Minister for Men and Boys

Maya Ellis Excerpts

Wednesday 25th February 2026 Westminster Hall

[Jack Abbott (Ipswich) (Lab/Co-op)]

It is a pleasure to serve under your chairmanship, Mr Twigg. I am grateful to the hon. Member for Hinckley and Bosworth (Dr Evans) for securing this debate and for his ongoing commitment to tackling the challenges facing men and boys.

Let me begin with the reality in my constituency. As has been said, some of the inequalities that we see today are baked in before school starts. One in three boys in Ipswich starts school without the foundation skills that they need to succeed. Those young boys are full of potential, yet they struggle early with reading, numeracy and social and emotional development—issues only exacerbated by the pandemic. At the very start of their lives, they are already facing a steep uphill climb that threatens to define not only their entire educational journey but their life chances.

[Maya Ellis (Ribble Valley) (Lab)]

Does my hon. Friend agree that parents of men and boys are navigating a truly wild west? Although it is brilliant that the Government are committed to helping teachers to spot and navigate misogyny in schools, the fact is that parents are the ones at the coalface, especially in the early years. Will my hon. Friend join me in thanking those parents who work really hard every day to raise kind, confident and compassionate boys who we are very proud of?

[Jack Abbott]

I am delighted to do that. I know that my hon. Friend is a great mum to her little children. I will come to the really important issues that she highlights later in my speech.

As has been said, we need co-ordinated, well-funded action across Departments, across Government and across our country. We must confront the real challenges in educational attainment. By the age of five, children are assessed against the early years foundation stage framework. A good level of development involves meeting milestones in communication, literacy and mathematics. That foundation is essential for primary success, GCSEs and, eventually, securing stable employment. If a child is behind at five and is struggling to communicate or manage emotions, they are far more likely to fall even further behind. That gap affects their confidence and shapes what they believe, whether they feel that university or a high-skilled apprenticeship is within reach, and whether they feel equipped to navigate the world of work.

In 2024, a Suffolk county council report showed that only 62% of boys—less than two thirds—achieve a good level of development by the age of five, compared with 79% of girls. Boys are more likely to start school struggling with the skills that underpin all later learning. Although it is important to note that girls absolutely face their own challenges, we must provide targeted interventions so that every child can thrive.

As a child progresses, the gaps continue. By key stage 2, boys from disadvantaged backgrounds are disproportionately represented among those failing to reach the expected standards. In Suffolk, that manifests in a worrying 14.6% rate of persistent absenteeism in secondary schools. When boys disengage from the classroom, they lose the sense of belonging and the structure that school provides, which often leads to a cycle of isolation. In Ipswich, the deprivation gap has hit nearly two years: people from lower income backgrounds at GCSE are nearly two years behind their peers. But it all starts in early years: by the time they enter reception, at the age of four, they are already six months behind.

We need a strategy that understands how class, place and gender can collide to hold our young people back. The solutions lie in practical, evidence-based action. Early intervention, targeted literacy support, mentoring for at-risk boys and mental health initiatives are all vital, but we must act decisively. The Government have already taken steps to address the root causes of disengagement, starting with the men’s health strategy, released towards the end of last year. It is not just a policy document; it is the first strategy to recognise that a boy’s physical health and mental resilience are the primary drivers of his ability to concentrate in a classroom. By tackling health inequalities early, we can ensure that young boys’ underdiagnosed anxiety or physical development delays do not become lifelong barriers to their education.

Similarly, our expanded early years provision and family hubs are transforming school readiness. In Ipswich, they will act as a vital one-stop shop, providing parents with speech and language therapy and parental support before a child reaches his first day at school. For a young boy who might otherwise start reception unable to communicate his needs, leading to frustration, such hubs provide early intervention that can prevent a cycle of exclusion. These measures offer some sort of stability. They ensure that school readiness is a reality, not a slogan, by supporting the home environment and the child simultaneously. They demonstrate precisely why the solution lies in ensuring that policies are co-ordinated, well-resourced and effectively delivered in communities such as Ipswich.

It has been said, rightly, by Members across the Chamber that boys in themselves are not the problem, but we have to recognise and be honest with ourselves about the dangers they are facing at the moment, particularly online. Andrew Tate was mentioned just a moment ago. I am loath to repeat his name too often, but we have to remember that he has been charged by not just our country’s Crown Prosecution Service, but authorities in many other countries around the world. He is charged with rape, actual bodily harm and human trafficking. I know how many young boys at the moment look to him as some sort of—

--- Later in debate ---

[Lee Anderson]

I think we could make the Equality Act much better. We do not have to have an Equality Act in this country. On the Minister’s first point, in this country we should not really need a Minister for women, and we should not really need a Minister for men. We should probably have a Minister for people—as simple as that. Why are we discriminating? Why are we separating the two? We are all human beings. We are all people.

I talk about young men having no direction, and I want to talk about one particular group. Young men in the care system go through foster care and care homes from four or five years old. Some of them lead terrible lives. They are pushed from pillar to post. I know, because I worked in a hostel for homeless young people before I came to this place. I saw at first hand these kids coming to us at 16 years old—young men and girls. Like I say, they had been pushed from pillar to post, had no positive role model in their lives and had been in trouble with the police. As a society, we completely let down these young men. Where did they go when they left the hostel? I’ll tell you where they went: mainly to prison. We could do very little with them in the two years that we had them, because they had had a lifetime of upset, with their parents and grandparents abandoning them.

I always say that it would have been cheaper to take these young kids, at four and five, out of the care system and give them a proper education. Put them in a boarding school, give them the best training possible, and break the poverty cycle. Give them a career and a chance in life, but we do not. We put them through the care system, and then sometimes through the penal system. Every single one of the girls who left the hostel was pregnant. Do we know why that is? I’ll tell you why: it was the only way they could get a house—a council house—and a regular supply of benefits. What a terrible thing we are doing in this country. This place has created a society in which young people are failing, and we have the cheek to sit here, scratching our heads, wondering how we can put it right.

[Maya Ellis]

Does the hon. Member agree that one of the things that has caused a lack of male role models is the lack of third spaces and youth centres? The disinvestment in youth services, which I think averaged about 70% per local authority under the previous Government, has led to a lot of the reduction in role models in the third spaces and youth areas, and in youth funding, and that this Government have reinvested in that.

[Lee Anderson]

I thank the hon. Member for her intervention. She may have a point about care centres and whatever, but I go back. It is the family unit and the lack of male family role models that have caused this problem. We have to decide: do we want the state to provide role models for children, or do we want the family, friends, neighbours and schools to provide the male role models? I think it should be the family.

Water Safety Education

Maya Ellis Excerpts

Thursday 19th June 2025 Commons Chamber

[Maya Ellis (Ribble Valley) (Lab)]

I thank my hon. Friend the Member for Southampton Itchen (Darren Paffey) for bringing forward this critical debate.

We think a lot about water safety in the Ribble Valley constituency; indeed, the River Ribble is in its name. In the River Ribble catchment, which covers my constituency and some lovely neighbouring constituencies, we also have the Hodder, Calder, Darwen, Douglas and Wyre. The Ribble Rivers Trust is a Lancashire-based charity working to improve the River Ribble and all its tributaries for people and wildlife. Along with the Lancashire Fire and Rescue Service, it does a phenomenal job in advocating for water safety as well.

Lancashire is one of the counties in the UK with the highest water safety risk, which is likely due to the geography, as we have coasts, rivers, canals, reservoirs and quarries. One thing that has changed a lot in this country in recent years is that people move around much more. I grew up in Ribble Valley, so it was built into me not to swim in open water or reservoirs, or we at least knew where the really dangerous areas were. However, with a more transient population across the country, it is far more critical to have universal education to ensure that people who have not grown up around water understand its risks.

Another thing I am keen to raise is that, alongside the excellent case being made for lessons in schools, it is critical that children are able to learn water confidence through their own exploration and play. As others have said, that requires local accessible pools for them to explore. I am grateful to those working with me locally to begin a campaign for a proper public swimming pool in the town of Longridge in my constituency, which is one of the things that was most requested on the doorstep there.

Finally, I take this opportunity to encourage all adults who have never felt fully comfortable with swimming to learn, because it is never too late. I never learnt to swim as a child, but a few years ago when my daughter at quite a young age started diving under the water—something I could not do—I realised that I could not be encouraging her to be confident if I could not do it myself. It is a humbling thing to be a 30-something taking swimming lessons, but I am grateful to legendary Preston swimming teacher Karen Smith for her patience. The first time I swam 40 lengths was a very special moment and I am grateful that now, as a parent, I can be confident in adventures with my family. That joy and confidence should be available to everyone in our island nation and I thank my hon. Friend the Member for Southampton Itchen for pushing the Government on this matter.

SEND Funding

Maya Ellis Excerpts

Thursday 12th June 2025 Commons Chamber

[Josh Newbury (Cannock Chase) (Lab)]

For far too long, families across my county of Staffordshire, and indeed across the country, have been failed by the very system that was meant to support them. The breadth and depth of the crisis in SEND provision is such that this has to be one of the most, if not the most, frequently debated topics since the general election. Since becoming an MP, I have spoken with dozens of parents who are forced to travel long distances, often across county borders, just to get their child the support to which they are legally entitled.

Recently, my team helped a family who had been waiting nine months to get into the school of their choice; others have been waiting for years. I have heard stories of poor communication, of documents being illegible to parents, who feel like outsiders navigating a system designed to exclude them, and of families having to repeat their stories multiple times due to layers and layers of decision making.

[Maya Ellis (Ribble Valley) (Lab)]

My constituency of Ribble Valley sits under Lancashire county council, which recently received a damning Ofsted report for its SEND provision. One parent, Selina Shaw, told me that her son Monty lost two years of education while the council spent more than £146,000 on a school he never attended, as the council did not seem to understand that that school could not meet his needs. Does my hon. Friend agree that the Government and local authorities must listen seriously to the voice of the child and to parents to improve SEND provision and must stop wasting precious resources in the immediate term, as well as providing the long-term financial improvements that the right hon. Member for Beverley and Holderness (Graham Stuart) proposes?

[Josh Newbury]

I am sorry to hear about Monty’s story and I fear that we will hear stories like his from Members across the House in this debate. It is a perfect, but shocking, example of how the system is so broken that we are wasting huge amounts of resources. Money is leaking out of a system that is already inadequately funded. My hon. Friend is right to highlight that. It is awful that we are in such a situation.

Children, particularly those with high needs, are having to wake up before dawn and travel for over an hour, finding themselves exhausted when they reach school. That is not choice; that is a scandal. It is not just the children with the most acute needs who are suffering; many children and young people could thrive with targeted, mid-level support if only it were available. The number of children with education, health and care plans has exploded since 2015, in reflection of a genuine increase in need and greater recognition of mental health issues and neurodivergence. Yet funding has not kept pace, resulting in a deficit of around £33 billion in high needs budgets within local authorities.

I welcome the Government’s acknowledgment that the current SEND system is not fit for purpose and the recent commitment of £740 million to deliver 10,000 new SEND places, particularly in mainstream schools where specialist units can offer much-needed support closer to home. Following yesterday’s spending review, I look forward to the schools White Paper that will come out in the autumn, with details of the Government’s approach to reforming the SEND system.

We must ensure that the money goes where it is truly needed. I share the frustration of the right hon. Member for Beverley and Holderness (Graham Stuart), as Staffordshire is also chronically disadvantaged by the outdated funding formula, with specialist schools in my constituency receiving £8,000 per pupil less not than Camden but than the national average. A fair, needs-based funding system must reflect the actual costs of specialist provision, not assumptions or averages.

Outdoor Education

Maya Ellis Excerpts

Wednesday 11th June 2025 Westminster Hall

[Tim Farron]

It is an offer I dare not refuse. In a moment or two, I will say something about cross-party working across the devolved nations, and the hon. Gentleman makes an important point as to how Northern Ireland is taking the lead.

Research from the University of Cumbria demonstrates the benefits for young people of widening their horizons, building their confidence and character, and nurturing a love of learning, greater awareness of nature and an intelligent approach to risk. Once a child has overcome their fear to crawl through a dark and cramped cave, wade through a fast river or work with a classmate to build something, other challenges in their normal lives back at home are put into perspective.

[Maya Ellis (Ribble Valley) (Lab)]

I thank the hon. Gentleman for securing this important debate. Viki Mason is a forest school practitioner in my constituency who provides amazing outdoor education for primary schools, but the schools continually struggle to find funding for her services and those of providers like her. Does he agree that if we want young people to grow up with the benefits of the experiences he describes and with an appreciation for the natural world around us, so that we can protect it and encourage them to protect it, we must ringfence education funding for outdoor education at the very earliest stages of learning?

[Tim Farron]

I completely agree; I will say more about that in a moment.

Building on the benefits of outdoor education for the rest of the curriculum, the rapport built between teachers and students during a week-long residential where both are immersed—often literally—in the glory of nature means that when life returns to normal the next Monday in the classroom, those students are much more likely to engage, listen and learn. Outdoor education is a wonderful investment with guaranteed returns for the individual, for society and, indeed, for the Exchequer.

Relationship Education in Schools

Maya Ellis Excerpts

Tuesday 1st April 2025 Westminster Hall

[Maya Ellis (Ribble Valley) (Lab)]

I thank the hon. Member for Epsom and Ewell (Helen Maguire) for securing this debate.

When I became a new parent, I was shocked to my core to see in my communities, both in person and online, the extent to which relationships between new parents can suddenly descend into coercive control, gaslighting, financial abuse and, in the worst cases—still far too many—physical abuse. The For Baby’s Sake Trust found that 40% of parents who experienced domestic abuse said that it occurred during their baby’s first 1,001 days—from pregnancy until the baby’s second birthday. It is critical that we embed healthy relationships early on.

I am the vice-chair of the all-party parliamentary group on sexual and reproductive health in the UK, and I recently chaired a roundtable to celebrate 20 years since the teenage pregnancy prevention framework. The key asks were about focusing reforms on upstream prevention, rather than downstream crisis management. I would love to see more support for parents as their children receive relationship guidance in school. A huge number of young people will receive strong, progressive advice from schools about relationships, then go home to a place where those progressive relationships do not exist. If, via the information that a child brings home from school, a parent realises that they are in a relationship that is not okay—such as one that is financially abusive or controlling—so much the better.

Chloe Combi recently wrote a powerful piece in The Independent about the TV show “Adolescence”, in which she pointed out that very little commentary on the show has asked what young people themselves thought about it. Multiple organisations, including Brook, have highlighted the importance of including the student voice in RSHE curriculum design. In the 2009 guidance, schools were instructed to consult parents; however, for RSE to be relevant, the needs and preferences of pupils must also be reflected in the lessons taught in schools. I pay tribute to Chloe Combi and others such as Jo Davies at the WILD Young Parents Project, for being on the frontline of how we can instil great relationships among young people.

Finally, as a society, the reality is that we are often not great at relationships as adults. Therefore, as we protect and extend relationship advice to young people, I hope that we have the humility to learn alongside them, too.

Oral Answers to Questions

Maya Ellis Excerpts

Monday 9th December 2024 Commons Chamber

[Catherine McKinnell]

I recognise the issue the hon. Gentleman raises. It is important that we have the right balance between mainstream inclusion and specialist provision where it is needed. If it would be helpful for him to have a meeting to discuss specific concerns in his area, I would more than happy to arrange it.

[Maya Ellis (Ribble Valley) (Lab)]

T8. As chair of the all-party parliamentary group on babies, I am delighted that the announcements on Thursday included a one-year continuation of the Start for Life programme, which provides funding for 75 local authorities. We would, however, very much like all authorities to be able to access this funding in future so that every child is guaranteed the best start. Is the Secretary of State willing to meet the APPG in the new year to outline her long-term vision for supporting child development at the youngest ages?

[Stephen Morgan]

My hon. Friend is absolutely right to highlight the importance of early support for babies. The plan for change sets out that we will improve support through pregnancy and early childhood. The Start for Life programme is the responsibility of Department of Health and Social Care Ministers, but officials would be happy to meet my hon. Friend to discuss this important issue.