of those not in mainstream schooling. For many children, their home is a safe and enriching learning environment, but it is right that the Government take action to ensure that if a child is not in school, local authorities are clear about where they are and what education they are receiving.
Vicky Ford
My hon. Friend the Member for Meon Valley (Mrs Drummond) is not present. I know that she wished to be, but she has been in the debate in the main Chamber. Much as many of us try to be in two places at once, that is not possible. She has a piece of legislation already going through this House to legislate for a register of home-educated children. Will the hon. Member for Dulwich and West Norwood (Helen Hayes) support that legislation so that it can go through swiftly? Will she also encourage the Members of her party to support my Bill to make the best practice guidance on school attendance mandatory? I know that she will want to look at every single word of it, but it would be brilliant if she could give her support in principle because then we could do both these things now.
Helen Hayes
We agree that there should be a register of home-educated children and that there should be measures to tackle persistent absence. It is bizarre that Government Members chose to vote against the measures before the House this afternoon, which they agree with. Those measures were simply intended to accelerate the process of delivering a commitment that the Government have already made.
Helen Hayes
I will not give way again. The right hon. Lady will also know that private Members’ Bills progress if the Government give them time. It is not the Opposition who are holding up those measures, and she would do well to turn her attention to the shocking record of her own Government on this issue, which they have been allowing to slide for 14 years, and the question of why action has not been taken any sooner. If the Government allow time for the Bills to be debated, the Opposition will support the measures with which we agree. Frankly, that is a matter for the Government. The right hon. Lady’s obsession with the Opposition’s position when our position has been set out really clearly is bizarre.
Helen Hayes
I am going to make some progress, I am afraid. I will not give way again.
We need a comprehensive strategy for addressing the complex issue of persistent absence. Labour will empower Ofsted to review absence as part of the annual safeguarding spot checks. The outdated and dreaded Ofsted inspection regime urgently needs reforming; one-word judgments are unhelpful for parents and put unnecessary stress on teachers and other school staff. So, as part of a series of reforms to Ofsted inspections, we will introduce annual school checks covering persistent absence, among other areas.
Absence rates among children with special educational needs and disabilities are particularly high. Labour will ensure that mainstream schools are inclusive, making inclusivity part of the Ofsted inspection framework, and introducing a new annual continuing professional development entitlement for teachers that can be used to boost their expertise to teach children with SEND. Good mental health and wellbeing is also vital for school attendance, and Labour will ensure that there is mental health support available in every school and that children and young people have an open-access mental health hub in every community.
Labour will reform the curriculum to deliver a better foundation in reading, writing and maths. We will ensure that children do not miss out on music, sport, art and drama, keeping schools a happy and joyful place to be, making children want to come to school—to enjoy it, not to dread it.
Urgent action is needed now to bring down the rates of school absences. Labour’s projections, using data from the Department for Education, suggest that the number of children persistently absent from school will rise to more than 2 million in 2025-26 under current trends. That is more than one in four children and young people across the country. We face a lost generation missing from Britain’s schools—a tragic example of national decline under this Government. We desperately need a Government who will put children first: one who will prioritise education, as Labour did when we were last in government. Labour has a vision for education and a plan to deliver a world-class education for every child, giving schools the right tools to deliver it.
But to break down those barriers to opportunity, our children need to be in school. That is why this debate is so important, and why we need a Labour Government to tackle the problem. In the short term, it is so disappointing that the right hon. and hon. Members on the Government Benches failed to support the Opposition’s motion this afternoon to bring forward the Children Not in School (National Register and Support) Bill in February. There is not a moment to lose to secure the future of children across the country, and we will support every effort to deliver that.
Free School Meals: Children with SEND
Helen Hayes Excerpts(3 months, 1 week ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to see you in the Chair, Dr Huq. I congratulate my hon. Friend the Member for Liverpool, West Derby (Ian Byrne) on securing this important debate on an issue that affects some of the most vulnerable children who have special educational needs and disabilities, and who live in very low-income households, making them eligible for free school meals.
I am grateful to the charity Contact and to Irene and Natalie, who are in the Gallery, for the work that they have done to bring to public attention the issue of children with special educational needs and disabilities who are eligible for free school meals but unable to access them, and for all their advocacy on behalf of families with disabled children. I also thank all hon. and right hon. Members who have participated in the debate. We have heard from MPs who represent constituencies right across the country, including the hon. Member for Torbay (Kevin Foster), the right hon. Member for North East Somerset (Sir Jacob Rees-Mogg), my hon. Friends the Members for City of Durham (Mary Kelly Foy) and for Brighton, Kemptown (Lloyd Russell-Moyle), the hon. Member for Somerton and Frome (Sarah Dyke), and my hon. Friends the Members for Coventry South (Zarah Sultana) and for Wansbeck (Ian Lavery), and from colleagues who made interventions—
Helen Hayes
Of course. It would not be a Westminster Hall debate if we had not heard from the hon. Member for Strangford (Jim Shannon), and I apologise profusely for that omission.
We have heard about the impact that the failure to implement Government legislation is having on families across the country. The law places a duty on maintained schools, academies and free schools to provide free school meals to pupils of all ages who meet specific criteria. Schools also have a duty under the Equality Act to make reasonable adjustments to the way that free school lunches are delivered, if the standard way of delivering them would put a disabled pupil at a substantial disadvantage compared with other pupils. These duties are not reflected in the current guidance for schools.
There is also a gap in the legislation in relation to independent schools. Many children with special educational needs and disabilities attend specialist independent schools, with funding from local authorities, under their education, health and care plans, but there is no duty on those schools to provide free school meals. That is one of the many examples of the ways in which children with special educational needs and disabilities are simply not a priority for the Government.
The system of support on which children with SEND and their families rely is beyond breaking point. The Government delayed their SEND review three times, and much of the SEND and alternative provision improvement plan will not come into effect until 2025, six years after the review was announced. During that time, 300,000 children with SEND will have left secondary school, having spent the entirety of their school education under an increasingly failing system of SEND support. This issue should be an urgent priority for the Government. The system is failing children and their families, and it is an increasingly prominent factor in the number of councils issuing section 114 notices and effectively declaring bankruptcy because they can no longer balance their budget.
The Childhood Trust has found that families of children with SEND are disproportionately affected by the cost of living crisis, and they are more likely to live in poverty than families of children without SEND needs. Our children need and deserve so much better. Labour will introduce free breakfast clubs in every primary school to ensure that no child has to start the school day hungry. We will work to make mainstream schools inclusive for children with special educational needs and disabilities, including by supporting teachers to gain the skills and knowledge they need to teach children with SEND. We will limit the number of branded items that schools can specify in the school uniform to put money back in parents’ pockets, and we will work tirelessly to end the unacceptable level of child poverty, which has been growing so shamefully on this Government’s watch.
The Tory cost of living crisis is making life hard for far too many families, and it means that in the short term, access to entitlements, such as free school meals for children who are eligible, is more important than ever, and there is no excuse for the current failure. I hope the Minister will set out the steps he will take to ensure that children with SEND who are eligible for free school meals can access them, and that schools and other education settings are properly supported to meet their duties under both the Education Act and the Equality Act.
Damian Hinds
Obviously the quality of school food is critical, and regulations cover not only free school meals, in the sense of lunches, but all food that is available during the school day—for example, in breakfast clubs that schools provide and even in tuck shops. I may get inspiration, but I think the standards cover up to 6 pm in the evening for things going on during the school day.
When one talks about compliance with regulations, one has to think differently about what is done at a system level and for individual children. Candidly, I do not think that it is realistic to say that you could have a regulatory agency that was looking at every individual case of individual children and their requirements in that particular school, but it is important that we have those standards. If the hon. Lady would like, I would be very happy, of course, to follow up with her separately.
That, in fact, brings me on to the point that I have in front of me, which is that, where parents do have specific concerns that a school’s legal obligations regarding their child are not being met, those should be raised with the school in the first instance, and subsequently, as necessary, with the academy trust or local authority.
Helen Hayes
I am grateful to the Minister for giving way. I am simply making the point that the absence of any reference in the guidance to the legislation results in a situation of conflict—
Oral Answers to Questions
Helen Hayes Excerpts(4 months, 1 week ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
Would-be educational psychology trainees for September 2024 have been left in limbo because of delays in the Department confirming the available funding. The number of educational psychologists has fallen since 2010, despite requests for education, health and care plans increasing every year. That national shortage of qualified practitioners is contributing to the crisis in SEND that is affecting so many families across the country. Does the Secretary of State agree that this uncertainty about Government funding for educational psychology training is unacceptable, and when does she expect it to be resolved?
Gillian Keegan
We announced in November 2022 that a further £21 million was going to be spent to train more than 400 educational psychologists.
Autism and Learning Disability Training
Helen Hayes Excerpts(4 months, 4 weeks ago)
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Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to serve under your chairmanship, Mr Vickers. I congratulate the hon. Member for Gosport (Dame Caroline Dinenage) on securing this important debate, and I thank everybody who has signed petitions to push this issue forward.
I welcome Paula McGowan to Parliament today, and I thank her for all the work she has done in the name of her son, Oliver, to campaign for better training for staff in the NHS and social care who work with autistic people and people with learning disabilities. Oliver’s Campaign has made so much progress, and the way Paula has turned her unimaginable pain into action on behalf of other families is inspirational.
I thank all Members who have spoken in this very consensual debate. My hon. Friend the Member for Worsley and Eccles South (Barbara Keeley) drew on her great experience and her long commitment to improving the lives of autistic people and people with learning disabilities. She highlighted clearly some of the concerns about current Government policy, expressed in the SEND and alternative provision improvement plan—in particular, the explicit objective of reducing the number of EHCPs.
The hon. Member for Darlington (Peter Gibson) spoke about the important work he is doing to support his constituents. He also spoke about the backlog of assessments, which is an issue in many parts of the country, and the lack of support for such children in mainstream schools.
The need for better training for education staff working with children and young people who are autistic or have a learning disability is clear. The presentation of children with autism doubled between 2015-16 and 2022-23, and the number of children with an education, health and care plan more than doubled for autistic children and was up by more than a third for other SEND diagnoses in the same period.
When my oldest daughter was in primary school, she had a friend I will call Paul. Paul was autistic and high functioning: he could do really well at school if his social and emotional needs were properly met. What I witnessed over the seven years of Paul’s primary school journey was the extremely high extent to which his whole experience at school was determined by his teacher’s understanding of his social and emotional needs. In a school year when the teacher understood that Paul would become extremely anxious if there was a change in routine or if things had not been properly explained to him and took steps to avoid that happening, Paul flourished at school. But in a school year when the teacher did not understand Paul’s needs as an autistic person and treated him simply as a badly behaved child, his mum could be called to the school multiple times in the same week to collect him early. He became more and more anxious about going to school, and the whole year became a disaster.
Many schools and colleges work really hard to ensure their staff are well equipped to work with children and young people who are autistic or have a learning disability, and there is a lot of really good practice. I pay tribute to the incredibly dedicated workforce that provides specialist support to children and young people with autism and learning disabilities, and helps to make school a place where they feel safe and understood. In the absence of leadership and resources from the Government, parents all too often face a postcode lottery.
Paul’s story is being repeated in education settings across the country, and that is borne out in the persistent absence figures. Persistent absence from school is shockingly high across the board at present—22.5% of children missed 10% or more days of school in 2021-22—but it is significantly higher for autistic children, at 32%, and even higher for children with a SEND statement or EHCP, at 36.9%. That is a shocking and completely unacceptable situation. Day to day, it means that thousands of pupils are not having their needs met by mainstream schools, but that is little wonder given that the teacher training and continuous professional development curriculum has not developed to keep pace with the rising presentation of autism and SEND needs. We are simply not equipping teachers to meet the needs of every child in their classrooms. Although some teacher training courses offer the opportunity for students to develop further skills for working with pupils with SEND and autism, this is not consistent, and it is entirely possible to qualify as a teacher and start work in a school with only the most cursory knowledge, which is not supplemented or reinforced by further training or CPD.
Schools across the country are struggling to recruit special educational needs co-ordinators and SEND teachers, and there is a national shortage of educational psychologists working in the state sector. We cannot debate the need for autism and learning disability training for education staff without mentioning the wider context of the system of SEND support, which is almost completely broken. Parents across the country have to battle for the support their children need, and the resourcing pressures on local authorities are causing councils to refuse to fund EHCPs and forcing parents to go to tribunal, where 96% of them win.
The neglect of the SEND system over the past 13 years has been a shocking failure of successive Conservative-led Governments. A Labour Government would act to address the problems. Equipping education staff to understand and meet the needs of autistic children and children with learning disabilities is an essential step towards building an inclusive mainstream.
Peter Gibson
I am interested in hearing what the Labour party would do were it in government. Could the hon. Lady outline what it would do differently to tackle the challenges of recruitment that the sector faces?
Helen Hayes
I am just about to move on to exactly that. We would ensure that more children can have their needs met and be part of a school community close to where they live. Labour would use the funding from ending the tax breaks currently enjoyed by private schools to recruit 6,500 new teachers, including SEND specialists, thereby alleviating the current pressures on teaching staff and ensuring that teachers have time for the pupils in their classrooms. We would introduce a teacher training entitlement—an annual entitlement to CPD that could be used to increase expertise in autism and SEND. We would ensure that there is mental health support in every school across the country, and we would change the wider context in which schools are setting their priorities by reforming the Ofsted inspection framework to make inclusion part of our vision for what it means to be a good school. Inclusion would be part of the report card for schools, which, under Labour, would replace the single-word Ofsted judgment.
Helen Hayes
I will not. I need to finish so that the Minister can come in and there is time for the hon. Member for Gosport to wind up afterwards.
We want to see an increased focus on SEND within initial teacher training and the early career framework, and we will work with leading academic institutions, Teach First and others to ensure that all trainee teachers are routinely equipped to work with children with autism and special educational needs and disabilities. Establishing an inclusive mainstream where as many children as possible can thrive is the first step in reforming the system of SEND support, which has become broken and adversarial on the Government’s watch. A Labour Government will deliver the support that is so urgently needed.
The hon. Member for Darlington mentioned the recruitment and retention crisis. We recruit and retain staff in any part of the public sector when we work from the centre of Government to make their working environment tolerable and to relieve the day-to-day pressures they are under. The measures I have outlined today—there is more to talk about—will start the work of repairing this part of our public services, which is so important and so vital for some of the most vulnerable children, but also for some of the most special and talented children across our country.
Education
Helen Hayes Excerpts(5 months, 3 weeks ago)
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David Johnston
There has been a 30% increase in the per-head funding to schools in Devon for their special educational needs provision between 2021-22 and 2024-25, and the whole thrust of our reform plan is to make the system work better for parents and families and get the support for their children at the stage when they need it.
Helen Hayes (Dulwich and West Norwood) (Lab)
“Lose, lose, lose”, costing a “fortune” and not providing “the right service”. Those are not my words but those of the Secretary of State describing the SEND system over which her Government have been presiding for the last 13 years. Will the Minister tell the House when he expects the plans that the Government have announced for SEND to make a difference to the long waiting times and lack of support experienced by so many families across the country?
David Johnston
We have already begun the reform programme and have just launched the nine SEND change partnerships, which are already starting to make a difference to the provision. I would just say to the hon. Lady that this is yet another area where the Labour party has absolutely no policies whatsoever.
[Official Report, 23 October 2023, Vol. 738, c. 577.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Wantage (David Johnston).
An error has been identified in my response to the hon. Member for Dulwich and West Norwood (Helen Hayes) during Education questions. The correct response should have been: