World Book Day

Julie Minns Excerpts

Thursday 5th March 2026 Westminster Hall

[Helen Hayes]

My hon. Friend is absolutely right. World Book Day is a collaboration between lots of different organisations across our communities, and libraries are central to that.

This year, we mark the 30th anniversary of World Book Day, which was first celebrated in 1996. Although it was founded by UNESCO, it was based on an idea from Pere Vicens, a prominent Spanish publisher from Barcelona and a former president of the International Publishers Association. He and his colleagues were reacting to the notion, common in the early 1990s, that books would be obsolete within 25 years. Their idea was to promote the Spanish tradition of giving books and roses on St George’s day, 23 April. That date did not work so well in the UK, as it regularly clashes with the Easter break, so we mark World Book Day on the first Thursday in March—today, in fact.

This year, World Book Day takes place during the Government’s National Year of Reading, which is supported by the National Literacy Trust and other partners. I pay tribute to the parents, carers, teachers, support staff, early years practitioners, librarians, bookshops, authors, illustrators, publishers and others across the country who support and facilitate the celebration of World Book Day in numerous and ingenious ways.

[Ms Julie Minns (Carlisle) (Lab)]

On that point, I invite my hon. Friend to pay tribute to my constituent Hayley Slack. She wrote the book “Little Coffee Cup”, copies of which are printed entirely on recycled coffee cups. Does my hon. Friend agree that such an innovative approach to book writing and publishing encourages young people not only to read, but to think about sustainability?

[Helen Hayes]

That is a wonderfully creative way to engage children, not only in reading but in a wider and important area of learning.

I pay particular tribute to the schools and public libraries across my constituency of Dulwich and West Norwood; they are going above and beyond this week. I also pay tribute to the wealth of independent bookshops with which my constituency is particularly blessed, including the Paper Cat children’s bookshop, where I recently had the privilege of meeting the Gruffalo in person, and to the brilliant Stepping into Stories children’s literary festival, which goes from strength to strength each year.

The core purpose of World Book Day is to promote reading for fun. World Book Day is the UK’s largest reading for pleasure campaign and is run by a charity of the same name. World Book Day is a delivery partner for the National Year of Reading. This year it is encouraging children to “Go All In” for World Book Day. The charity distributes 23.5 million £1 book tokens annually—sent to every UK primary school, plus secondary schools and nurseries on request—which children can exchange for a book from a selection chosen with the input of children and publishers.

World Book Day is enormously successful. In 2025, 91% of UK children aged five to eight took part in a World Book Day activity, and 93% of UK adults are aware of the event. A quarter of children on free school meals said that the first book they owned came as a result of the World Book Day £1 book tokens.

This is important because reading has such enormous benefits. A child who is read to at ages one to two scores more highly in reading, spelling, grammar and numeracy skills at ages eight to 11. Reading for pleasure at ages 10 to 16 has a substantial positive effect on vocabulary, spelling and maths performance by the age of 16. Children who are read to frequently at age five are over half a school year ahead in reading performance at age 15 compared with those who are read to infrequently or not at all.

For children growing up in poverty, being read to daily at age five is significantly associated with a greater chance of avoiding poverty in adulthood. The Education Committee, which I Chair, has heard that reading for pleasure is a “driver of social mobility” and an “anti-poverty strategy”.

Reading helps develop children’s vocabulary. Studies have shown that the language used in books is more complex than spoken language, helping children learn more words and get used to more complex sentence structures. Reading has been shown to help develop empathy, especially towards stigmatised groups. Professor Jessie Ricketts, professor of psychology at Royal Holloway, University of London, said that reading allows children to learn about things outside of their own experiences. She said:

“When we pick up a book, there may be characters and environments that are not part of our lived experience. That is particularly important for people who are not moving around much and may not have access to those things.”

Shared reading in the early years improves emotional closeness between child and caregiver. It lifts the parent’s mood, increases warmth and reduces stress, enabling the sensitive and nurturing interactions that young children need to thrive.

Reading also helps children with their cognitive development. Reading with young children helps develop their attention and memory skills, and learning to read helps develop the area of the brain responsible for processing language. Evidence from neuroscience states:

“There is clear evidence that learning to read shapes the brain, resulting in the tuning of an area specialising in word processing”.

Yet despite this huge range of benefits, the number of children reading for pleasure—choosing of their own volition to read when they have a choice about how to spend their time—is declining.

The National Literacy Trust’s annual literacy survey 2025 found that the percentage of children and young people who enjoy reading is at its lowest in 20 years, with just one in three children and young people aged eight to 18 saying that they enjoy reading in their free time. That is a decrease of a third since 2005. Fewer than one in five children and young people aged eight to 18 read something daily in their free time in 2025. The decline is not evenly distributed across all demographics. Girls are significantly more likely to read for pleasure than boys. In 2025, 39% of girls aged eight to 18 said that they enjoy reading, compared with just 26% of boys.

Reading for pleasure also declines as children get older. Among children aged five to eight, 63% say that they enjoy reading, declining to 47% of eight to 11-year-olds, 30% of 11 to 14-year-olds and 29% of 14 to 16-year-olds. The situation in England is substantially worse than internationally, with the most recent progress in international reading literacy study in 2021 finding that 29% of English pupils said they “very much like” reading, compared with the international average of 42%.

Children’s reading patterns are not established in a vacuum. It is striking that a recent BookTrust survey found that 70% of parents and carers said they face challenges in sharing books with their child. That rises significantly to 75% for those parents on low incomes.

It is in that context that the Education Committee is undertaking an inquiry on reading for pleasure. We are exploring why there has been a generational shift in reading for pleasure and what can be done to reverse the trend. We are looking across the sector to assess the role of schools, early years settings, libraries, parents, authors, publishers and more, and we are looking at the different groups of children and families who are least likely to read for pleasure and how they can be supported to read more.

So far, the inquiry has received around 180 pieces of written evidence and has held two oral evidence sessions during which we have heard from academics, charities and experts. I would like to put on record my thanks to children and their teachers from Mulberry Canon Barnett primary school, who came into Parliament today to talk to the Committee about their experiences of reading.

The evidence we have received cites a number of possible reasons for the decline in reading for pleasure. Barriers to children’s reading for pleasure include an increase in recreational screen use. Onyinye Iwu, a children’s author and secondary school art teacher, said that her pupils told her,

“we have TikTok. What’s the point?”

As she continued,

“You’ve got TikTok, you’ve got Netflix, you’ve got the film coming out, so why would you read the book?”

We also heard that the focus on reading proficiency and an overcrowded curriculum can mean that reading for pleasure is seen as a “nice to have”, crowded out of the everyday practice of some schools. A Department for Education survey found that 21% of parents of secondary-aged pupils and 14% of parents of primary-aged pupils said their children were too busy with homework to find time for reading.

We have heard that cuts to library services and school libraries have limited access to books. Local authority spending on public libraries decreased from £1.5 billion in 2009-10 to £673 million in 2022-23, followed by a slight increase the following year. The Great School Libraries campaign found that there were 10% fewer libraries in secondary schools between 2019 and 2022, and that 15% of secondary schools had a library but no budget at all for it. I warmly welcome the Government’s commitment to ensure that every primary school has a school library by the end of this Parliament and to provide funding for secondary school libraries.

The lack of a quiet reading environment due to overcrowded housing and reduced community provision is also making a difference to the reading habits of children from the lowest income backgrounds. The evidence also points to a decline in reading among adults, leading to less shared reading with children and less role-modelling of reading by adults. The Reading Agency found that only 53% of UK adults now read regularly for pleasure, compared with 58% in 2015. Children are more than twice as likely to report seeing parents relax by watching TV than by reading. Luke Taylor, senior researcher at the Centre for Social Justice, told the Committee that it is particularly important for boys to see men reading, and highlighted a lack of male role models as a factor in the lower levels of reading among boys.

It is also important that children can find themselves in books. Children from minoritised communities are particularly likely to say that they do not see themselves in what they read. Only 24% of children’s books published in 2024 featured a racially minoritised character. Onyinye Iwu said that although there was a boom in ethnically diverse books in 2020, it has not been sustained.

The Committee also reviewed evidence on what works to get children reading. We have heard that connecting reading to children’s interests is important. The National Literacy Trust survey found that two in five children and young people were motivated to read when material related to a favourite film or TV series, or matched their interests or hobbies. Debbie Hicks, creative director at the Reading Agency, told the Committee that tying reading in with interests such as sports, music or science, technology, engineering and maths can offer

“really familiar entry points for reluctant readers.”

Our witnesses spoke of the need for “mirrors and windows” to ensure that children are represented in books while also being exposed to different cultures and experiences. Onyinye Iwu said that there has been a “big jump forward” in the availability of books with diverse characters and stories, but a much narrower range of authors is still being regularly highlighted and promoted in shops and in the curriculum. Witnesses spoke of the need for children to have genuine “choice and agency” over what they read. The National Literacy Trust survey found that a quarter of children said that being free to choose what they wanted to read was a motivating factor.

The Committee has heard that children with special educational needs and disabilities, especially those with dyslexia, can struggle to access traditional texts. Ellen Broomé, the chief executive officer of the British Dyslexia Association, said that dyslexic children can find reading

“difficult, exhausting and something they avoid”

and that they can have

“feelings of failure and embarrassment and stigma around their reading.”

The evidence that we have received has emphasised the importance of accessible texts for children with SEND and ensuring that read-for-pleasure initiatives are inclusive.

We have also heard that seeing reading as a social activity is a motivating factor for children. Children are motivated to read by social factors such as having opportunities to discuss books with their peers or—as we heard from children at Mulberry Canon Barnett primary school this morning—to act out the story in class or have the opportunity to continue or finish the story themselves. Professor Jessie Ricketts highlighted the special importance of social factors for teenagers, as they are

“very much guided by what their peers think”

and often do not see reading as a social activity.

There is much to be learned from World Book Day for the encouragement of reading for pleasure all year round. Professor Teresa Cremin told the Committee that teachers should aim to

“spread World Book Day practice…throughout the year”

by supporting children to read in their own time and to develop the habit of reading. She said:

“If you had a rich reading pedagogy in your classroom, every day is World Book Day. Every day I am trying to support you 32 as readers. It is my job...not an occasional piece”.

Jonathan Douglas, chief executive of the National Literacy Trust, and Annie Crombie, co-chief executive of BookTrust, told the Committee that events such as World Book Day have “immense value” in creating a buzz of excitement around reading and making partners on the ground feel that they are part of something bigger. However, they highlighted the need for that to be built on a wider infrastructure of reading activity throughout the year.

The Education Committee will make our recommendations to the Government later this year. The benefits of reading for pleasure for children and adults are enormous; they speak directly to some of the most significant challenges that children and young people face around mental health and wellbeing and the impacts of screen time and social media. Reversing the decline must therefore be an urgent priority.

I will end by once again thanking everyone who is involved in supporting this year’s World Book Day and the National Year of Reading. Whether they are marking World Book Day by dressing up as their favourite character or simply curling up in a corner with a good book, I hope they enjoy the day.

Student Loan Repayment Plans

Julie Minns Excerpts

Wednesday 25th February 2026 Westminster Hall

[Jas Athwal]

I wholeheartedly agree. Some of those suggestions have made me cringe. University enriches our society, expands horizons and fuels innovation, and today’s young people deserve to have the same choices as those who now seek to restrict them. It is our duty to reform a flawed system that is unfairly trapping millions of young people in debt. Student loans were presented as an investment; for too many, they now feel like a sentence.

[Ms Julie Minns (Carlisle) (Lab)]

My hon. Friend is making a powerful speech, and he has set out comprehensively the issues that we look to the Government to examine. Does he agree that the Government have begun to take very welcome steps in reforming student finance, in particular the changes to the plan 5 loan system? We are looking for the same consideration when it comes to plan 2 loans.

[Jas Athwal]

I thank my hon. Friend for making that point. I agree that the Government need to be applauded for doing a lot of things right, but we are asking them to go further. For many, especially those on plan 2, their loan feels like a sentence—a sentence that lasts 30 years, a sentence that previous generations never faced on this scale, and a sentence that shapes life decisions, from postgraduate study to starting a family.

We cannot build a confident, dynamic economy on graduates’ unrest—once quiet, but now hard to ignore. We cannot speak of opportunity while allowing aspiration to accumulate compound interest. We say that those with the broadest shoulders must bear the greatest burden, so let us ensure that that principle applies here. Graduates are not asking for special treatment; they are asking for fairness and consistency. This House should listen and act now.

Young Children’s Screen Time

Julie Minns Excerpts

Tuesday 10th February 2026 Westminster Hall

[Mr Charters]

I thank my hon. Friend for all the work he is doing through the Labour group for men and boys. It is refreshing that this Government, and particularly the Secretary of State for Science, Innovation and Technology, are carefully considering this with a lot of deep thought. The consultation will not look just for one silver bullet; it will look at a variety of options.

Children are spending hours a day on platforms designed to maximise engagement and deliver constant dopamine hits through short-form video content and infinite scroll loops. The evidence increasingly shows that that is affecting attention, behaviour in schools, sleep and emotional regulation.

[Ms Julie Minns (Carlisle) (Lab)]

I am at the other end of my parenting journey—my little girl is 24 today. She is a paediatric nurse and has drawn my attention to the “Cocomelon” channel on YouTube, which is a sensory overload. Does my hon. Friend agree that it is about not just the length of time, but the content—and sometimes the garish audio and colour of that content?

[Mr Charters]

I wish my hon. Friend’s daughter a happy birthday and thank her for the work she is doing as a paediatric nurse. “Cocomelon” has been described as “visual fentanyl” for young children. What is much more appropriate, particularly at a younger age, is more hand-drawn types of content, like “Peppa Pig”. Perhaps we all ought to go for a bit more Peppa and a bit less JJ.

You need not take my word for it, Sir Jeremy: research published by the Department for Education showed that nearly 98% of children under the age of two engage with screens every day. A University College London study in 2026 has found that toddlers now average about two hours of screen time daily—far more than my little lad is allowed. Analysis from the Centre for Social Justice estimates that, very sadly, nearly 800,000 under-fives are now using social media. Ofcom data from 2024 reveals that one third of five to seven-year-olds are using social media without any supervision. That scares the living daylights out of me as a parent.

Such data is stark, but it is just part of the story. Somewhat ironically, I turned to social media to ask my constituents about their own experiences with their young children, and they expressed concern about more than the quantity of screen time that children have. Parents responded that they were even more worried about the type of content to which children are exposed. One teacher shared with me feedback from NASUWT’s “Better Deal on Behaviour” report, with a year 1 teacher describing how children were beginning to mimic inappropriate behaviour that they had seen online, despite being far too young to understand it. Another raised the idea of digital diets. They made the point that screen time can range from something as harmless as using Google Maps to find the local library, to accessing inappropriate material. To go back to the words of Mr P, not all screen time is created equal.

On this point, it feels timely to mention that I am pleased the Government have this week launched a new campaign, “You Won’t Know until You Ask”, to address harmful content. That follows the finding from YouGov that half of British parents admit to never speaking to their children about toxic content. Encouraging parents to sit down with their children and talk about online harms helps to break down barriers. It is a healthy step in the right direction.

Oral Answers to Questions

Julie Minns Excerpts

Monday 20th October 2025 Commons Chamber

[Georgia Gould]

I have been very clear that we want to invest in early intervention and nurturing provision for children with special educational needs. If the right hon. Member would send me more details of the case, I would be happy to look into it.

[Ms Julie Minns (Carlisle) (Lab)]

I recently held two events, with professionals and with families, on the subject of SEND in my Carlisle constituency. Their concerns are very much backed up by figures that show that Cumberland is spending less per pupil on those with education, health and care plans, and that there are fewer specialist education places in and around Carlisle and north Cumbria than the rest of the country. Can the Minister tell me how I can work with the Department for Education to increase the number of specialist education places in my constituency?

Children with SEND: Assessments and Support

Julie Minns Excerpts

Monday 15th September 2025 Westminster Hall

[Rachael Maskell (York Central) (Ind)]

It is a pleasure to see you in the Chair, Dr Huq. I congratulate the petitioners on bringing forward this very important issue. I also want to thank the families in York I have consulted throughout the summer and over the 10 years I have been in this place; I have written a report to give to the Minister on the back of that.

The first key thing that I want the Minister to focus on is culture in our schools, which must change to a therapeutic and nurturing culture that is inclusive, with a focus on belonging. I urge the Minister and all hon. Members to take time to listen to Sir Ken Robinson, particularly his YouTube video, “How to escape education’s death valley”. In 20 minutes, we can learn so much about why culture has to change across our education system, because all our children are unique and need an environment in which every child can thrive. If we got the culture right, so many children would not need EHCPs, because they would have the supportive learning environment and health support that they need in order to thrive.

[Ms Julie Minns (Carlisle) (Lab)]

The hon. Member touches on an important point about culture, which is borne out by my own experience as the parent of a neurodivergent child whose secondary school education was made all the more traumatic by a profound lack of understanding and training among the teachers in the school. It was also borne out on Saturday when I held an event in my constituency: sadly, too many comments from parents were about the responses that they had received from staff in schools. Does the hon. Member agree that we absolutely must take the opportunity to get the culture right in our mainstream schools?

[Rachael Maskell]

I absolutely do, and I congratulate the hon. Member on all the work that she has done in this area. We certainly know, for instance, that emotionally based school avoidance often happens because the culture is wrong in the classroom. We need the right culture not only in the school, but in the community, because a child’s life continues through school vacations, into the summer and so on.

Further Education Institutions

Julie Minns Excerpts

Wednesday 16th July 2025 Westminster Hall

[Anna Dixon]

I am certainly happy to commend the leader of my hon. Friend’s local IOT. I recognise the contribution that IOTs make to training the next generation in all sorts of careers; they prepare them for the demands of some highly skilled roles in defence.

FE colleges are not just about supporting our young people; they also give older adults opportunities to gain skills and retrain to access and retain good work. It will be vital, for example, to upskill and retrain people transitioning into jobs in the clean energy sector. I was disappointed to learn of the cuts to the adult skills fund, and a number of constituents wrote to me about it. I understand that the public purse is under huge strain and there are many competing demands, but further education colleges provide an excellent education, and given the real-terms funding reductions that they have experienced over two decades under the Conservatives, I do hope that in future they will receive more sustained, multi-year funding that accounts for inflation and rising student numbers.

[Ms Julie Minns (Carlisle) (Lab)]

Beaumont college in my constituency provides excellent specialist education for young people transitioning from a specialist school into adulthood. Does my hon. Friend believe that part of that funding must be available for colleges such as Beaumont so that we can support young people with special educational needs and disabilities?

[Anna Dixon]

Indeed, and I note that FE colleges, on average, have a higher number of SEND pupils than others. They give really good opportunities for children with additional needs to thrive and to go on and educate, so I commend the work of her local college.

Adoption and Kinship Placements

Julie Minns Excerpts

Tuesday 20th May 2025 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to serve under your chairship, Mrs Harris. I thank the hon. Member for South West Devon (Rebecca Smith) for leading the debate. The crowd that is present indicates how important the issue is. Adoptive and kinship care is a wonderful thing to offer children a safe and caring environment to grow up in, but there is no doubt that it has challenges that need addressing, and in particular need Government support. It is great to be in Westminster Hall to talk about that.

To give an understanding of the topic, in Northern Ireland there are an estimated 8,000 to 10,000 children living in informal kinship care, and the number of children living with friends and family is consistently increasing. As of March ’24, there were some 4,000 children under the care of local authorities, even though a number of children had been adopted out of care in 2023—there are still many more in care than are being adopted. Northern Ireland, along with Scotland, seems to have the highest rate of kinship care, and there is no doubt that more should be done to support those agreeing to take on the care of relatives.

[Ms Julie Minns (Carlisle) (Lab)]

The hon. Member mentions the challenges that kinship carers face; one is the legal complexity of the current system. I recently spoke to a constituent who has a special guardianship order in place for her grandson, for whom she is the kinship carer. On her diagnosis with lung disease, she went to see whether it was possible to add her son, the child’s uncle, to that agreement. She was told that it was not legally possible—but thankfully, and thanks to advice from the Family Rights Group, she learned that it is. Does the hon. Member agree that more needs to be done to simplify the legal processes around kinship care?

[Jim Shannon]

The hon. Lady is absolutely right. It is frustrating to have a legalistic system that seems to try to hold up the process, when people are looking for a good way forward for the child.

In October 2024, the Government announced that it would provide some £40 million to trial a new kinship allowance in 10 local authorities in England. The aim is to test whether paying some form of allowance to kinship carers could encourage more people to take a family member in when needed. The Government have said that trial will start in the autumn. Finances are often a block, and relatives who already have children of their own often find they simply cannot afford to take on kinship care. Would the Minister and the Government—those who hold the purse strings—consider extending funding for that trial to Northern Ireland and Scotland, where the figures surrounding children living in kinship care with family members are higher? A trial in those two places would give a better perspective, if the Minister does not mind me saying so.

There are many reasons why a family may choose to adopt, but post-adoption support is paramount. I have no doubt that, with specialist long-term assistance, relationships can thrive. Access to therapeutic services for children is incredibly important to support the child’s emotional and mental wellbeing. For example, in education—I find this to be of major importance—children will naturally discuss their family environments, their parents and their grandparents. For many young people who do not have the same environment, those conversations in schools can become uncomfortable for them. Although we have fantastic pastoral support in schools, perhaps it is not a bad idea for outside specialists to engage with those kids in school to ensure that they have the specific support that they need.

Statutory adoption pay is paid at 90% of earnings for the first six weeks and at a further, lower rate of £187.18 a week for the next 33 weeks. Perhaps kinship payments could also be looked at for those relatives who take on care from birth, so that they are not left behind when supporting young children, and giving them the best start.

To conclude, the sacrifice that adoptive and kinship carers make for the lives of young people is incredibly wonderful. Many people out there make that decision for the betterment of a young person and to give them the opportunity to grow up. Government support for them must be unwavering so that they do not struggle, but have access to sufficient finance and wellbeing support. For the children, having access to long-term assistance will allow them to thrive. What more can we ask for in this debate other than their bright futures?

Children’s Wellbeing and Schools Bill

Julie Minns Excerpts

Tuesday 18th March 2025 Commons Chamber

[Sarah Smith]

It is a privilege to stand again in support of the Bill. If we are to improve our school system for the benefit of all children, regardless of their background or educational needs, their welfare and interests need to be at the heart of any reform. Opposition Members’ suggestions that that cannot be done without sacrificing standards in education could not be further from the truth. It is because the Government are ambitious for all children that the commitment to excellence in education is the driving force behind the measures in the Bill. Labour knows that when standards in schools drop, it is working-class children and those whose attainment levels may already be lower on paper but who are no less impressive due to overcoming additional learning challenges, who will suffer.

The Bill represents a cultural shift in how Government approach educational reform through delivering change in the sector through partnership and child-centred policy. The prioritisation of a child’s wellbeing and a focus on inclusion are not woolly concepts, but the bedrock of stability that will enable all children to thrive educationally.

It is not contentious to say that we currently have a fragmented school system that is letting down far too many children. That needs to change. Children need to feel like they belong in their school. Every setting, regardless of type, must be given the freedom to drive up standards in a way that meets the needs of its pupils and communities. The Bill goes back to the original purpose of academies, which was to share best practice and encourage collaboration in the best interests of our children. Allowing councils to open new schools will ensure not just that more school places are available, but that the places are the best ones for local families and where they are needed. This is a very positive step forward. A focus on school structures alone will not help families, children or teachers.

I support the roll-out of breakfast clubs, which will lead to every child having access to a healthy meal to start the day. As the impact assessment states, clubs will help to boost children’s attendance, attainment, behaviour, wellbeing and their readiness to learn. I commend my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) for highlighting, through amendment 2, the need for any provision to take into consideration the needs of all children, particularly those with special educational and disability needs. Inclusion is at the heart of this policy, so adjustments will need to be made to provide the food, transport and staffing for pupils in both mainstream and specialist provision. I also support new clause 1 and the auto-enrolment of children for free school meals. The two amendments support the Government’s mission to tackle child poverty.

Unfortunately, special schools fall behind mainstream ones in the offer to parents and pupils outside the conventional school day. Recently, a school close to Hyndburn and Haslingden that serves many of my parents and families has shortened the school day by a whole hour against the wishes of parents. In all honesty, I found the reasoning quite unconvincing. It will cause chaos for families and it would not have been tolerated in a mainstream school. We must do better with SEND schools to ensure that their children get the same school standards and excellent provision that the Government are working to achieve.

[Ms Julie Minns (Carlisle) (Lab)]

One point that headteachers in my constituency report is that, sadly, too many children with SEND are being offered access rather than inclusion in mainstream settings. Does my hon. Friend agree that we need to get to grips with the SEND crisis that, sadly, we inherited from those on the Opposition Benches?

[Sarah Smith]

I absolutely agree. We look forward to what is going to happen on that, and particularly to what we will do to tackle those challenges and ensure that we offer truly inclusive settings and that the needs of every child are at the centre of all the decisions that we take. I look forward to working with colleagues and discussing with Ministers how we can continue to drive high and rising standards in all our schools.

SEND Education Support

Julie Minns Excerpts

Tuesday 25th February 2025 Westminster Hall

[Ms Julie Minns (Carlisle) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Twigg. I thank my hon. Friend the Member for Suffolk Coastal (Jenny Riddell-Carpenter) for securing this important debate.

Early in my career, I had the privilege of working for the disability charity Scope, where I successfully campaigned for increased funding for the schools access initiative to improve access to mainstream education. Ever since then, I have been a strong believer that, wherever possible, children with specialist needs should have them met in mainstream schools that support them and everything should be done to facilitate that. While I still believe in mainstream inclusion, I recognise that the demand is great and the complexity of need has increased and changed.

[Helen Maguire (Epsom and Ewell) (LD)]

On the point about access, does the hon. Member agree that it is really important that children are able to get to school in the first place? Private providers of SEND transport have reported that the increase in national insurance contributions will greatly impact their ability to get children to school, because they will have to run at a loss and might have to relinquish some of the contracts. That will put local authorities at risk of not meeting their statutory duties to ensure that children with SEN can access that transport.

[Ms Minns]

I am sure that the Minister will address that point in her closing remarks, but I want to focus on the need, and the ability to get into a specialist school in the first instance.

James Rennie school in my constituency is rated outstanding and does incredible work for children aged three to 19, but not everyone who needs a school like James Rennie is able to access one. The school has seen a huge increase in demand in recent years from families whose children have specialist needs. At the moment, it is already operating well above its published admission number, something it has achieved only by converting spare space into classrooms, and there is still more demand. For this September, it already has 43 known applications—25% of the children already in the school.

James Rennie is not alone. Department for Education figures from March last year show that there are approximately 4,000 more pupils on the rolls of specialist schools than their reported capacity. Will the Minister address the need that we now have for more specialist schools? Let us be clear: there are 1.5 million SEND children in this country, including the 202 at James Rennie in Carlisle. All of us, in every part of the House, have a duty to ensure that we do not fail them.

Apprenticeships

Julie Minns Excerpts

Tuesday 4th February 2025 Westminster Hall

[Ms Julie Minns (Carlisle) (Lab)]

I thank my hon. Friend the Member for Peterborough (Andrew Pakes) for securing this important debate. Bendalls Engineering in my constituency of Carlisle can trace its route back to 1894. Founded as a family-run business, Bendalls can lay claim to having manufactured the body parts of Donald Campbell’s Bluebird cars and boats in the 1920s, and in the 1950s the company became one of the first suppliers of bespoke equipment to Britain’s first nuclear facility. I was therefore delighted to learn that the latest chapter in Bendalls’s history of innovation is to be an on-site skills academy managed by Lakes college.

My constituency brims with companies like Bendalls—from international firms such as Pirelli, and locally headquartered companies like Grain broadband, to other family-founded business, including the haulier Wm Armstrong, industrial supplier Thomas Graham and agricultural machinery provider Rickerby. All are committed to building a pipeline of talent through their apprenticeship programmes, which is complemented by the excellent array of apprenticeship programmes offered by Carlisle college.

In geographically remote places such as my constituency, with low inward migration and an ageing population, these apprenticeship schemes are the lifeblood of our local economy. What a shame then that, under the previous Government and in slight contrast to the rosy picture painted by the right hon. Member for Aldridge-Brownhills (Wendy Morton), fewer and fewer people embarked on apprenticeships. Indeed, between the introduction of the apprenticeship levy in 2017 and 2023, apprenticeships fell by 31%, while the number of skilled job vacancies more than doubled.

[Wendy Morton]

I set out my case during my speech, but since the hon. Lady is so passionate about apprenticeships, perhaps she can explain how the Government’s interest in employer national insurance will help with the creation of more apprenticeships. They cannot simply keep pushing and pushing business, and squeezing their profit margins, and expect them to be able to invest in employment opportunities and training.

[Ms Minns]

I thank the right hon. Member for that intervention. We are having a debate on apprenticeships, and the fact that I put forward is that, under the last Government, they fell by 31%. I think it would be welcome if Opposition Members started to own their record in government. This Government, by contrast, are committed to making apprenticeships work for employers, apprentices and our country, closing regional growth gaps, targeting the skilled jobs that the country is crying out for and giving businesses like Bendalls more flexibility on the courses that are funded.