Infants, Parents and Carers Bill

Debate between John Hayes and Helen Hayes

2nd reading
Friday 4th September 2026 Commons Chamber

[Helen Hayes]

Later in my speech, I will make exactly that point about the importance of these services being available on a universal basis, for the reasons my hon. Friend alludes to.

It was a tragedy that Sure Start centres were one of the earliest and most extensive casualties of the austerity of the Conservative and Liberal Democrat coalition Government of 2010. The funding was not ringfenced; in many cases, the services were not statutory; and the integrated service design model was not mandated. In many ways, the strongest argument for the Bill we are debating today is the experience of just how easy it was for Sure Start to be dismantled, ultimately resulting in the closure of 1,300 centres and the loss of that precious and vital integrated network of support for babies and their families, which had been delivering so much. Those closures were compounded by the covid-19 pandemic, when access to face-to-face services in early childhood was very limited. We have seen the impact of that, particularly the increase in the number of children with speech, language and communication difficulties coming through the system in recent years.

[Sir John Hayes]

The hon. Lady is making a powerful speech about Sure Start, and in particular about the capacity to deliver what she describes as face-to-face services. It is critical that those services are delivered in precisely that way—in person—because of the trust that that creates. As a new parent in 2000, having never had a child before, I remember that my wife and I were dependent on exactly those kinds of very trusting personal relationships. I fear that more and more of those kinds of services are being delivered now online, and people are being driven online to attain them. We must reverse that trend; it was exaggerated, of course, during covid, but it has never really recovered since.

[Helen Hayes]

I agree with the right hon. Member about the importance of face-to-face services. I mentioned the excellent community midwifery services that I was able to benefit from as a new mother. We have got ourselves into a terrible state with maternity care right across the country, with tragedies and a real challenge in turning those services around. One of the things I found so important and appreciated so much about that community midwifery service was that during the course of my pregnancies, I got to know the team of five midwives who worked in that service. One of those midwives took me through labour and the antenatal period. That was so important for building the trust that, in midwifery and maternity services in particular, has been badly damaged by service failures in lots of areas of the country.

My second daughter has two middle names, one of which is Agnes. Agnes is the midwife who delivered both my babies through that excellent community midwifery service, about which I cannot speak highly enough. Those services have now largely gone; midwifery services are not delivered in that way anymore.

On the delivery of online services, parents and carers—all of us—look for advice online all the time, so it is important that there are accredited, reliable, trustworthy sources of good information online. I do not dismiss the role of online services, but they cannot ever be a substitute for the delivery of in-person services.

As our Labour Government seek to restore some of the provision that was lost as Sure Start was dismantled, and to respond to the challenges that families face by expanding Best Start family hubs, there are some vital considerations. The first, which my hon. Friend the Member for Hackney South and Shoreditch (Dame Meg Hillier) alluded to, is the principle of universality. None of us comes to parenthood for the first time knowing everything about what is best for our baby. For many new parents, irrespective of material resources, the experience is overwhelming. It is an incredibly vulnerable time of life: 10% to 15% of new mothers experience post-partum depression. We should therefore ensure that all new parents can access support and advice in the earliest years, and that it is easily accessible for everyone in their local communities. If support was delivered in that way, there would be no stigma associated with accessing it, and there would be the added benefit of helping to build community cohesion by giving parents from different backgrounds living in the same area an opportunity to connect with each other.

Children’s Social Care

Debate between John Hayes and Helen Hayes

Thursday 10th July 2025 Commons Chamber

[Helen Hayes]

I thank my hon. Friend for his question and his contribution to the Committee’s report. He is right—he will recall the distressing evidence that we took, which came in the short aftermath of the verdict in the case of Sara Sharif, who was so badly let down by services that had multiple opportunities to intervene and keep her safe but failed to do so. We welcome the steps that the Government are taking through the Children’s Wellbeing and Schools Bill to strengthen joint working, particularly through the single child identifier and other measures around multi-agency working practices. We are calling for the Government to go further, though, because none of us can tolerate seeing any more of those tragic cases in the headlines—the names of children who we remember and who were failed by services that should be there to protect them.

[Sir John Hayes (South Holland and The Deepings) (Con)]

I am immensely grateful to the Chair of the Education Committee for the way she has introduced the report and the work she has done. I am particularly moved by what she said about disabled people, and I wonder if she would look at the relationship between that and special needs education as there is a close association between the two. Will she also look at the issue of the quality of parenting? I was at a school in my constituency just a week ago, and I was told that children are presenting to school really very poorly parented as that is related to the subject that the hon. Lady has studied. It is not all children, of course, but too many are suffering in that way.

[Helen Hayes]

I thank the right hon. Gentleman for his question and his interest in this area of work. My Committee is looking separately at the issue of special educational needs and disabilities, and we expect to report shortly on that. It is an expansive and lengthy inquiry. He is, of course, right to say that there is some overlap. In relation to children’s social care, we heard from families with disabled children about the multiple difficulties they face with different parts of a system that is not joined-up enough to support them. His question about parenting speaks directly to our recommendation about the need to shift to early intervention, and help and support. In that vein, I welcome the Government’s announcement this week about Best Start family hubs and the expansion of those services, which I believe are trying to do exactly that. We will keep a close watch on how that goes over the coming months.

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

Debate between John Hayes and Helen Hayes

2nd reading
Tuesday 25th February 2025 Commons Chamber

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

The further education and skills sector is of strategic importance, and equipping our workforce with the skills that employers need is critical for economic growth. Ensuring that there are opportunities for young people and those mid-career to access high-quality training in order to enhance and develop their skills is vital for breaking down the barriers to opportunity that hold back far too many people. For far too long, the further education and skills sector has been the Cinderella service of our education system, patronised with lip service about how important it is, always regarded as second best, and never allocated the level of funding needed to really deliver.

Despite the fact that at the very peak only around one third of 18-year-olds go on to university, our school system is overwhelmingly orientated to communicate to young people that university is the option they should all aim for, rather than supporting a plurality of education options post-18, all of which can equip them well for a successful career. That has created a postcode lottery in which the high-quality further education and training opportunities that are available in some parts of the country are not available everywhere.

[Sir John Hayes]

The hon. Lady is making a profoundly important point that reinforces what I said earlier about careers advice and guidance. When I was skills Minister, I introduced a statutory duty on providers to make available free and independent advice. The problem is that that is often done by means of the internet. Schools will refer students to the internet, rather than bring people such as independent advisers into the school to guide them. She is right that the best solution to the problem she sets out is exactly that kind of involvement from careers advisers with students.

[Helen Hayes]

I thank the right hon. Member for his intervention. I was delighted recently to visit a school in my constituency, and a careers fair that gave young people the opportunity to meet many employers and providers of further education face to face, in order to give real meaning and reality to what such opportunities might provide in the future. It is important that young people have those opportunities.

Recently, I was delighted to visit the Lambeth college campus in Vauxhall, which is part of the Southbank University group, with my hon. Friend the Member for Vauxhall and Camberwell Green (Florence Eshalomi). We met young people engaged in cutting-edge training in robotics, renewable energy installation, dental technology and game design and production. They were being equipped with valuable skills to help them to access high-quality jobs, with the possibility, in some cases, of progressing their training all the way to degree level at the university.

The college is a good example of a strategic vision being applied to skills at a local level to ensure that employers’ needs are being met, and that the best possible opportunities are made available to young people, but not everywhere can benefit from such a strategic approach at present. I therefore welcome the Bill, which will formally establish Skills England. It is encouraging that this Government are giving further education and skills the strategic prominence they need, and seeking to establish an effective national agency to deliver a step change in the strategy that underpins our approach to skills and the quality and availability of training opportunities.

Skills England has been operating in shadow form within the Department for Education since July last year. Following the passage of the Bill, it will become an executive agency. This important Bill will work to underpin many of the strategic aims of the Government, including the delivery of economic growth, the skills to provide the additional 1.5 million homes that need to be built, and the skills to drive the urgently needed transition of our energy sector to achieve net zero, and the much-needed improvements in our national health service and in social care.

As the first Skills England report highlights, we currently have a fragmented and confusing landscape that lets down learners, frustrates businesses and holds back growth. The current system that the Government inherited has been badly neglected and urgent action is needed to deliver the change and scale of ambition required.

While I welcome the Bill, there are a number of issues on which I would be grateful for further clarity from the Government. The Bill does not provide a statutory underpinning for Skills England, meaning that the Secretary of State and future Secretaries of State can make fundamental changes to Skills England or close it down without the consent of Parliament. That calls into question the ability of Skills England to deliver a stable long-term underpinning of the skills system over a period of time. I understand the Government’s urgency, but it is important that in delivering this change Skills England is placed on a really solid foundation.

In order to be effective in delivering the skills system that our country needs, Skills England will need to have leverage with a number of different Government Departments beyond the Department for Education, yet the chief executive of Skills England is the equivalent of a director-level post in the civil service, not a director general, calling into question the extent to which appropriately senior people from across Government will be required to act on its recommendations and work in effective partnership. As the Bill progresses, the Government should consider the seniority of the CEO in that light.

Partnership working with key stakeholders outside Government, including training providers, trade unions, employers and devolved authorities will also be critical to the success of Skills England, but none of that is written into the Bill, and the ways in which Skills England will be held accountable for effective partnership working are unclear. Will the Secretary of State take further action to address that?

The impact statement for the Bill states that there may be a drop in apprenticeship starts while the Institute for Apprenticeships and Technical Education’s functions are transferred to the Secretary of State and then to Skills England, with a disproportionate impact on adult apprenticeships, disadvantaged learners and disadvantaged regions. Will the Secretary of State explain what steps she will take to minimise and mitigate that potential short-term drop?

The success of Skills England will depend on a series of wider factors that should be considered at the point at which it is being established. There is a significant issue with the funding of sixth form colleges, particularly around inequities in pay between teachers in schools and colleges, exacerbated by the failure to extend the recent pay increase to teachers to those employed by colleges. It cannot be right that a teacher in a college can be paid less than a teacher in a school sixth form for teaching exactly the same subject.

To drive parity of esteem between pupils following an academic route and those following a vocational route, it is important that sixth form colleges are able to both recruit and retain teachers. That means addressing the lower pay in sixth form colleges compared with schools, and the gap between teacher salaries and the salaries that teachers could receive in industry. It is a real problem for colleges seeking to recruit teachers of vocational subjects that those who have the skills to teach trade can often earn far more by practising that trade in the private sector. There is currently very little obligation on industry to release staff to deliver vocational education or to help to secure the pipeline of vocational teachers, including through post-retirement options. The Government should give further consideration to the recruitment and retention of high-quality teachers in the further education sector.

For some students in the further education sector, their school days have not been the happiest days of their lives. College or an apprenticeship should be the place where they start to find the things that they can excel at and where their confidence is built because they start to succeed. The importance of a functional level of English and maths is universally accepted and understood, so something is badly wrong in our education system when 38% of students do not achieve a grade 3 or above in English and maths at GCSE. The cycle of failure ends up continuing in the FE sector, which requires them to resit again and again. There must be a better way to ensure the functional skills in these subjects that employers need within further education, while enabling young people genuinely to succeed, build their confidence and thrive.

Finally, I will raise the issue of the huge differential in the information provided to sixth form students as they decide on their next steps after school or college—a point made by the right hon. Member for South Holland and The Deepings (Sir John Hayes) earlier in the debate. When meeting with skills providers and school leaders in my constituency recently, many participants highlighted how a move to university was often presented as a natural, secure step, with multiple options and a well-trodden path through the UCAS process, while vocational options, including apprenticeships and degree apprenticeships, were not presented with the same clarity or coherence, or even within the same timeframe. That makes it harder for teachers to advise their students and for parents to have confidence in pathways that may appear less predictable and secure. If we want to see true parity of esteem between academic and vocational routes, that needs to change, and I hope that it will be a priority for the newly established Skills England.

The Education Committee recognises the strategic importance of further education and skills, and we have recently launched a substantial inquiry that aims to understand how the further education system can better equip young people with skills and qualifications for a range of sectors experiencing labour shortages while opening up a wider range of opportunities to young people and mid-career switchers. We will make our recommendations to the Government in due course, and we look forward to playing our part in scrutinising the work of Skills England.