Dedicated Schools Grant

Monica Harding Excerpts

Tuesday 6th May 2025 Westminster Hall

[Cameron Thomas (Tewkesbury) (LD)]

I beg to move,

That this House has considered the Dedicated Schools Grant.

It is an honour to serve under your chairship, Ms Butler. I thank the f40 group for its assistance with this issue, as well as all those in attendance, including the Minister, whose presence is greatly appreciated. I bring this debate forward on behalf of the headteachers, teaching staff, support staff and young people across Gloucestershire and the other local authorities that are among the lowest-funded councils by the Department for Education across England.

In its 2024 manifesto, Labour pledged to

“transform our education system so that young people get the opportunities they deserve.”

There is a clear alignment between that and the Liberal Democrats’ commitment to increase per pupil funding above the rate of inflation every year. Our goal is to support all pupils and expand educational provision, not to shift resources away from more disadvantaged counties like Gloucestershire. Schools in my constituency are faced with increased pressure right now, owing to the inequitable dedicated schools grant, combined with the rising cost of special educational needs provision.

Consecutive Governments have failed our children. With short-term mindsets, they have not adequately resourced education through which our children could otherwise go on to boost every workplace across the country. Those Governments left our children to emerge into a country where every public service is crumbling, but in which they need a university degree to become a police officer. Brexit took away their access to Erasmus and left a bitterly divided society, which is still struggling to readjust following the covid-19 pandemic.

When Sir Kevan Collins recommended a £13.5 billion covid catch-up fund for our children, Boris Johnson’s Government fielded only one tenth of that figure, after thoughtlessly spending billions on botched contracts for personal protective equipment. Our children continue to suffer the consequences of that decision through a mental health crisis; an explosion in demand for special educational needs and disabilities provision; and almost a million young adults not in work, education or training. I entered politics because I believe in fairness. Whatever else we do in this place, I believe there are two routes through which we can improve the future of our country—political, including electoral reform; and education, education, education.

Within every child lies the potential for greatness—the potential to solve tomorrow what seems impossible today. Our children represent our hope for the future. They are yet unburdened by the decades of dogma, societal pressure and institutional inequity that weigh upon us, and dilute our own potential. In every aspect of our lives, we must strive to prepare the ground ahead of them, and leave them a better country and a better world than was passed to us.

Our teachers recognise that more clearly than any of us. They dedicate their careers to the fulfilment of our children’s potential, because there is no more rewarding pursuit than to help others to develop. No salary compares to being thanked in the street by those you have helped, and watching with pride as they go above and beyond what they imagined they could. Labour’s 2024 manifesto described teaching as a “hard-earned and hard-learned skill” and pledged to work to “raise its status.” I commend the observation that we are continuing to fail our teachers, and the commitment.

[Monica Harding (Esher and Walton) (LD)]

Does my hon. Friend agree that teachers and teaching assistants in schools were the first line of defence against cuts to public services from the last Conservative Government, and that, when the Department for Education is asking schools to make efficiencies alongside the extra funding they have received, that means that some TAs will lose their jobs? Last week, in my constituency of Esher and Walton, I walked into a school on a visit and the headteacher had just had to let two TAs go because his school is facing a deficit of £200,000.

[Cameron Thomas]

I wholeheartedly agree, and will come to that point shortly. I hope my hon. Friend will pass on my empathy to her headteacher.

Our teachers are no longer simply expected to educate our children according to the curriculum. Governments and society continue to expect more and more of our already overburdened teachers. Increasingly, four-year-olds are being introduced to school non-verbal, unable to use cutlery, and sometimes wearing nappies—but those are just the headlines. Discipline, time management, self and social awareness, self and mutual respect, moral courage, honesty, work ethic, public service and charity are soft skills and attributes that should be introduced in the home and honed within society as well as at school. This Government, with honest intentions towards our children’s healthcare, now have teachers cleaning their pupils’ teeth—just one additional straw upon the camel’s back. It is no wonder that teaching assistant posts are vacated or lie empty when people can earn more working in the local supermarket.

I understand that fixing the education system will be complex and expensive, and that action must also take place beyond the scope of the Department for Education, but something that can be addressed now is a more equitable allocation of funding. This would go a long way to remedying the situation for many schools in Gloucestershire and elsewhere. The dedicated schools grant is the mechanism through which the Department funds local authorities, which in turn allocate their resources to the schools within their jurisdiction.

Oral Answers to Questions

Monica Harding Excerpts

Monday 28th April 2025 Commons Chamber

[Catherine McKinnell]

My hon. Friend is a passionate advocate for better outcomes for the young people in her constituency, and I commend her approach for engaging so widely with parents, who I know share her concerns. I am more than happy to give her that commitment. Everything we do in the Department is about driving opportunity, and that means driving up standards in every school, in every part of the country.

[Monica Harding (Esher and Walton) (LD)]

This week, on a visit to a school in my constituency, I was told about a boy with SEND who has been temporarily excluded five times. He is extremely dysregulated and vulnerable and has been waiting for two years for specialist provision. The school has tried to get him to the top of the mental health list but has been told that it cannot. What should I say to his headteacher, who is at the end of her tether?

[Catherine McKinnell]

The hon. Lady and I have discussed some of the challenges in her local area in relation to delivering better outcomes for children with special educational needs and disabilities, and she is right to raise this issue of ensuring that the health workforce can back up the change needed in education settings. We are working closely with colleagues across Government to ensure that we take a joined-up approach to improving outcomes.

Adoption and Special Guardianship Support Fund

Monica Harding Excerpts

Tuesday 1st April 2025 Commons Chamber

[Janet Daby]

There are many families, people or couples who wish to adopt, and I encourage them still to consider including a child in their family and in their life. I will also say, as I have said before, that local authorities have a duty to support adopted children, and no adoptive person or couple should ever not adopt for financial reasons. Obviously, they also undertake an assessment to make sure they are suitable.

[Monica Harding (Esher and Walton) (LD)]

The Sensory Smart Child in my constituency does fantastic work providing vital therapies for 115 adopted children and their parents, but 77 of those children were unable to secure a temporary extension in support while the Government considered the future of the adoption fund, and that caused huge trauma for the families. I welcome today’s announcement, but can the Minister guarantee future funding? Will she also acknowledge that such therapies fill huge gaps but barely touch the sides in mental health and special educational needs provision in schools, which is not funded properly? I hope that the comprehensive spending review will look at this properly and fund it better.

[Janet Daby]

I think I have already answered that question, but I say again that there are many excellent therapies out there that are absolutely necessary for children, and that children from all backgrounds and lifestyles benefit from. I absolutely appreciate the work that is done for children in our country.

School Accountability and Intervention

Monica Harding Excerpts

Monday 3rd February 2025 Commons Chamber

[Catherine McKinnell]

I share my hon. Friend’s concerns. I do not know the details of the specific school, but a school judged by Ofsted to require special measures will still receive structural intervention. If it is a maintained school, it will become an academy. If it is already an academy, which I believe this school is, it will be transferred to a new and stronger trust. In the shorter term, while the RISE teams are focusing on stuck schools and on building their capacity, a school requiring significant improvement will, by default, continue to receive structural intervention. We propose that from September 2026 a school in that category will receive mandatory targeted intervention from RISE. Schools will be supported much more quickly to drive those improved outcomes for children, without having to wait for structural intervention.

[Monica Harding (Esher and Walton) (LD)]

My teachers in Esher and Walton have greeted today’s announcement with a degree of cynicism, which is to be expected after feeling ignored for the last 10 years. One wrote to me saying, “Same system, different name.” Another said, “Same old thing, just different words.” Will the Minister reassure them that this is not just business as usual? Might she expand on the levels of collaboration that she talked of?

[Catherine McKinnell]

I encourage the teachers mentioned by the hon. Lady to feed into the consultation. Let me allay some of their concerns. Although how it conducts its consultations and reports on its inspections is for Ofsted, as a Department we are very focused on creating a self-improving system of collaboration, using the new report cards to identify exemplary practice and share that more widely. That will identify where support is required and encourage schools to work in collaboratively to deliver it. RISE teams will bolster that targeted approach, particularly for stuck schools, which we know have been ignored for far too long. I hope that the teachers she referenced will feel more confident about the system, and I encourage them to respond to the consultation.

Education, Health and Care Plans

Monica Harding Excerpts

Wednesday 22nd January 2025 Westminster Hall

[Monica Harding (Esher and Walton) (LD)]

It is a pleasure to serve under your chairmanship, Dr Huq. I pay tribute to my hon. Friend the Member for Chelmsford (Marie Goldman) for securing this debate.

My surgeries are full of distraught parents of SEND children. In Surrey, 1,800 children are missing education because they cannot get provision. Children are waiting an average of two years for an ADHD diagnosis. Surrey is at the bottom for getting EHCPs in on time and near the top for the number of parents going to a tribunal. Educational psychologists are assessing children by Zoom, sometimes not even meeting the child. Children are in the wrong tier and in tribunals possibly because it costs less in the short term. There is a lack of places in both specialist and mainstream environments. Money is diverted from schools’ budgets, and therefore from all children. So, yes to root and branch reform, and proper funding. Surely there must be Government accountability for local authority provision when we are so poorly served in Surrey.

Home-to-School Transport: Children with SEND

Monica Harding Excerpts

Tuesday 3rd December 2024 Westminster Hall

[Monica Harding (Esher and Walton) (LD)]

It is a pleasure to serve under your chairmanship, Sir Mark, and I thank the hon. Member for Thurrock (Jen Craft) for securing the debate. I will give some colour on what is happening in Surrey and my constituency of Esher and Walton. My constituent Polly is 16 years old, and because of her SEND she is unable to travel unaccompanied —something that is not disputed by the council. Until the end of last term she received travel, but now she has a place at a special needs sixth form and has been denied assistance. Her parents appealed the decision and were denied again. 

When it rejected the appeal, Surrey’s stage 2 panel made a financial argument, asserting that it would not be sustainable for the council to provide travel assistance on account of Polly’s parents’ work commitments. Both her parents work full time at Royal Surrey County hospital. In determining what is necessary for a child, the council takes account of their special educational needs but not their parents’ or carers’ work. The current statutory framework leads to absurd economisation under which the jobs of two NHS workers cannot be considered in the allocation of a child’s transport assistance, so the choice is therefore between Polly’s education and her parents’ jobs in the NHS. That is not acceptable.