Access to Sport: PE in Schools

Debate between Leigh Ingham and Max Wilkinson

Thursday 3rd April 2025 Commons Chamber

[Leigh Ingham]

I completely agree. I am about to say a little bit about that, because equitable access to sports is so important. Before I was elected as an MP, I worked for an organisation called Plan International, which specialises in working with young people, particularly young women and girls. I was shocked to learn that, on average, two thirds of playgrounds are taken up by boys. They often play football, which means that the physical space that girls have for playing sport is significantly diminished.

I was delighted to learn that four schools in my constituency signed up to take part in a girls’ “biggest ever football session”: Sir Graham Balfour, Flash Ley primary, Stafford Manor high and Church Eaton primary. Change starts at home, so I am proud to have schools in my patch that prioritise the inclusion of young women and girls in sport and football. However, despite the Lionesses’ brilliant 2022 Euros win, many girls still do not feel comfortable playing football. In 2022, the Lionesses brought football home and said that it was only the beginning. I echo their open letter to the then Prime Minister, in which they asked him to make sure that young girls have access to at least two hours of PE a week, that physical activity among young women is tracked, and that there is accountability for ensuring that takes place. The Government now have the chance to deliver on the Lionesses’ ask, which would benefit girls and young women around the country.

From Sport England’s research, we know that active children are not only healthier but happier, more resilient and more confident. However, despite the overwhelming evidence supporting the benefits of physical activity, many young people are being left behind, particularly those from disadvantaged backgrounds. I spoke to representatives of Swim England, who told me that only 50% of children from the least affluent families can swim 25 metres by the time they leave primary school. By comparison, 90% of children from wealthy families can.

Perhaps unsurprisingly, the impact of covid-19 on children’s relationship with physical activity has been profound. Those who were in nursery or early primary school when the pandemic struck, who are now in years 3 to 8, remain significantly less likely than their older peers to have positive attitudes towards sport and physical activity. Worryingly, happiness scores have also dropped among these age groups, as has their sense of resilience. The number of children who keep trying when things get tough is down by 6.9% for those in years 5 and 6, and down by 7% for those in years 8 and 9. In a changing world, we know how important it is that children are able to keep going when things get tough, and sport is one of the key ways that they can learn that resilience. As Tane said, where else can a child learn to pick themselves up and go again?

In preparing for this debate, I wanted to ensure that the voices of children with special educational needs and disabilities were at the heart of the discussion. Walton Hall academy in my constituency is a special educational needs school, and it has told me how crucial the role of sports is in supporting its students by providing an opportunity to develop essential skills, including hand-eye co-ordination and teamwork, while fostering a sense of belonging and confidence.

For many SEND young people in both mainstream and specialist schools, sport is not only an activity, but a powerful vehicle for achieving their education, health and care plan targets, such as promoting communication and building connections, which are areas that can be particularly challenging for SEND young people. However, when I spoke to the Activity Alliance and ParalympicsGB, both shared some worrying information about inclusivity of sports for SEND young people. Nationally, 15% of our young people and children have special educational needs, which is about 1.5 million people, but 75% of them are not active in school, meaning that over one in 10 of our children nationwide are not active. I fear that those numbers are due to a poor understanding of inclusion for disabled children.

Furthermore, accessing sport and play outside school can be financially prohibitive for SEND families, with membership fees and specialised equipment presenting specific barriers. I have been running a campaign in my own constituency for inclusive playparks as places where children can get active for free, but that would need to be rolled out nationwide. That has significant challenges because of the differences when it comes to special educational needs and disabilities. I recently hosted a coffee morning on SEND in my constituency, and many parents told me that their experience with councils and schools was frequently adversarial and confrontational, which can exacerbate this issue.

No child should be left on the sidelines, and I know how seriously the Department for Education takes its responsibility to SEND children. I strongly encourage the Government to consider adapting teacher training and education to ensure that the next generation of the teaching workforce have the skills and confidence necessary to deliver truly inclusive physical education. That could involve significant disability inclusion training, and introducing subject-specific disability inclusion training to the core content framework for PE specialists, such as special accessible lesson plans and a wide range of adaptive sport. I do not know if any Members have ever played wheelchair basketball, but it is actually the most fun, and it is incredibly competitive.

[Max Wilkinson (Cheltenham) (LD)]

I recently played wheelchair basketball with the Harrogate Hammerheads, at the Liberal Democrat party conference, with my right hon. Friend the Member for Kingston and Surbiton (Ed Davey). It was a joyful experience, and what I learned is that it is basically impossible.

[Leigh Ingham]

I thank the hon. Member for the intervention. I agree that it is definitely a challenge, but what I like about it is that it can provide a level playing field. A class of mainstream and SEND kids can play it together, and everyone finds it really challenging, so it is a great leveller.

Moving on from SEND, the ongoing curriculum review is a rare opportunity to enhance access to PE. Sport teaches teamwork, discipline and resilience, which are essential qualities for both education and employment. Employers seek individuals who can collaborate and persevere, and sport provides such a training ground. A diverse PE curriculum, including activities beyond traditional sports such as football and rugby—no shame; they are both great sports—can engage more students. Options such as martial arts, yoga and dance could be explored to ensure that PE appeals to all.

However, this is not just about access to sport; it is about the social value of sport, and the fact that it gives children and young people more time and energy to focus on other subjects and attain better results. What other subject gives kids focus like PE does? By embedding structured, high-quality PE into the school week, we would be not only improving children’s health, but giving them the tools they need to succeed in other subjects and studies. Sport also provides valuable lessons beyond the classroom, such as teamwork, resilience, discipline and leadership. Again, those are essential qualities for most careers.

I make it clear that, perhaps unusually, this debate is not to ask for more money for sports, at a time when our financial situation is so tenuous. What we need are more sustainable funding frameworks for PE, and for the pupil premium and school games organisers. In 2016, school games organisers received a funding promise for each academic year of that Parliament. That was during a process of substantial change under previous Governments, Prime Ministers and Education Secretaries, but that funding commitment did give schools the ability to plan ahead, build structured sports programmes, and invest in the staff and resources necessary to make PE effective. However, in the years since, uncertainty over future funding has left many schools unable to make long-term commitments, forcing them into a cycle of short-term solutions that do not serve students or school communities well.

We need assurances that funding for sport and PE will be protected and given the same security as other areas of education. Without that, we risk losing dedicated school games organisers and vital school sports programmes that have been proven to improve health and wellbeing. Can the Minister please give confirmation that funding for school games organisers will be provided for the next year, and consider the possibility of more sustainable long-term funding commitments?

In conclusion, we know that sport provides a health value in improving physical health. We also know that it provides a social value, in the wellbeing of our children and adults. Finally, we know that it provides an economic value, in reducing mental health service usage, fewer GP visits and preventing illness. Altogether, that value is upwards of £100 billion each year. Sport and PE are not just about fitness; they are about the future. They are about creating a society where young people grow up healthier, happier and more equipped to navigate life’s challenges. The benefits of sport are not abstract. They are real, measurable and profoundly impactful. If we want a healthier nation, a more resilient workforce and a stronger society, then investing in access to sport and PE is not just a policy choice—it is a necessity.

I urge the Government to take the issue seriously, to commit to sustainable funding and to ensure that every child, regardless of background, has the opportunity to thrive through sport. We must listen to young people like Tane, who have articulated so clearly the need for action. We must respond with real change. As Tane said when he wrote to me:

“This seems like quite a simple solution to a lot of problems.”