Home-to-School Transport

Jim Shannon Excerpts

Thursday 4th June 2026 Westminster Hall

[Tom Gordon]

I thank my hon. Friend for her diligent work as a member of the PAC, and for making that point about SEND, which I will come on to during my speech.

Local authorities in England spent £2.6 billion on home-to-school transport in 2024-25, which was a real-terms increase of 70% since 2015-16. SEND transport alone more than doubled in cost over that same period, and it now accounts for £2 billion of that total. These are enormous sums, but remarkably, the PAC found that the Department for Education does not know whether this spending is achieving value for money. It does not have the data needed to oversee the system effectively, and it cannot adequately measure the relationship between transport and school attendance.

The consequences of that failure are visible in other figures: some 1 million young people in the UK are not in education, employment or training, and one in five children of compulsory school age misses at least a day of school per fortnight, which rises to one in three at sixth-form age. The Department’s own assessment looks only at transport disruptions on the day they occur, not the wider issue of whether the system is keeping children in school. This is a serious blind spot, and one that the Government need to address.

This is not just a North Yorkshire problem; the County Councils Network has warned that three quarters of councils are expected to tighten mainstream transport eligibility in the coming years. What is happening in my constituency today, and across North Yorkshire, is a preview of what families across rural England will face if this direction of travel is not reversed. Nowhere is the picture more stark than in some of the stories that my constituents have told me, which is why I secured this debate today.

At the heart of the problem is a growing disconnect between two systems that are supposed to work together but increasingly do not. We have a school admissions system built around catchment areas and feeder school relationships, and a home-to-school transport framework that has been interpreted ever more narrowly as being for the “nearest school only”.

For many years, county councils bridged that gap pragmatically by offering transport to the nearest or catchment school. That reflects the realities of rural England, where many children live well beyond walking distance, where public transport is sparse or often non-existent, and where the geography means that the nearest school on the map is often not the most practical school to reach—sometimes there is a dale in the way, sometimes a river crossing, and sometimes a simple county boundary that bears no relation to how communities actually function.

As budgets tighten and authorities retreat towards the statutory minimum provision, councils are removing catchment transport and reverting to nearest school only. In rural areas like North Yorkshire, the consequences are severe and they are being felt right now. Within days of being elected, the issue of home-to-school transport was landing in my email inbox, and it has not stopped since. North Yorkshire council changed its transport policy to base eligibility on nearest school only, rather than the nearest or catchment school. The council says this is to address rising costs, which are now expected to exceed £52 million—one of the three largest areas of the council’s expenditure—with unsubstantiated claims of savings of up to £3 million over the next seven years.

I understand budgetary pressures, and I understand that local authorities are being squeezed from every direction, but understanding a pressure does not simply mean accepting the response to it uncritically, when the policy is clearly not working. The system that North Yorkshire council uses to calculate the nearest school is not publicly available, so families receive decisions with no ability to interrogate the methodology behind them. That opacity alone is a problem, but when we look at what the methodology is actually producing, it becomes something worse than opaque; it becomes absurd.

The council measures distance using the shortest available walked route to school, which sounds reasonable until we look at what counts as a “walked route”. That includes riverside paths, farm tracks, roads with no pavements or street lights, cliffside grass tracks and hiking paths over the dales. Campaigners have discovered that the council’s mapping tool has even been thought to include a private farm track and a ford crossing of a river as an available walking route to school. In reality, the ford is passable only by tractor and the track is on private land. One family appealed successfully against the use of the route, but it remains on the council’s mapping system, ready to be used again.

The School Transport Action Group has documented routes that children have been expected to follow, including climbing over metal barriers on the A64 and using paths that cross an active military firing range. I am interested to hear the Minister’s view of whether any of those constitute a “nearest available walked route”, in North Yorkshire council’s words. STAG, which was formed to fight the changes, has done determined and important work in documenting the human and financial cost of the policy. I pay particular tribute to Jo Foster, whose campaigning on the issue has been tireless and has helped bring the national attention that it warrants. STAG puts the situation plainly:

“North Yorkshire Council has lost the plot on home to school transport”,

and I am inclined to agree. More than 1,000 families have been affected, with more than 200 appeals and 20 ombudsman cases in the past year alone. A senior councillor who voted for this very policy has publicly admitted that it contains errors, and some families have been left as losers. This is not a rounding error; it is a clear policy failure.

STAG has completed a survey of families going through the process right now, the class of 2026. The group has 60 responses so far, and the findings are telling: nearly 59% applied to a school because it was their catchment school, more than a third already had siblings there, and 84% live in towns and villages that have a school bus going to their chosen catchment school, yet 73% will not be eligible for free transport. Nearly two thirds of those families have no back-up plan at all.

Some have told STAG what their options look like in practice. One parent said:

“My back-up plan is to leave my job so I can drive my child to school.”

Another said:

“We would have to consider driving, but we both travel with work and it wouldn’t allow us to do our current jobs.”

A single parent wrote:

“I would not be able to work. I am a single parent household.”

One parent captured the particular absurdity of sibling cases:

“I shall have to take extra overtime at work in order to pay for my second child to sit on a bus that my eldest child is already on.”

Those families who plan to buy a paid-for bus pass face a further cruelty. Those passes will not be confirmed until August. They will be subject to availability and can be withdrawn with one week’s notice. The council has made it clear that its intention is to phase out catchment routes entirely, as soon as possible. Families are therefore being asked to plan their working lives around a service that may not exist by the time that their child starts secondary school.

Those are not edge cases; they are predictable, documented consequences of a policy that has stripped the transport system away from the admissions system it is supposed to support. The costs have not disappeared; they have simply been transferred from the council to the rural families who can least afford them. Council officers have described the changes as ensuring “fairness and consistency”, but I will put some individual stories on the record and let Members judge that for themselves.

Leanne lives in a village outside Harrogate. Her daughter has been waiting three and a half years for a diagnosis, but is on the SEN register and has a PDA—pathological demand avoidance—profile with emotional-based school avoidance. There is no public bus through her village and no safe walking route. Leanne’s other child has Down’s syndrome and an education, health and care plan, and cannot travel to school safely alone. Both children need to be at school at the same time; Leanne and her husband both work full time. Under the new policy, they have been denied free transport to the nearest suitable school and are now paying £94 a month for a bus permit. She told me:

“The system is broken and does not take into account personal circumstances or rural villages’ needs.”

I agree with her entirely.

David lives in Upper Wharfedale. Every morning he drives in convoy with his neighbours, following the school bus past his house, because his neighbours qualified under the old policy, but he did not. For him, the bus goes to the nearest primary school, the only school that anyone in the local area has attended for 60 years, along the only safe route available. North Yorkshire council, however, is now saying that his children’s nearest school is Hawes, in Wensleydale. To get there, they would have to cross Fleet Moss, one of the highest and most remote routes in the country, which is treacherous in winter and frequently impassable. David and his family moved to the dales five years ago to run a farm diversification scheme, but they would never have come had this policy been in place then. He has told me that it will be

“the death of these communities, and that’s not hyperbole.”

I believe him.

Sophie, a friend I went to high school and college with, lives in one of the villages straddling multiple local authority boundaries, with a Doncaster postcode, North Yorkshire council oversight, an East Yorkshire postal address and a West Yorkshire phone number. Her children’s primary school cohort has been scattered across four secondary schools, in different local authorities and in four different directions. She made the point with her characteristic directness: it cannot possibly be more cost-effective to fund transport to four separate schools in four different directions than it would be to fund one bus to one school. The policy is not just unfair to families, but undermining the purpose that it is meant to be achieving.

There is also a wider consequence that is often not discussed. One in four small primary schools in North Yorkshire stands to lose pupils because of this policy. Small secondary schools in Settle, Whitby and Boroughbridge face an existential threat. When we hollow out the transport routes that sustain these schools, we do not just inconvenience rural families, but undermine the schools themselves and the rural communities they serve.

I also want to raise the issue facing SEND families specifically, and the additional injustice of a cliff edge at 16. I want to tell this Chamber about Noah, whose mother Catherine has shared his story with me. Noah deferred starting primary school by a year because he was unable to walk. After winning an appeal to attend St John’s, North Yorkshire council offset that deferred year and placed him in year 8. The consequence— I want colleagues to sit with this for a moment—is that Noah will now receive one fewer year of education than his peers, and four years of free transport rather than five because his transport entitlement ends at 16. He has already had more taken from him than other children, through no fault of his own, and the system’s response is to take even more.

Noah cannot walk independently and requires one-to-one support. His taxi to school has become the highlight of his day because it is the one moment where he does not feel dependent on his mum—when he can feel something like freedom. His family have one income, claim universal credit and have little to no savings; they cannot find the money needed to pay the monthly costs for school transport. When Noah turns 18, the assumption is that his mum will simply be able to drive him because she has a Motability vehicle, which will strip away his independence that took so long to build. This is not a bureaucratic edge case; the system does this to families like Noah’s without apology.

That is not an isolated experience. The Public Accounts Committee found that 40% of families with young people with SEND said that they needed to give up work because of transport provision ending when their child turned 16. Colleges report students failing to start courses because transport had not been agreed. I believe that there was an issue across the border in Leeds, where the Local Government and Social Care Ombudsman has already found the council at fault for its approach to post-16 SEND transport, identifying both individual injustice and systemic failure. However, families continue to report inconsistent decisions, inadequate assessments and personal travel allowances that do not cover the actual costs.

The charity Contact put it clear in evidence to PAC: the policy is simply not working post 16. The change in entitlement can feel like a cliff edge. For families who have spent years building routines and supporting a young person with complex needs, that cliff edge can be devastating for the young person and for every member of their family around them. We cannot have a system that claims to support inclusion and participation while simultaneously pulling the transport that makes participation possible.

[Jim Shannon (Strangford) (DUP)]

I wanted to come along and support the hon. Gentleman in bringing this debate forward. He is a very assiduous MP in this House, whether it be on the Back Benches in the Chamber or leading debates in Westminster Hall, and I want to congratulate him on that. I also add my support to what he is hoping to achieve because, although this is not a responsibility for the Minister—this issue is devolved in Northern Ireland—we have similar problems when it comes to SEND issues, disabled children and road safety. In his quest to have a better system, I wish him well. I hope that, back home in Northern Ireland where it is devolved—the Minister here has no responsibility for it—we will see changes as well.

[Tom Gordon]

I thank the hon. Member for his contribution. As ever, he puts his point eloquently and passionately. I agree that, no matter where a SEND child is living in this United Kingdom, they deserve a lot better than they are getting at the moment.

I want to press the Minister on a number of specific points. The single most impactful achievable change that this Government could make is also the simplest. The statutory guidance on home-to-school transport should be updated so that the minimum provision becomes the nearest or catchment school, rather than solely the nearest suitable school. That one change would restore the alignment between admissions and transport that rural families depend on. It would give councils a clear framework and remove the incentive to reinterpret eligibility ever more narrowly. It would protect the community-school relationships that anchor rural life, and it would not even require primary legislation. I urge the Minister to give that serious consideration.

Secondly, I urge the Minister to impress on her colleagues at the Ministry of Housing, Communities and Local Government the need to reinstate the rural services delivery grant. The rural premium matters enormously for local authorities such as North Yorkshire, where distances are not a policy choice, but a geographical fact. Cutting that grant has had real consequences for the decisions that local authorities have to make, and those consequences are being borne by families in villages across the dales, across my constituency of Harrogate and Knaresborough, and in North Yorkshire more widely.

Children’s Social Care: Enduring Relationships Strategy

Jim Shannon Excerpts

Thursday 4th June 2026 Commons Chamber

[Josh MacAlister]

My hon. Friend and neighbour is right to highlight the leadership of Councillor Emma Williamson, who is herself care-experienced. She has brought that experience to political office in a way that is making real change happen across Cumberland. One of the things I was proudest to attend as a Member of Parliament, and as the Minister for Children and Families, was the launch of the enrichment event in my constituency last year. It is what Emma refers to as the bank of mam and dad. It is a fund that Emma and the team at Cumberland have set up to create an account with money that can go to young people who have something happening in their life. It could be to buy them a vehicle or to put down a deposit on a house. It is about having that flexibility through family finances that many of us benefit from but take for granted. Those who are care leavers often do not have it.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister so much for his positive statement—I do so not in the salubrious way that the right hon. Member for New Forest West (Sir Desmond Swayne) did, but with the same sincerity. I also thank the hon. Member for Twickenham (Munira Wilson) for all that she has done in this House for children. It is perhaps not always recognised, but it should be, because her contribution has been significant.

This is a massive issue back home in Strangford and across Northern Ireland. The Minister will know that Northern Ireland heavily outpaces England in keeping children within their wider family circle, with kinship and friends care at more than 50%. It is clear that children are happier if kept with siblings and in familiar circumstances, so how will the Minister and the Government further support those who would consider kinship care but are hampered in their ability to access appropriate housing for family care and need bigger houses? How can the Minister ensure that larger family homes are available UK-wide for those truly in need?

[Josh MacAlister]

That is a great question, because it gets to the heart of how the system behaves when it finds a parent who is perhaps struggling with a substance misuse problem, or is in a violent relationship, or has mental health needs and cannot continue to look after the child by themselves, but could be an important part of that child’s life for the foreseeable future, and when there are relatives saying, “We can help. We can be part of the solution. We do not need this child to go into the care system.” There needs to be a mechanism to fund those solutions, and that is what family network support packages do. The £2.4 billion that I referred to is available to fund those family network support packages. In the kinship zones, we are expecting much higher use of those FNSPs so that we can properly evaluate things. When I looked at the differences in the care population around the UK in the review, it was striking that the strength of civil society in Northern Ireland was one of the reasons, perhaps—this is just an idea—why communities were better able to come together around those children who might be at risk of going into care.

Children: Development of Essential Skills

Jim Shannon Excerpts

Tuesday 2nd June 2026 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to serve under your chairship as always, Dr Allin-Khan. I thank the hon. Member for Bracknell (Peter Swallow) for highlighting this essential issue. The Democratic Unionist party is committed to the development of early years skills. It is good to see the shadow Minister, the hon. Member for Meriden and Solihull East (Saqib Bhatti), and the Minister in their places. I thank the Minister for all her hard work and wish her well in that role. Whether in strategy or policy, the focus on children is so important.

The importance of investing in children’s essential skills in the early years cannot be overstated. Success in that has been shown to have an impact on broader society and the economy. Studies conducted by the effective pre-school, primary and secondary education project demonstrated that having a trained early years teacher often leads to better long-term chances for children. I have witnessed that as grandfather to six children, and will later mention their progress.

That evidence has sometimes sadly been neglected, as reflected across the United Kingdom where only one in 10 nurseries has an early years teacher. Children with an early years education were found to go on to gain higher English and maths GCSE results, and were more likely to achieve five or more grades A* to C. The facts and evidence base are clearly there. Children who experienced high-quality pre-school education were better at self-regulation, social behaviour and less inclined to hyperactivity. That is all evidence based—I speak according to the evidence. Children who experienced high-quality pre-school settings were more likely to follow a post-16 academic path. Despite that evidence, more than 80% of parents say they have struggled to access services such as parenting support, health visitors and high-quality early education.

I would like to highlight one issue. My son and daughter-in-law control and restrict screen time on the iPad but, over my time as an elected representative, I have noticed one thing coming back from those involved in nurseries and primary school. This is not a criticism, because people deal with things in their own way, but what happens if the child is busy, hyper or giving a bit of bother? They are handed the iPad. It takes their attention and they are okay for a while, but the amount of time a child is on an iPad must be restricted. I am not sure that every parent understands that. That is about teaching skills, not telling them how to parent. It is about making them aware of the issues.

Some of the nursery staff I spoke to told me of the damage of a child being on an iPad screen for three or four hours a day. That will have a very negative effect on the child. I would like to hear the Minister’s thoughts on that, because that important point is made by nursery school teachers and some parents. Increased screen time for children should be raised as a potential barrier to the development of children’s essential skills.

[Adam Dance]

I totally agree that screen time can be damaging for young people just given a phone or an iPad, but does the hon. Member not agree that screen time can be beneficial if used in the right way to help people with disabilities such as dyslexia?

--- Later in debate ---

[Jim Shannon]

I agree with the hon. Member. I know that from my grandchildren—the wee ones in particular, who are both educationally challenged—though my son and daughter-in-law restrict time. It is important to have the opportunity, but also to control that time so that it does not impact them adversely. The hon. Gentleman is right that it is a tool that can be used for benefit, as well. It is important to put that on the record.

It has been recognised that excessive screen time could limit the vocabulary of children, particularly damaging the ability to speak of those under five. Research found that 98% of two-year-olds watch screens daily. Higher screen time was independently associated with lower vocabulary development: the more the screen time, the less the talking and voice and word development. Children with the highest screen time could say 53% of the 34 test words on average, while those with the lowest screen time could say 65%. It is clear that we need a UK-wide approach to help parents understand why screen time balance is as essential to development as a nutrient-filled diet.

It is vital that outcomes in reading and writing assessments continue to be monitored, in recognition that many children are still underdeveloped in essential skills and may require extra support due to covid educational preventions. I believe that essential skills are also provided by the voluntary sector. I want to mention some of those, such as local churches. We must recognise the volunteers in the Boys’ Brigade and Girls’ Brigade, the Campaigners, the Scouts and so many others who teach skills for badges. Their work with local community groups is so valued and must be highlighted in any debate on essential skills, as a child’s skills are more than academic; they are social and moral as well. So many volunteer organisations sow into children’s lives, and this must be recognised and applauded.

In Northern Ireland, the publication of the 2024-25 end of key stage assessment outcomes highlighted the urgent need for renewed focus on literacy and numeracy. Data showed that 28% of pupils at the end of primary school are not achieving at the expected levels, so there is a real challenge there for us back home, and for the Education Minister to do much better. That is almost three in 10 pupils, to give an idea of the significance. That is of significant concern particularly as the foundational skills and the basics are essential for pupils’ future learning, wellbeing and life opportunity. I will finish with this mantra: every child should be allowed the best start in life, and it is our duty as elected representatives in positions of power—whether MPs here or representatives in the regional Governments in Scotland, Northern Ireland and Wales—to ensure that future generations are protected. We can do that if we choose to do that. I look forward to what the Minister will say to encourage us all.

--- Later in debate ---

[The Minister for School Standards (Georgia Gould)]

It is a pleasure to serve under your chairship, Dr Allin-Khan. I welcome today’s constructive and thoughtful debate and the constructive tone of both the hon. Members for St Neots and Mid Cambridgeshire (Ian Sollom) and for Meriden and Solihull East (Saqib Bhatti). I know we all share a desire to ensure that our children are supported to grow up into well-rounded adults. It is brilliant to see young people in the Gallery listening to the debate.

I thank my hon. Friend the Member for Bracknell (Peter Swallow) for securing this debate. He has been such a champion of these issues, and almost on a daily, or at least weekly, basis he stops me to discuss these questions. As he said, I have visited his constituency and seen some of the work that he is leading in practice. As we have heard today, these are massively important topics. The Milburn review has shown the real cost of unemployment for young people and how critical it is to ensure that they have the skills that can support them into the workplace, but also, as we have heard from so many people, support them to be active citizens participating in community life.

I will start where my hon. Friend did in his speech and focus on the importance of children and young people feeling confident to face challenges and shape the world around them. So much change is happening, and we cannot fully imagine the world that young people will go out into. It is therefore critical that they have the core foundations of knowledge as well as a love of learning. We want young people to return to and enjoy learning as their time in the workplace goes on; learning should be core throughout their lives. They must feel that they have the skills to be able to deal with uncertainty, to shape the world and to feel confident. So many young people tell me that that is not how they feel at the moment. That is why the curriculum and assessment review and this debate are so important.

The hon. Member for Meriden and Solihull East asked whether we have to choose between knowledge and skills and standards and inclusion. For me, they are two sides of the same coin. It is absolutely critical that we support our children to attain academically. We all know that too many young people are being left behind, and we have stark gaps for disadvantaged young people that we need to address. A big part of that is how they are engaged in education. School has to be unmissable, and as my hon. Friend the Member for Bracknell said, the joy of learning is critical. It is important that children are engaged and want to come to school to develop their knowledge, whether that is through enrichment or through teaching the core things that they really want to know about, such as financial education.

In this Chamber and the main Chamber, we often talk about inclusion and the importance of supporting children with special educational needs and disabilities to feel a sense of wellbeing and belonging. Too often, they have not felt that, and that has left them feeling disengaged from education. We will pursue both knowledge and skills and inclusion and high standards for our young people.

We have heard throughout the debate about the curriculum and assessment review and the work that we commissioned Professor Becky Francis to do with an incredibly expert panel. It did a really careful and thoughtful piece of work for the Government, setting out the things that it felt needed to change to support children to be able to go out confidently into the modern world. Lots of the themes that came up in this debate—media literacy, digital literacy, the importance of citizenship, oracy—came out in the review, and we have committed to embedding them. In terms of next steps, a huge amount of work is going on to draft programmes of study and to test them with a range of different partners. We have committed to giving schools four terms to prepare for implementing the new curriculum.

The hon. Member for Meriden and Solihull East asked about space in the curriculum. What was really powerful about the work that Dr Becky Francis led was that it gave careful thought to the sequencing of the curriculum, how things fit together and how duplication can be prevented. We are developing a digital curriculum for the first time, so it will be much easier for teachers to make links between different subjects.

The hon. Member for East Londonderry (Mr Campbell) and my hon. Friend the Member for Bracknell also raised enrichment and its importance in making school unmissable and making young people excited about coming to school. I travel around the country talking to young people, and they often say that it is the thing they really look forward to and that it helps them to feel part of the wider school community. We will publish an enrichment framework with a focus on developing wider life skills relating to arts and culture, civic engagement, nature, outdoor adventure, and sport and physical activities.

Many Members made really important points about making sure that the enrichment offer is open to students who feel further away from those opportunities, and we are working with the Department for Culture, Media and Sport to build up the enrichment offer in 400 schools in the most disadvantaged areas. We are investing £22.5 million from the dormant assets fund to make that a reality, as well as working with a whole range of partners to ensure that the enrichment framework for all schools is a really powerful tool.

Another point raised by a number of Members was about citizenship and political education. My hon. Friend the Member for Leeds Central and Headingley (Alex Sobel) made a really powerful speech about how important that is for votes at 16, but also for our democratic institutions and our ability to disagree agreeably and have these political debates. When we have so much misinformation and division, embedding that in our education system is incredibly important. We have committed to citizenship being statutory in key stages 1 and 2, and to strengthening and modernising citizenship across the curriculum, looking at many of the themes that we have talked about, including media literacy.

The hon. Member for Yeovil (Adam Dance) talked about digital literacy and AI and about making sure that those are core skills. We are looking to embed key areas such as digital and media literacy across the curriculum, because every single subject will have an element of these AI and digital skills, but we are also refreshing the computing GCSE so that particular content is focused on that.

On media literacy, the hon. Member for Surrey Heath (Dr Pinkerton) mentioned misinformation. That is another really important theme that will sit in citizenship but also in other subjects. In history, for instance, people will really think about sources and how to decipher information, and in English people will look at emotive language. Those are areas where we can look at these core themes embedded into the wider curriculum.

My hon. Friend the Member for Filton and Bradley Stoke (Claire Hazelgrove) and others mentioned financial literacy, which comes up more than anything else from young people as being a skill that they really want to have and learn about. We are working across the maths curriculum and the wider piece to look at how we really embed financial literacy, and we will be doing a number of test and learns around implementation and working with teachers.

Turning to the different contributions on early years childcare, I thank my hon. Friend the Member for Bolton North East (Kirith Entwistle). She made an incredibly powerful speech about what a lifeline childcare is for families, and I completely agree. I see that all the time as a constituency MP, and particularly how essential it is for mums, who often end up doing so much of that childcare. My hon. Friend mentioned the importance of the 30 hours of free childcare; that has made a difference for people taking up the full entitlement, which we think has saved them an average of £8,000. She also mentioned how fees and different practices can pull away at some of that really important cost of living support. The Secretary of State for Education has written to the Competition and Markets Authority to request a review of the early years childcare market, which is to look precisely at many of the issues that my hon. Friend mentioned. It is worth having a look at that letter, and it is a really important issue to pursue.

The hon. Member for Strangford (Jim Shannon) talked about the importance of early years, and my hon. Friend the Member for Camborne and Redruth (Perran Moon) spoke powerfully about the long-term impact of delayed language development for children. Sadly, since the pandemic we have seen many more children coming into school with delayed language. We know the long-term impact on children, so that has been a key focus for the Government in developing Best Start hubs, which will give that wraparound support to children, but also introducing new programmes such as the early language support programme, which brings NHS services to schools to identify needs earlier, and the Nuffield early learning intervention programme, which puts support in for reception children. I would be interested to hear more about what is going on in Cornwall and some of the challenges that my hon. Friend the Member for Camborne and Redruth mentioned, and to discuss that further. This is also a key part of our thinking around the SEND reforms, putting more investment, earlier, into speech and language support and the new Experts at Hand service, which will include speech and language therapists.

[Jim Shannon]

First, may I welcome the Minister’s comments on all the issues that have been raised, particularly mine on screen time? Sometimes we must engage with parents in a way that shows that we understand that children should be given a bit of time on their iPads but that that time should be restricted, too. Does the Minister have any thoughts on that?

[Georgia Gould]

I thank the hon. Member for raising that issue. We have developed guidance for parents to support them with screen time in early years. As a parent of a two-and-a-half-year-old, I know how confusing it can be. It is not something that I was spoken to about when I had my son. It is important we have guidance that is not judgmental but gives parents the best advice. We have put that out now. A lot of expertise has gone into developing it and I have had really positive feedback. Certainly, I have found it very helpful personally in shaping those important decisions. It is also important that through our Best Start hubs we are able to have that conversation and support for children, not just about not being on screens, but about what engagement looks like: what are the activities, how does one encourage a child to speak, and as they get older what are the enrichment activities that they can engage in after the school day?

The hon. Member for Yeovil is always a passionate advocate of support for children with special educational needs and disabilities, and I welcome him mentioning that as part of these wider issues. On the questions on identifying needs, he will know that we are developing national inclusion standards which include research into identification around the needs we have set out in our SEND consultation document. That work is ongoing and it will form part of national inclusion standards. We are working on appointing the panel of independent experts at the moment. It is critical that we get that right, and have that early identification of needs, whether on speech and language or others.

The hon. Gentleman also mentioned the importance of support for young people who are constantly having to re-sit English and maths. He will know we have been consulting on a new level 1 English and maths qualification, which is precisely designed to support children and young people to consolidate their knowledge and be a gateway qualification to deal with exactly that problem, which is one I have heard time and time again.

Children’s Wellbeing and Schools Bill

Jim Shannon Excerpts

Monday 27th April 2026 Commons Chamber

[Laura Trott]

I would be incredibly concerned if that were the case. Would the Minister like to intervene and indicate whether any PPS sitting behind her was doing that? [Interruption.] She says no. Well, that is good to know. It would be incredibly concerning if that were the case.

[Jim Shannon (Strangford) (DUP)]

I think every one of us would welcome the Government’s movement on mobile phones. In Northern Ireland, we had a pilot scheme to start with. We all welcome this measure on the issue of social media. It is for England and Wales, I understand, but will the shadow Secretary of State—I wanted to ask this in an intervention on the Secretary of State—consider passing on the details of the legislative change, so that we in Northern Ireland can take advantage of some of the good things coming forward? We should share those good things.

[Laura Trott]

As ever, the hon. Gentleman is correct. I am sure that will be picked up by the Minister in her closing remarks.

Young Adult Carers: Education and Training

Jim Shannon Excerpts

Thursday 23rd April 2026 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a real pleasure, as always, to serve under your chairship, Mrs Harris. I thank the hon. Member for Harlow (Chris Vince) for requesting time to debate this vital topic. I do not think he ever makes a contribution without mentioning Harlow, and well done to him. Indeed, I have probably never made a contribution without mentioning Strangford, but that is by the way. It is important to remember who we represent and speak on behalf of in this Chamber.

I commend the hon. Gentleman on his energy, his interest in this subject and his incredible speech, which was detailed and full of information we all need to consider. I am pleased to see the Minister in his place. In this debate, I suspect every one of us will be of the same mind, including the Minister. At the end of my speech, I will have a number of asks of him.

The situation in Northern Ireland is no different from that in Harlow or anywhere else. Members from various constituencies are here to talk about a group of people who are the backbone of our society, but who often remain invisible. Their endeavours are perhaps not seen or talked about, but that is not why they do these things: as the hon. Gentleman said, they do it for the love of their siblings, their mum or their dad—whoever it is they are caring for. There are literally thousands of young people in Northern Ireland who, instead of focusing on their exams or their social lives, provide vital care for their loved ones. This debate is a chance to tell their story.

Over my years as an elected representative, I have had many opportunities to speak to young carers and meet their families, and to understand their situations. Early in my time as an Assembly Member, I spoke to a young boy who looked after his mum in the West Winds estate in Newtownards. I remember the commitment that that young boy had to his mum and also to his siblings. His mum was a single parent, and she was housebound and, if I recall rightly, wheelchair-bound as well. That young boy gave great physical help to his mum, including by getting his siblings to school in the morning. Those are things the mum would have done, but he did them because she could not. It is very important that we remember that. The example of that young fella from way, way back always sticks in my mind.

The scale of responsibility is staggering. According to the latest figures, there are some 17,500 child and young adult carers in Northern Ireland, representing roughly 8% of all unpaid carers in our region back home. The 2021 census highlights a very stark age profile: we have at least 2,500 carers under the age of 15. I know that this is not how they see it, but those young shoulders have to support a physical and an emotional burden. When they move into early adulthood, those numbers grow: over 5% of our 15 to 19-year-olds and more than 8% of our 20 to 24-year-olds are providing regular unpaid care.

It is not just about the numbers. Although the stats are important to give the mathematical background, they do not fully explain the issues—it is about the intensity of that care. In Northern Ireland, more than 10% of young carers under 18 are providing over 50 hours of care every single week. I think of the intensity of that care and that young boy who I knew some years ago and whom I referred to—he is now an adult; he has married and moved on in his life. There is an intensity of care if someone is wheelchair bound, bed bound or unable to do things physically, and the duty falls on the shoulders of the daughter or the son to sometimes do things that are quite intimate, which is also a problem. Those 50 hours of care every single week are more than a full-time job, balanced on the shoulders of someone still in school or starting their career.

That commitment comes at an incredibly high price. Research shows that young carers are 1.5 times more likely to experience educational difficulties than their peers because the pressures on their young shoulders are enormous. They are also facing a poverty penalty—a point on which the Minister could respond. People will ask what that means; it means that roughly one in four unpaid carers in Northern Ireland live in poverty. For many of our young carers, it also means missing out on school trips and socialising with their friends, because when they get home from school they are looking after their mum or the other children and making their tea, looking after their health needs and giving them their medications.

Young carers are even missing out on basic essentials such as heating and food. One guy told me that they are often

“one white good appliance away from destitution.”

In other words, they are dependent on everything working in the house—the microwave, the toaster, the kettle and the lift up the stairs or into the shower—for those things that are otherwise impossible for someone who is severely disabled to do themselves. We know the value of this work. Unpaid carers save the Northern Ireland Executive, my Assembly, an estimated £5.8 billion every year. That is what those 17,500 young carers do every year, yet the support they receive does not ever reflect that contribution.

It is time for our Government to move beyond Trojan work and—I say this with great respect—patronising praise. My first ask of the Minister is that there must be financial recognition through an uplift to the carer’s allowance. I know that these things will not necessarily be within the Minister’s remit, but I would appreciate him pushing for them following the debate today, ever mindful of what is happening.

[Chris Bloore (Redditch) (Lab)]

I apologise for my tardiness in arriving, Mrs Harris. The hon. Gentleman is making a valid point. Does he agree that as well as challenging the Government about what they can do for young carers, we must challenge our colleges and education establishments to ensure that they are environments where young carers can thrive?

I would like to highlight the excellent work of Michelle Dowse at Heart of Worcestershire college in my constituency. The college offers one-to-one support, transitional visits and external support so that, when young carers make it into higher or further education, they have support right there on those campuses to make sure that they can thrive. We have to challenge the Government but also our education establishments.

[Jim Shannon]

I thank the hon. Member; that was going to be my fourth request, by the way, so well done.

[Chris Bloore]

Sorry.

[Jim Shannon]

It means we are thinking alike about what we need to do, and that is important. We have collectively understood the issues.

My second ask is for what I would refer to as a carer’s essentials payment to cover the unavoidable extra costs of caring. There are things that creep up—I was going to say that we all know how the household works, but my wife knows more about it than I do—and there are exceptional cost issues for a carer looking after someone.

My third ask is for the implementation of a new carers strategy. Again, if we understand the issue better, hopefully we can respond better. That should protect young carers under equality law because, with respect, sometimes the law falls short of the high standards we set and expect for our young carers.

My fourth ask is that, as the hon. Member mentioned in his intervention—I thank him for that—there should be educational grants and a systematic approach to identifying carers in every school and college so that they never have to choose between their education and their family. The hon. Members present, the Minister and the Government all want to ensure that our young carers reach their goal or their vision of what they want in employment.

I think about that young boy I referred to, who was my first introduction to a young carer many years ago when I was in the Assembly. He achieved his goals eventually; he was a strong young fella supported by his family. It is about the colleges, schools, teachers and education system wrapping their arms around young people and saying, “We know you’re under pressure at home, but can we help with some teaching there? If you’re not able to make it to school one day, we’ll understand and help you catch up.” It is about giving them full support. The hon. Member for Harlow made that specific point at the beginning.

As the hon. Member said, we could go on and on because there are so many examples, but the bottom line is this: young carers are propping up a health system that would collapse without them, and we need to remember that. We recognise their good work, but we should also be there to support them. They deserve to have a childhood, an education and a future that is not defined by financial strain. I say this with great respect: let us stop closing our eyes to their struggle. It is time to see them, value them and, most importantly, support them.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Josh MacAlister)]

It is a pleasure to serve under your chairship, Mrs Harris. I thank my hon. Friend the Member for Harlow (Chris Vince) for securing this debate, the second Westminster Hall debate he has instigated. He continues to be a fantastic champion for these young people and does a brilliant job of putting the spotlight firmly where it should be in this place. I also recognise the contribution from the hon. Member for Strangford (Jim Shannon), who did a wonderful job of explaining the reality of what it means to be a young adult carer or young carer using personal stories, which are often what move parliamentarians the most.

I fully recognise the difficulties that young carers and young adult carers face. They make an often overlooked and misunderstood contribution supporting family members and friends. The sacrifices they make at such a young age can be immense. Earlier this year, my noble Friend the Minister for Skills met a group of young carers at the launch of the report on the barriers to education for young adult carers by the APPG led by my hon. Friend the Member for Harlow. The Opposition spokesperson, the hon. Member for Meriden and Solihull East (Saqib Bhatti), mentioned the role of the Minister for School Standards, who also has a lead responsibility for this. I reassure Members that the issue cuts across a number of portfolios in the Department and is an interest and focus for all of us.

The APPG chaired by my hon. Friend the Member for Harlow is driving important work to support young carers across the country. The stories of young carers, including those I have heard as a Member of Parliament, are inspiring and bring to life the challenges they face when caring for loved ones, supporting themselves and their family financially, and accessing education and training, which is the focus of this debate.

This Government offer a wide range of high-quality education and training opportunities for young people so that they can get on in life and get the skills they need for a chosen career. The Government’s mission is about breaking down barriers to opportunity, which applies particularly to groups such as young carers. However, we know that group often faces more difficulties and challenges in accessing such opportunities than their peers. That is why the Government are actively working to ensure that changes under way across education and social care, which apply to many groups of young people, deliberately improve outcomes for young carers specifically—be that through better inclusion in education or a focus on better whole-family support and family help through changes to the children’s social care system.

We are making progress. There were a number of references to the importance of data. We are shining a light on the educational disadvantage faced by young carers by publishing, for the first time, attainment data at both key stage 2 and key stage 4 last autumn. I recognise that that piece of work has carried over between Governments; it is a good example of important work continuing regardless of party stance and despite the colour of the Government at any given moment. That evidence is driving change. For example, the new Ofsted education inspection framework introduced last November will put a direct focus on the needs of young carers. As Ofsted can be important as a motivating force for decisions by schools, although it has limitations at times, that also means that by putting it firmly in the framework, school leaders are attending to it in the way that is needed.

The Minister for Care chairs a regular cross-Government meeting with Ministers from the Department for Work and Pensions, the Department for Business and Trade and the Department for Education to consider how best to provide unpaid carers of all ages with the recognition and support they deserve. As has been mentioned, we are preparing a cross-Government action plan for unpaid carers, which will be published later this year. It will include action specifically to strengthen further support for young adult carers. We are also committed to providing bursaries for further education students aged 16 to 19 so that young carers can seek support for essential costs, such as books, equipment and travel, to help them stay in education. For those going into higher education, we are providing adult dependants’ grants for carers, and new maintenance grants will be available for students from low-income households.

Hon. Members have mentioned the Milburn review. I have had the chance to speak to Alan Milburn specifically about concerns to do with NEET rates for care-experienced young people. When I next have the opportunity to speak to him about his work, I will raise the importance of young carers, too.

A number of hon. Members have mentioned carer’s allowance. I recognise the issues around the 21-hour rule, which I appreciate can be a source of genuine frustration for young carers and their families. It is a long-standing principle that the benefits system does not normally support full-time students; rather, they are supported by the educational maintenance system. Part-time students can receive carer’s allowance if they meet the entitlement conditions.

I recognise the issues for a number of students finishing school and in programmes of study that are more than 21 hours. That means that many young carers who are also full-time FE students cannot claim carer’s allowance as a result of the 21-hour rule. The Minister for Social Security and Disability has taken a strong interest in this issue, including by meeting with Carers Trust, Carers UK, and the Learning and Work Institute to discuss it, and I am happy to follow up with him after this debate. How we can best identify and support young carers to combine study with their caring responsibilities where they can, including taking account of changes in the education system, will be one of our priorities going forward for this group of young people.

[Jim Shannon]

Not to interfere with the flow of the Minister’s reply—he is saying positive stuff, and I thank him for that—but perhaps the hon. Member for Harlow (Chris Vince) should be at that meeting and the follow-up, if that would be agreeable. The hon. Member could feed back to us, as participants in this debate, on how it went, if that is okay with the Minister.

[Josh MacAlister]

My hon. Friend the Member for Harlow will do a much better job of convincing people than anyone else in this room, so I will gladly make sure that he is the focus of attention in that conversation. It is very much my intention to follow up with the Minister for Social Security and Disability and ensure that a conversation takes place.

I thank my hon. Friend for raising this important matter. He has his London marathon bib sat next to him, and mine has just been delivered—on a whole range of fronts, he is raising attention and money for good causes, including this weekend. For this, for his many years of campaigning, and for his work as a teacher, we all thank him.

Young carers and young adult carers often put the needs of others before their own. They make an enormous contribution to the wellbeing of their families, their neighbourhoods, their communities and the country. They deserve to be championed, and to be assured that we will support them in return for their actions. However, the system needs to improve to meet the developing needs of children and young carers. They must be at the heart of our opportunity mission. I look forward to helping to progress some of these issues in the months and years ahead.

Oral Answers to Questions

Jim Shannon Excerpts

Monday 20th April 2026 Commons Chamber

[Josh MacAlister]

I thank my hon. Friend for drawing the House’s attention to Simone, who is sitting in the Gallery. She is a wonderful Cumbrian, and a fantastic example of the excellence of school leaders and headteachers throughout the country. She has stewarded the school through a tumultuous few years, and with our Government support we will ensure that the new school setting is there for children who will need it in the future. Renewing our school estate is a massive challenge for the country: it is not just about building new schools, but about getting ahead of the curve so that we can modernise and retrofit existing school buildings that would otherwise have needed rebuilding altogether in 10 or 20 years’ time.

[Jim Shannon (Strangford) (DUP)]

RAAC—reinforced autoclaved aerated concrete—has been an huge issue here in Britain, but we have some examples back home in Northern Ireland as well. It is important that we share the way in which we address these problems. The Minister is always helpful, and I thank him for that. Will he contact the Education Minister in Northern Ireland to ensure that he and the Government can share what they have learnt here with us in Northern Ireland, so that we can address the issue in a similar way?

[Josh MacAlister]

The RAAC crisis here in England highlighted wider issues with the legacy of the school estate that England is now having to reckon with. I believe that we are now on top of that issue, and the Government are committed to stripping RAAC out of all schools in the years to come and ensuring that we have the school estate that we need. We have learnt a huge amount through that process, and I should be very glad to connect the hon. Member with relevant colleagues in the Department for Education and with Ministers in the Northern Irish Government.

“For Women Scotland” Court Ruling: First Anniversary

Jim Shannon Excerpts

Tuesday 14th April 2026 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a real pleasure to serve under your chairship, Mr Stringer. I thank and praise my party colleague, my hon. Friend the Member for Upper Bann (Carla Lockhart), for pressing this issue and for making safe spaces for women in society a matter of fact. She has worked hard to secure a strong and immovable defence for women, and her work is to be appreciated by constituents throughout this United Kingdom; I know that my constituents in Strangford thank her, and many elsewhere would do likewise.

This debate is so important. Today, on the first anniversary of the ruling, I very much welcome the opportunity to speak clearly and categorically to support my hon. Friend. I welcome the ruling and where it leaves us. For too long, a cloud of confusion has hung over our public life—a confusion that has undermined the safety of women, the fairness of our sports and the protection of our children. The Supreme Court judgment restored common sense, yes—but, more importantly, it restored safety for women. That is critical.

Sex is a matter of biological fact. Protections must be in place, and we must ensure that they are recognised and utilised. The Supreme Court’s unanimous ruling in the For Women Scotland case was not just a legal victory, but a victory for reality. It was a victory for common sense. However, too many of our Government Departments are refusing to accept that reality and, worryingly, refusing to accept the legal ruling. That must end.

[Marie Goldman]

The hon. Gentleman always makes such interesting speeches. I just wanted to ask about intersex. We have talked a lot about biological fact. Would he explain a little bit more about intersex and the potential decisions that need to be made in relation to intersex babies when they are born?

[Jim Shannon]

Whenever the hon. Lady refers to me as being “interesting”, I think that says that she and I have a different opinion on an issue. The Scottish courts have taken that legal decision. I am sure that the hon. Lady would always want to support the legal decisions in the land, whatever they may be and whether she likes them or not.

[Dr Caroline Johnson]

I wonder if the hon. Gentleman would reflect that there is a biological difference between an individual with a disorder of sexual differentiation, whom the hon. Member for Chelmsford (Marie Goldman) referred to as an intersex individual, and a biological male who feels that he prefers and is more comfortable living his life as though he were a woman.

[Jim Shannon]

I thank the hon. Lady for her clear message. She reiterates the position that I and many others in the Chamber hold.

Back home in Northern Ireland, Democratic Unionist party Ministers have appropriately taken decisive action, because the safety of our daughters—in my case, my granddaughters—in school changing rooms and the integrity of women’s sports cannot be put on hold. In the Department of Education in Northern Ireland, Minister Paul Givan—my colleague—has moved to scrap flawed, ideologically-driven guidance that ignores the legal opinion and pushes something completely out of order and wrong. The majority of people are convinced of that. We are ensuring that schools remain places of common sense, where toilets and sports are defined by biological sex. We will not allow a culture where teachers or pupils are forced to speak untruths or where biological males are permitted into female-only spaces.

It is deeply disappointing to see some, including the Equality Commission, trying to use the Windsor framework or complex legal roadblocks to delay the inevitable. Let us be clear: there is no Northern Ireland exception to biological reality. To suggest that a woman in Belfast is defined differently from a woman in Glasgow or London is not only absurd; it is legally incoherent. I remind everyone of the Glasgow legal opinion, which was very clear. If we are all adhering to the law of the land—I do not think that anybody in the Chamber would not want to support the law of the land—then we can all agree on that.

We are not interested in expensive court cases that seek to overcomplicate the obvious, as some would perhaps try to do. We are interested in protecting the hard-won rights of women and girls. We are interested in ensuring that, when a service is advertised as single sex, it means exactly that and nothing else, as the legal decision in Scotland indicated. We have the legislation in place. We need adherence now, and we look to the Minister to demand this of every publicly funded body. This is about dignity, privacy and, above all, the truth. The DUP, my party, will continue to lead from the front, ensuring that our laws and services reflect the common-sense values of the people we represent. The Government must follow suit as a matter of urgency.

SEND Provision and Reform

Jim Shannon Excerpts

Monday 13th April 2026 Commons Chamber

[Gregory Stafford (Farnham and Bordon) (Con)]

I beg to move,

That this House believes that SEND is an issue that affects every constituency; acknowledges that all hon. Members represent families who face daily challenges in navigating a system that can feel complex, inconsistent and under-resourced; further believes that ensuring that every child, regardless of their needs, has access to the education, care and opportunities they deserve is not only a matter of policy but of fairness and equality; notes that despite commitments, progress on reform remains slow; further notes the time taken to publish the White Paper entitled Every Child Achieving and Thriving which was bitterly disappointing for families struggling to secure the support their children need; and agrees that it is vital that SEND remains high on the Government’s agenda and that Parliament continues to hold a spotlight on the challenges faced by children, parents, schools and local authorities.

I thank the Backbench Business Committee for allowing this debate. Every debate on special educational needs and disabilities is dominated by statistics: funding, school places and workforce numbers. Those are important, but at the heart of this issue are children, families and carers who rely on the system. I thank the hundreds of families, from my constituency and across the country, who have contacted me since the debate was scheduled. I applied for the debate before the White Paper came out, so I hope that colleagues will forgive me if I focus pretty much all my comments on the White Paper. I am sure that other Members will speak about the issue more widely.

In my opinion, any credible reform of SEND, including the Government’s White Paper, must meet three tests. It must strengthen legal protections, improve delivery on the ground and address the underlying pressures in the system. If it does all three, it can and will save money in the long run, but I am afraid that the Government’s proposals fall short on all three. Before turning to the substance of the proposals, I will address the process by which they have been brought forward.

The consultation itself has raised serious concerns. Parents and representative organisations have expressed overwhelming opposition to key elements of the reforms, particularly the potential weakening of legal protections. National charities have warned that the proposals risk eroding rights, while others have asked whether the most consequential changes have been fully and transparently put to consultation at all. At the same time, many parents and forums report feeling that engagement has been superficial—that workshops and consultation exercises have not meaningfully reflected their views. That matters because reform of this scale depends on trust.

[Jim Shannon (Strangford) (DUP)]

The hon. Gentleman is right to underline these issues—that is why the Chamber is quite full. I am 71 years old. I remember that, when I was a child, there were not many children with autism or learning difficulties, but today the numbers are exceptional. Does he agree that it is time to find out why so many more children have special needs requirements now than when I was a boy in the ’60s and ’70s?

[Gregory Stafford]

The hon. Gentleman raises an interesting point. If we are to solve—if that is the right word—the issue of special educational needs, and, more importantly, put in place the systems to support children with such needs, we need to understand the reasons for those needs.

Instead, there is a feeling that families who are already exhausted by the system are becoming disengaged from the very process that the Government’s proposals are supposed to improve. Across Farnham, Bordon, Haslemere, Liphook and the surrounding villages, SEND is the most prominent issue in my casework. Parents, schools and carers feel consistently let down by a system that is too slow, too complex and too often unresponsive. As vice-chair of the all-party parliamentary group for special educational needs and disabilities, and through my work on the Health and Social Care Committee, I see those challenges not just locally but reflected across the country.

Children’s Wellbeing and Schools Bill

Jim Shannon Excerpts

Monday 9th March 2026 Commons Chamber

[Olivia Bailey]

Sorry, but I have to make progress as I have so much to get through.

Turning to part 2 of the Bill and schools, we are taking forward our historic strategy to lift children out of poverty. As my hon. Friend the Member for Portsmouth South (Stephen Morgan) set out last year, from September all children in households receiving universal credit will be eligible for free school meals. That will put £500 back in families’ pockets, support 500,000 more children with a nutritious meal and lift 100,000 children out of poverty. That is the difference that this Labour Government are making for children and families. We are supporting this by upgrading the eligibility checking system, making it much easier for local authorities, schools and parents to confirm free school meal eligibility.

Finally, the Government are also enabling the introduction of academy trust inspection and giving powers to the Secretary of State where academy trusts are not meeting acceptable standards.

I will now turn to the 13 non-Government amendments made in the other place, first the amendments relating to child protection. On Lords amendment 2, statutory guidance is already clear that a multi-agency conference should take place to review whether the child protection plan should be discharged. On Lords amendment 5, effective multi-agency child protection practices that prevent tragedies and save lives needs to happen now—further delay is unacceptable. In addition, evaluation is already under way, and regulations to give multi-agency child protection teams their functions will be subject consultation and parliamentary scrutiny.

[Jim Shannon (Strangford) (DUP)]

There is much positivity in what the Government are bringing forward. Back in Northern Ireland, Minister Paul Givan has brought forward a pilot scheme to take smartphones out of the classroom while children are in school. Has the Minister considered that positive strategy? If it is a positive in Northern Ireland, I think it would be a positive here as well.

[Olivia Bailey]

I thank the hon. Gentleman for that important intervention; I will turn to that matter in due course.

The Government cannot support Lords amendment 44 on principle. Extending the consent requirement would risk discouraging families from seeking or continuing to receive help or support. The amendment suggests that a child’s or a family’s circumstances can never change.

World Book Day

Jim Shannon Excerpts

Thursday 5th March 2026 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to serve under your chairship, Mrs Hobhouse. I thank the hon. Member for Dulwich and West Norwood (Helen Hayes) for setting the scene incredibly well. It is a real pleasure to have her back in a very constructive role; I thank her for her work on the Education Committee. Her speech today demonstrates her energy and her deep interest in the subject. I am also pleased to see the Minister back in her place. We were both here at 3 o’clock last week—we meet again!

Books are wonderful. As an avid book lover, I read many books. For thrills at the office, I read Andy McNab or Chris Ryan’s books about the SAS or thrillers about MI5, MI6, wars and so on; I am almost 71, but maybe at heart I am still a boy of 16. I love those books, but I read many others as well, and there are many that interest me.

The girls in my office know that at the end of a working day, I always take 15 or 20 minutes to read another couple of chapters of a book that is completely different. It is the true story of a young boy who left Afghanistan. His dad was killed in the Afghanistan war. His mum saved up to send him across the world, not as a trafficked person but as a refugee, and ultimately he ended up in the United Kingdom. That is what I am reading: the story of a young boy’s troubles. I am only a third of the way through, but every week I take a few minutes to read the story of that wee boy, who is a young man now.

Two young girls who work in my office are perhaps—can I say this?—unhealthily obsessed with reading all types of books, notably ones that I would have zero interest in. They swap books with each other—something I have enjoyed doing for many years. They were talking recently about the fact that many fantastic books are now made into films, such as “Wuthering Heights”. I presume they were referring to the new one—I nearly fear to look at it, but that is by the way. Their words were, “It was a good film, but it wasn’t as good as the book.” That is perhaps the opposite of what the hon. Member for Dulwich and West Norwood said. Films do not always fully illustrate the content or the interest of a book. A good novel— a real good read—very much resonates with people.

I believe that more must be done to make the shift away from screens and to get more young people into books. That is why celebrating World Book Day is so important. I submitted an early-day motion on that just last week because I recognise that importance. I have five grandchildren. Two of them are really wee small ones—one is five and one is three. They are staying at our house at the minute while my son builds his house on the farm. They have an insatiable hunger for books. The wee girl came home from a weekend away with her other granny with about 12 books—they have to go with her everywhere. That encourages me.

Surveys have shown that a significant minority of schools in Northern Ireland lack dedicated library spaces. It is really important to have a library in every school. The schools that do not rely instead on classroom shelving, rather than formal library accommodation. There is work to be done. That is not the Minister’s responsibility, because education is devolved in Northern Ireland, but it is something that we need to do, as the hon. Member for Dulwich and West Norwood said in her introduction. Many things happening here on the mainland also happen back home.

In Northern Ireland, nearly 25% of primary school pupils reached the advanced benchmark, showing very high literacy skills. Very few pupils scored at the lowest international reading level. For secondary school reading, in the programme for international student assessment 2022, Northern Ireland’s 15-year-olds performed above the OECD average in reading literacy, showing strong comprehension and analytical skills. There is great achievement in Northern Ireland. As the hon. Member for Dulwich and West Norwood said when she talked about her Select Committee’s report, there is much to do here. We may be slightly ahead in literacy and reading skills, but that does not mean that we should sit on our laurels. We have to strive to do better. However, these are promising statistics with scope for improvement.

The hon. Member for North West Leicestershire (Amanda Hack) was right to say in her intervention that libraries do incredible work. I want to put on record my thanks to the library in Newtownards in my constituency for all it does and the service it provides to the public. Libraries do not just lend thousands upon thousands of books every week that then come back in again—whenever I call the library, it is always busy with people coming and going—they do other things as well. Elderly people come to read a magazine or a book, do a bit of knitting or just have a little natter or wee chat. Libraries are an important focal point for people, and the library in Newtownards is that for my people. It is a fantastic initiative, as books and Kindles can be so expensive. They are some people’s choice, but not everybody’s.

To conclude—I am ever conscious that others need a chance to speak as well—World Book Day reminds us that books are more than words on a page. They are doors to new worlds, new ideas and new possibilities. It would not be an exaggeration to say that they are where the new adventure begins. Let’s keep turning the pages, sharing the stories and celebrating the incredible magic of reading every day of our lives.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Olivia Bailey)]

I am not sure it is possible to follow that, although I congratulate the hon. Member for Windsor (Jack Rankin) on his efforts and his speech entirely in rhyme. It is a pleasure to serve under your chairship today, Mrs Hobhouse.

I thank all hon. Members for attending and contributing to this debate. I congratulate my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), on securing it and on the valuable work that she is doing as Chair of the Education Committee. I look forward to hearing the outcomes of her inquiry into reading for pleasure.

I really love World Book Day, and I have had a wonderful World Book Day today; I went on a visit to talk about school food, and the entire school was dressed up, including the executive headteacher, who was dressed as a very impressive Gandalf, complete with a full beard. It was quite fun to have a full meeting with her to iscuss school food, and I congratulate her on her efforts and on her lovely school. I also have very fond memories of World Book Day with my children—who I packed off this morning in their outfits—especially from when they were younger. One year, my son chose to dress up as the green frog from “Room on the Broom”, which I think is a very good choice of outfit.

I was pleased to hear all Members’ reflections today. My hon. Friend the Member for Dulwich and West Norwood was right to thank all those involved in running World Book Day and, of course, all parents scrabbling around to create outfits from brooms and the like. I look forward to hearing the outcomes of her inquiry. I also agree with her on the importance of children being able to find themselves in books—a theme that we have heard throughout the afternoon.

The hon. Member for Strangford (Jim Shannon) gave a characteristically engaging speech, and I really enjoyed hearing about the joy that his five grandchildren find in reading—

[Jim Shannon]

Six.

[Olivia Bailey]

Six! I misheard the hon. Member; I do apologise. And I am sure that they really enjoy listening to him read to them.

My hon. Friend the Member for Isle of Wight West (Richard Quigley) made a wonderful speech celebrating the literary past and present of the Isle of Wight, and was powerful in his clear determination to secure strong outcomes for his constituents.

My hon. Friend the Member for Bracknell (Peter Swallow) painted a wonderful picture of his Cyclops outfit—I will be trying to google it—and made a powerful case for inclusive reading.

For my hon. Friend the Member for Glasgow West (Patricia Ferguson), I would like to congratulate Martha on winning her competition, and all the entrants in my hon. Friend’s constituency.

My hon. Friend the Member for Dunstable and Leighton Buzzard (Alex Mayer) told an amazing story about the book that she wrote to persuade Amazon to put Dunstable on the books. I congratulate her on that —what fantastic efforts!

The hon. Member for South Devon (Caroline Voaden) rightly highlighted the importance that this Government place on breaking down barriers to opportunity, and I agree with her that reading for pleasure is a central part of that—my speech will come on to that. She asked me about the role of family hubs and the importance of encouraging children to read at the earliest ages. I reassure her on that point: it is central to what we are trying to do with our best start in life strategy.

The hon. Lady—and the hon. Member for Windsor—also talked about screen time, which is very important to this Government. I am pleased that we are co-creating with parents the first ever guidance on screen time for the under-fives. We have published research that shows that too much screen time can cause challenges for language development. The research also says that the best thing people can do is pick up a book with their child. We are also publishing screen-time guidance for older children.

We have also published tougher guidance on phones in schools to be clear that, from bell to bell, there should be absolutely no phones in schools. We are working with attendance and behaviour hubs to make sure that schools are supported to deliver that, and Ofsted will also be inspecting on it. We do not want children in schools being distracted by buzzing phones in their pockets, and we are clear about that. On the wider question of the harms of the online world, I encourage all Members to contribute to our extensive consultation on social media and the online world, which is live now.

As Members have said today, World Book Day is a fantastic worldwide celebration of books and reading, marked in more than 100 countries around the world. I thank everyone for their enormous contribution. We know that reading for pleasure is hugely important and brings a wide range of benefits from increased wellbeing, confidence and empathy to better vocabulary and aptitude for learning, yet just one in three children says that they enjoy reading, which is an all-time low. That is why this Government have launched the National Year of Reading, a UK-wide campaign to tackle the steep decline in reading enjoyment among children, young people and adults.

The National Year of Reading campaign, “Go All In”, emphasises that reading is a great way to explore and deepen our interests and passions. Put simply, if you are into it, read into it. That might be a book about a fairytale world, a fascinating period of history or, for those of us who are passionate about parliamentary procedure—perhaps the hon. Member for Strangford were he still in his place—I suggest “Erskine May”.

Regardless of what we choose to read, the year is packed full of exciting events, webinars, resources and activities happening in communities, libraries, schools and early years settings up and down the country. I encourage all Members to get involved. World Book Day sits right at the heart of the National Year of Reading, offering children a selection of books to choose from for free with their £1 book token, and a range of activities and resources for schools to help generate a national buzz around reading.

As has been noted, libraries are at the heart of the National Year of Reading campaign. I am delighted that this Government have committed more than £10 million to ensure that every primary school in England will have a library by the end of this Parliament and, for secondary schools, my right hon. Friend the Chancellor of the Exchequer announced £5 million to purchase books and reading materials.

Alongside school libraries, public libraries have a strong offer to support children’s development as readers beyond school—for example, through the summer reading challenge—and are part of the vital social and cultural infrastructure of the country. This week, to support the National Year of Reading, the Government announced a funding boost to support local library services in areas with the greatest need to go further in engaging communities to boost library use. Further to that support, the Government will build on excellence by awarding a £1,000 cash prize to each of the five English regional winners of the library of the year award to continue local reading projects.

Reading is not just important for pleasure; it also holds the key to the rest of the curriculum. This financial year, therefore, we have committed £28 million to drive high and rising standards in reading and writing. That funding is delivering a range of support for schools, including new training for primary schools, to help children progress from the early stages of phonics to reading fluently by the time they leave primary school.

For secondary schools, we have launched a new continuing professional development programme, Unlocking Reading, to improve support for struggling readers in key stage 3. Our aim is that by the end of this academic year, 75% of secondary schools will have access to that training. Also, our RISE, or regional improvement for standards and excellence, English hubs are dedicated to improving the teaching of reading. Since their launch, they have provided targeted support to more than 3,000 schools across England.

In closing, I recognise the important contributions of charities and organisations to promote the importance of reading for pleasure, including World Book Day, the National Literacy Trust, the Reading Agency, the Book Trust and many more. Last year, I had the absolute privilege of meeting Peter Rabbit and the Queen at the Book Trust’s centenary celebration. It was one of my favourite days in the job so far. Reading books like “Peter Rabbit” shaped my childhood and I want that same joy for every child.

Ensuring that our young people in every corner of our country learn to enjoy reading is one of this Labour Government’s key priorities. In this National Year of Reading, we are laying strong foundations for learning, wellbeing and success throughout life. By working in partnership with schools, families, libraries and communities, we can create a lasting legacy where reading for pleasure is valued as an integral part of our childhoods.