Children with SEND: Assessments and Support

Munira Wilson Excerpts

Monday 15th September 2025 Westminster Hall

[Munira Wilson (Twickenham) (LD)]

It is a pleasure to serve under your chairmanship today, Dr Allin-Khan. I thank the Petitions Committee for granting this important debate and my hon. Friend the Member for South Cotswolds (Dr Savage) for opening the debate with such a powerful speech. I welcome the new Minister to her place, and I look forward to working with her. As I think she has heard today, she has her work cut out.

I start by paying tribute to the now over 125,000 people, including 323 in my Twickenham constituency, who have signed the petition and brought this important debate to the House. I pay tribute to the numerous campaign groups and charities that have been championing this cause, and I thank the many thousands of teachers and support staff up and down the country who are trying their very best to make our broken SEND system work in the best interests of our children.

Many of those who signed the petition will be parents, carers and family members of children with special educational needs or disabilities, who are deeply worried about the proposals that have been reported in the media over recent months. These are not families who are gaming or hijacking the system, as I think some Reform Members have suggested, or taking the system for a ride. They are simply parents and carers who are juggling advocating and caring for their children, while also being subjected to a drip-feed of rumours in the press about their children’s future and how their rights might be reduced.

MPs across the House know only too well from their inbox and mailbag, as we have heard so clearly and powerfully today, the many painful stories of how their constituents have had to fight for their child or children to get the support they need to learn and thrive. Sadly, some have struggled for so long that they have had no choice but to remove their child from school. Those are not decisions that parents or carers make lightly.

It is clear for many families that the current SEND system is not working. The Conservatives left a system that their own former Education Seretary, Gillian Keegan, described as “lose, lose, lose”. Despite increased funding, outcomes for children and young people have not improved, and far too many are left without adequate support. At the same time, as we have heard, local authorities are being driven to the financial brink.

The system is far too adversarial. Parents should not have to fight for their child to receive an education. We urgently need an overhaul of the whole system—but any reforms without children and families at their heart will fail. Scrapping EHCPs in a vacuum will not work; we need to see fundamental changes in how we deliver SEND support.

The Minister may be aware that my right hon. Friend the Member for Kingston and Surbiton (Ed Davey) and I wrote to the Prime Minister and the Education Secretary back in July, outlining five principles for SEND reform. We Liberal Democrats believe that these five principles should be the guiding light for any reform of our SEND system. First, we must put children and families first. Any reforms cannot be a repeat of the welfare reform disaster, which was a Treasury-driven, cost-cutting exercise. The voices of children and families should be at the heart of any reforms brought forward. However, it was clear from the rally today that many feel that their voices are not being heard. Children’s rights to SEND assessment and support must be maintained.

Secondly, as many hon. Members have said, early identification is key. We know that the earlier we act, the quicker we can prevent needs from spiralling. That means investing in early identification and intervention now. There are several educational and developmental checkpoints during a child’s early years and throughout primary school that could be expanded to identify additional needs; I would welcome information on what work Ministers are doing in that area. The Education Policy Institute has found that children with special educational needs who started reception last year were more than a year behind their peers. Staggeringly, those with an EHCP were already 20 months behind. We must work on narrowing that gap in the early years, and on giving children the help they need as soon as possible.

The former Minister for Early Years, the hon. Member for Portsmouth South (Stephen Morgan), failed to answer this question when I asked him on the Floor of the House. I hope the new schools Minister will address how much of the £760 million for SEND transformation announced in the spending review will go towards early identification and intervention.

Thirdly, we need to boost specialist capacity. With 19.5% of pupils in England identified as having special educational needs, capacity in state school provision must be increased, alongside improvements to inclusive mainstream provision. That means investment in new school buildings and staff training. The Liberal Democrats urge the Government to proceed rapidly with the opening of the 67 special free schools stuck in the pipeline, and I welcome measures in the Children’s Wellbeing and Schools Bill that will allow local authorities to open special schools. We know that applications were repeatedly blocked by the previous Conservative Government, despite the desperate need for our state special schools, which are bursting at the seams.

[Charlie Maynard (Witney) (LD)]

On the point about upskilling teachers, the Mulberry Bush school in my constituency does a fantastic job with outreach from specialist schools to regular schools. Does my hon. Friend agree that upskilling teachers and using skills inside the SEND schools to teach teachers in the broader environment would be a great thing?

[Munira Wilson]

I agree with my hon. Friend. I have heard about that hub-and-spoke model and would like to go and see it; I think it could be a good model to scale up.

I also implore Ministers to look at the bureaucratic hurdles that local authorities face in putting specialist units in mainstream schools. I think it was the hon. Member for Hackney South and Shoreditch (Dame Meg Hillier) who mentioned that London and other areas have falling school rolls. There is space opening up in our school estate for specialist units. My own local authority managed to take advantage of that in Nelson school, which is a primary school but, as of last week, has a specialist unit for secondary pupils with SEMH needs. That could provide a rapid expansion of specialist provision for children to be educated closer to home and among their friends and peers.

Fourthly, we need support for local government. We have heard today that local authorities are racking up billions of pounds of deficits. Some of those costs are driven by the eye-watering fees charged by private equity-run special schools, some of which have a profit margin upwards of 20%. That is just wrong and immoral, and it is bleeding our councils dry. Local authorities are also spending £2.26 billion on SEND transport.

In the Children’s Wellbeing and Schools Bill, the Government have proposed a potential profit cap on private social care providers. I was disappointed that every Labour MP voted down Liberal Democrat proposals earlier this year to cap the profits of private special schools; I hope that, with the new Minister in her place, they will think again on their stance on that amendment while the Bill is in the other place. Liberal Democrats are also calling for a new national SEND body to oversee and fund some of the most complex cases, where needs exceed a particular cost, to put an end to the postcode lottery of support, so that no child is left waiting and no council is left with unmanageable costs.

Finally, we need a fair funding arrangement. We need to get rid of the perverse incentives enshrined in the £6,000 notional budget that schools are given for SEND support. The performance and accountability regime should not penalise schools for accepting SEND pupils. Mainstream inclusion is vital, but it is not a silver bullet; for inclusion to work, it must be properly resourced. Teachers need training, classrooms need resources and schools need the capacity to meet needs, but we know that budgets are already stretched to the max. I hear in my own constituency that teaching assistants are among the first to go, yet they are the ones supporting the children with special needs.

Reform must be rooted in improving children’s lives, not simply managing down costs or limiting access to support. As we have heard today, some of the local authority funding reforms will significantly penalise local authorities—particularly my own, but also authorities across London and other parts of the country.

In conclusion, it is abundantly clear that the SEND system in its current form is too slow, too inconsistent and too adversarial. We need and want a system in which children get the right support at the right time, regardless of where they live. Change is urgently needed for families across the country. They cannot afford to wait.

I sincerely hope that the Government reshuffle will not cause further delay to the White Paper. We Liberal Democrats have offered to work constructively with Ministers on getting this issue right, with our five principles for reform. The Government cannot afford to sleepwalk into another Treasury-led disaster. They have to get this right, because every child, no matter their background or their needs, deserves every opportunity to thrive.

Adoption and Special Guardianship Support Fund

Munira Wilson Excerpts

Thursday 4th September 2025 Westminster Hall

[Munira Wilson (Twickenham) (LD)]

It is a pleasure to serve under your chairmanship, Ms Lewell. I warmly congratulate my friend and colleague, my hon. Friend the Member for Mid Sussex (Alison Bennett) on securing this debate and for so brilliantly outlining the issues at the start. I pay tribute to her tireless campaigning, alongside that of all the carers and parents who are here today and those who are not, who have been filling our inboxes and cannot afford to be here because they are busy looking after vulnerable and traumatised children who need our help.

There have been many powerful and moving contributions today from hon. Members across the House. I salute the hon. Member for Cannock Chase (Josh Newbury) and his partner for stepping up to adopt, and I hope they get the support they need from the ASGSF that they have applied for. However, I was disappointed by his party political swipe, because until now, there has been cross-party consensus in all the debates I have been in on this issue that the changes made in April were short-sighted and extremely damaging.

It is no accident that when I secured my urgent question in April, the day after the fund had expired, the Minister came forward and announced its extension. It is no accident that we are having this debate today, and that a written ministerial statement has come out with this fig leaf of an extension of the fund into next year. The reality is that, yes, there has been cross-party consensus, but we Liberal Democrats have led the charge on this and dragged the Minister, kicking and screaming, to make the announcements.

I really hope that we do not end up being blindsided once again, as we were in April. We all welcomed the announcement in the Chamber that day but then, quietly, in the middle of the Easter recess, the announcement was snuck out that the fair access limits were to be reduced, the assessment grants slashed and the matched funding cut. These parents, carers and families deserve far better. I really hope that Ministers and officials have learnt the lessons from earlier this year.

It is worth repeating and reminding ourselves who we are talking about today: some of the most vulnerable children in our communities, who have suffered unimaginable trauma, including abuse and neglect, sometimes witnessing unspeakable violence in their homes. Their carers—both adoptive parents and kinship carers—have made the most amazing commitment to step up and provide a loving, stable home to help heal and give them a second chance in life. The impact of these short-sighted cuts to the grants has been utterly devastating. The decision has resulted in a backlog of applications, delaying assessments and therapeutic support, and leaving already deeply traumatised children with a heightened sense of abandonment.

I received this email from a parent in June:

“My youngest daughter has recently had her sensory therapy put on hold for two months, due to all the delays by the government. My daughter started her new therapy at the beginning of February this year, had 4 therapy sessions and then had to stop due to the uncertainty around the funding.

We were just starting to see real progress when the therapy stopped abruptly. It was what I can only describe as ‘opening Pandora’s box and violently slamming it shut again’. The regression we saw was severe. We experienced behaviours (including feral screaming), which our daughter had not displayed in over 4 years. This regression not only affected our youngest daughter, but also her older sister (who is also traumatised).”

The charity Home for Good and Safe Families recently surveyed parents and carers to understand the impact of the recent changes to the fund. It found that the loss of therapeutic support is already affecting many families, particularly those without the means to pay privately, leading to increased inequality in access to services, with financial vulnerability closely linked to greater disruption.

In mid-July, one adoption support provider reported that only 50% of their families waiting for support had any funding from the ASGSF in place. That has raised serious concerns about the impact on children’s mental health, with the vast majority of parents and carers saying that they are “extremely” or “very concerned” that their children’s mental health will be negatively affected. For some children and families, long periods without support have caused extreme difficulties—declines in mental health, suicidal thoughts, self-harming, school absence and an escalation of violence in the home. These are children whose lives have been characterised by loss and separation, for whom trusting and consistent relationships are vital.

The cuts have meant that the Purple Elephant Project, which is now in the constituency of the hon. Member for Brentford and Isleworth (Ruth Cadbury), right on the border of mine, has reduced its yearly programme of support to just 26 weeks. Six months is a long time in a child’s life. For some children and young people, gaps in therapy greatly risk their willingness to engage in therapy in the future. The Government’s failure to communicate their planned changes has also led to providers reporting substantial financial losses, particularly small providers such as Purple Elephant, which is relying on crowdfunding and emergency funds to stay afloat. Some, including Purple Elephant, are already having to cut their staff, and they are concerned that some therapists will leave the profession altogether. We cannot afford that when we look at the scale of the mental health crisis not just among children in adoptive and kinship care, but more broadly across society.

The irony and the frustration is that the Government have sabotaged a tool that works. An evaluation of the fund in 2022 found that at the end of funded support, the mental health difficulties of school-age children improved, and there were also significant improvements in family functioning. Some 94% of parents say the fund is “absolutely vital” or “very important” to their family and is a need that could not be met elsewhere.

The ASGSF helps families to stay together and prevents family placement breakdown. It also helps children to stay and thrive in school. One adoptive parent I met in my constituency was very clear that her child would not have been able to stay in school without the supportive therapy provided by the ASGSF. As we have heard, there is anecdotal evidence of potential adopters being put off going through the process because of concerns about a lack of post-adoption support. We know that for every child adopted, £1.3 million-worth of value is created through improved outcomes from adoption, and there are the lower financial costs of adoption compared with care. The economic case is unquestionable.

The Government keep telling us—the Minister with responsibility for early years, the hon. Member for Portsmouth South (Stephen Morgan), just told us this in the main Chamber—that giving the children the best start in life is one of the Government’s biggest priorities. If they really mean that and want to break down barriers to opportunity, this Minister needs to understand the outrage and despair not just of Members here, but of families and carers up and down the country. The Government have sabotaged a supremely effective fund.

Aside from today’s announcement, there are rumours about the Department reforming the fund, and a paper has been released by Adoption England that proposes devolving funding to regional adoption agencies or local authorities as grants. A whole host of organisations are publicly opposed to those proposals and are concerned that the model will compromise fair and equitable access of funding for all children, regardless of where they live or the agency they have been adopted through.

Furthermore, regional adoption agencies are typically responsible only for adoption services. We are not sure what this would mean for special guardians or those who have child arrangement orders in place and how the funding would be split between kinship families and adoptive families. The Government desperately need to consult families and sector experts. I note that today’s written ministerial statement alludes to engagement—not before time, because people were not consulted or engaged with when the changes were made at Easter.

I believe, and I have told the Minister this privately and publicly, that she and her Department deeply care—as I and my hon. Friends do—about the lives of children and families. But I think that the failure so far in joined-up policymaking and engagement is actually being driven by the Treasury, not by her or her Department. If she needs help with the Treasury, which is desperate for savings, she has support here in all parts of the Chamber, and we will continue to bat for children up and down this country.

I reiterate the calls that my hon. Friend the Member for Mid Sussex made at the start of this debate. We need to see a permanent ringfenced fund restored to the previous full amount in terms of grants per child. That will mean extending and expanding the size of the fund. I have told the Minister this before: she can find the money in the £46.5 million budget that the Department had for advertising, consultancy and marketing costs in the past year. She should halve that budget and instead expand the ASGSF by 50% so that the fair access limits can be restored to what they were. There needs to be an end to the surprise annual announcements. As my hon. Friend the Member for Carshalton and Wallington (Bobby Dean) said, children are not adopted or taken into kinship care for one financial year. That is done for life, and with love, and this Government should honour that.

I hope that the Government will start to engage properly with the sector and families up and down the country. Like my hon. Friend the Member for Mid Sussex, I ask for a two-year moratorium on further changes so that the reforms are evidence-based. It is incumbent on all of us as corporate parents to ensure that our most vulnerable children are properly supported and given the best second chance in life, which many of these children are being offered. This is a tiny budget in the context of huge Government spending, but it has a massive impact on those precious and fragile lives. It is time to think again. It is time to do far better. It is time to put children, who are our country’s future, first.

Early Education and Childcare

Munira Wilson Excerpts

Thursday 4th September 2025 Commons Chamber

[Madam Deputy Speaker]

I call the Liberal Democrat spokesperson.

[Munira Wilson (Twickenham) (LD)]

High-quality early years education is the best possible investment we can make in our future. Whether we are serious about tackling the SEND crisis or the attainment gap, or are simply concerned to give every child the best start in life, proper investment in the early years is one of the strongest levers we have.

We all know that for far too long the previous Conservative Government neglected the early years sector, leaving a legacy of sky-high fees and childcare deserts in their wake, particularly in disadvantaged areas. We Liberal Democrats therefore welcome the Government’s announcement of more school-based nurseries, alongside the extension of funded childcare hours—but let us not forget the deep problems facing the private and voluntary sector. Without addressing the massive financial strain on those nurseries and childcare providers, we can never hope to deliver for families. Their survival is absolutely central to supporting families up and down the country to thrive.

The Government’s jobs tax, I am afraid, has only added fuel to the fire. The financial pressures of underfunded hours, the national insurance contributions rise, and inflation have left many providers on the brink. Indeed, some nurseries are already telling parents that they may be unable to sign the new contract due to financial pressures. Earlier this week, in a letter published by the Early Years Alliance, a survey of more than 800 providers found that 44% could not meet demand this September, while one in six has already cut funded places. That is coupled with a crisis in recruitment and training of staff in the sector; if the providers and the staff are not there, how can the Minister expect his expansion to deliver for parents up and down the country?

Will the Minister commit to urgently reviewing the funding rates, so that they reflect the real cost of delivering high-quality early education? At the same time, will he work with his colleagues in the Department for Business and Trade to ensure that we extend and fully fund parental rights so that families up and down the country have a real choice between whether they want to stay at home for a longer period in the early months, or go out to work full time?

[Stephen Morgan]

I thank the hon. Lady for welcoming our expansion of childcare. I note again that nine in 10 parents received one of their first choice childcare places. We are determined that our childcare expansion will deliver safe, quality care for children. I know that the whole House agrees that the safety and wellbeing of children is of paramount importance. That is why alongside this expansion, which will support hard-working families, we are increasing the frequency of Ofsted inspections and enhancing recruitment checks to prevent unsuitable individuals from working with children, alongside new whistleblowing requirements. The strengthened safeguarding requirements have been added to the statutory framework from this month, giving parents greater confidence that as we expand childcare access, it will be of high quality.

The hon. Lady makes a number of points about the challenges faced by the sector. The number of people working in the sector has increased by 18,000, and as I mentioned in my statement, there are now 5,800 new private providers delivering the entitlement. We will review funding distribution later in this academic year. I welcome the opportunity to continue to work with the hon. Lady on these issues, as we continue to increase access to high-quality education across our country. I look forward to meeting her in due course.

Oral Answers to Questions

Munira Wilson Excerpts

Monday 21st July 2025 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

May I join Ministers in thanking our school and college staff up and down the country for their dedication? I wish them happy and restorative summer holidays.

Children with special educational needs who started reception last year were over a year behind their peers, according to the Education Policy Institute. Staggeringly, those with an education, health and care plan were already over 20 months behind—the widest gap that the EPI has recorded since it started monitoring in 2013. Given the importance of the early years in narrowing the gap, it is crucial that we give every child the help that they need as soon as possible. Will the Minister confirm how much of the £760 million for SEND transformation announced in the spending review will go towards early identification and intervention?

[Stephen Morgan]

The Government are committed to ensuring excellence for everyone so that children have the support, skills and opportunities that they need, and that starts in early years. We are actively working with parents and experts on solutions, including more early intervention to prevent needs from escalating. Any changes we make will improve support for children and parents, stop parents having to fight for support, and protect current effective provision.

--- Later in debate ---

[Mr Speaker]

Order. Please, we have to try to get in as many Members as possible. I call the Liberal Democrat spokesperson.

[Munira Wilson (Twickenham) (LD)]

I echo the Secretary of State’s remarks about the tragedy in Minehead. My thoughts and prayers are with all those affected.

Every parent who puts a baby into childcare wants to know that they are safe. In the light of the crucial role that CCTV played in the harrowing case at Twickenham Green nursery in my constituency, which resulted in a nursery worker being convicted of 21 counts of child cruelty last month, and in the tragic case of Gigi Meehan in Cheadle, will the Secretary of State commit to issuing fresh guidance to nurseries on the use and regular monitoring of CCTV footage?

[The Parliamentary Under-Secretary of State for Education (Stephen Morgan)]

The hon. Member will know that I met the family of Genevieve Meehan recently. That was a tragic case. We need to make sure that we are doing everything we possibly can to protect children in nursery settings. That is why I am pleased that in the “best start in life” strategy, published just two weeks ago, we committed to have early years settings inspected within 18 months and, indeed, within four years. I have offered a meeting with the hon. Member, and I am very happy to discuss these issues further.

Giving Every Child the Best Start in Life

Munira Wilson Excerpts

Wednesday 16th July 2025 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

I welcome this opportunity to talk about giving every child the best start in life. I suspect there are not many people in this Chamber who would disagree that every child, no matter their background or needs, deserves the very best start in life. It is our duty as elected representatives and policymakers to ensure that parents and carers have access to the help and support they need to ensure that every child gets that best start in life.

The Best Start family hubs announced last week are very welcome and present a great opportunity for the Government to address the growing inequalities across our education system that were left behind by the previous Government. If resourced properly, the Best Start family hubs expansion could help to achieve many of the things that we on the Liberal Democrat Benches have been calling for, including: the early identification of special educational needs and disabilities; contact time with mental health practitioners; and access to nutritional advice. However, the Government’s ambitious aims must be matched with effective delivery. Children and families cannot afford for the Government to get this wrong, after many years under the Conservatives when early years provision really started to disintegrate.

The strategy states that

“high-quality early education and childcare boosts children’s life chances and enables parents to work”.

I warmly welcome plans to invest in training and qualifications to raise the skill levels of the early years workforce, but I am afraid that the Government’s rhetoric does not quite meet the reality on the ground. The funding promised by the Conservative Government for their 30 hours childcare proposals fell far short of what it actually costs to deliver that provision, and I am afraid that Labour’s current proposals are also insufficient for nurseries.

Labour’s ill-advised national insurance hike has not only hampered economic growth, but put hundreds of charitable and private nurseries at risk of collapse. Indeed, the Early Years Alliance reports that nearly one third of providers are at risk of permanent closure in the next year, and that four in 10 would reduce the number of funded places for three and four-year-olds. When coupled with damaging new guidance to local authorities on funding agreements, the Government risk expanding the childcare deserts left behind by the Conservative Government. What is the point of expanding early years entitlements for children if parents are not able to access them because providers are simply unable to fulfil them?

With the expansion of childcare provision, keeping our children safe is paramount. I welcome confirmation last week that the frequency of Ofsted inspections of early years settings will increase and that work is being done to develop an effective approach to group inspections. However, as the Minister knows from some of our conversations, if we are to prevent tragedies, such as the case of baby Gigi Meehan in Cheadle and the recent shocking case in my own constituency that last month saw a nursery worker convicted of 21 counts of child cruelty at Twickenham Green nursery, Ministers must go further and they must go faster.

The early years foundation framework urgently needs to be strengthened, and better guidance needs to be put in place for how we keep babies in particular safe in early years settings. That is particularly important as we see the expansion of childcare provision for the under-twos. I hope we will see clearer guidance on safe sleep practice, but also on the use of CCTV, which proved critical in the cases I cited, and on the regular review of that CCTV footage. The strategy points to a

“golden thread of evidence-informed practice”,

so I hope the Minister tell us whether she will work with health authorities and expert charities to co-ordinate national safe sleep standards for use in early years settings. We must ensure that that goes hand in hand with multi-agency safeguarding training.

Giving children the best start in the early years also means giving parents genuine choice on whether to spend more time at home or go back to work full time. I am immensely proud that it was the Liberal Democrats in Government who introduced shared parental leave—yet, years later, take-up remains far too low because of low rates of statutory maternity and paternity pay, and shared parental leave pay. I am aware that the Government have started their review into parental leave and pay, which I warmly welcome.

The Liberal Democrats have long called for statutory maternity and shared parental pay to be doubled to £350 a week, and for fathers to be entitled to a month of paternity leave, as well as a “use it or lose it” month of shared parental leave, because we know just how valuable the first months of a child’s life are and the importance of the involvement of both parents. I hope the Minister and his colleagues in the Department for Business and Trade will heed our calls. I also want to press him again on the strong economic and moral case for granting statutory paid leave for kinship carers, so many of whom are forced out of work when they take on caring responsibilities to provide a safe and stable home for children.

We must acknowledge that despite all efforts, some children simply will not get the best start in life due to unimaginable trauma, which can mean that the only safe course of action is to separate them from their birth parents. It therefore falls to us collectively as corporate parents to ensure those children get the very best second chance at life. Family hubs must be more than signposting services; they should offer trusted relationships and trauma-informed practice embedded within staff training and service design as part of the Government’s commitment to rebuilding trust with families.

Continuing on that theme, the adoption and special guardianship support fund, as many Members will know, provides funding for vital therapy to help the most vulnerable children to process their trauma. These sessions are not easy, with some children taking months to even step through the door, but it is vital that these children are given the space, time and support to relearn how to trust adults. Slashing the funding for each child from £5,000 to £3,000 means that many will stop their therapy sessions just as they get through the door and start to make progress. Not only is this incredibly frustrating for the adoptive parents and special guardians; it sadly compounds the child’s tragic belief that all adults do is let them down.

Both the Minister who opened the debate and the Minister for Children and Families, who is sitting next to him on the Front Bench, know that I am determined to see the full £5,000 grant funding restored for every eligible child. I press the Minister again to go to the Treasury and demand the additional funds to meet the growth in demand for those grants so that the next generation can believe that there are adults, and even Governments, worth trusting. I have pointed out previously that halving the Department’s advertising and consultancy budget would enable the ASGSF to grow by 50% from £50 million to £75 million to meet that additional demand.

Short of that, I urge the Minister not to leave parents, carers and children in limbo again by waiting until the last minute to announce whether the fund will continue next year. Instead, I hope that Ministers will commit to announcing the future of the fund by September, now that we have had the spending review, so that families and providers can plan and have certainty for the future.

Finally, parents and carers have for far too long been subjected to an adversarial special educational needs system where they have had to fight tooth and nail to secure their children’s right to learn. A good education helps children to discover who they are and what they are good at, but sadly far too many have been denied the help they need. As the Chair of the Education Committee has pointed out, the rumours that have been swirling have left many families up and down the country deeply concerned. We met a number of those families in Parliament yesterday, and I know that the inboxes of Members across the House have been filled with worried emails on this matter.

It is clear the system is broken and needs reform, but any change must have children at its heart, not a Treasury drive for savings by removing rights in a vacuum. I am glad to see that inclusive practice for children with SEND will be embedded in early years teaching; early identification is crucial in ensuring that children can get the help they need when they need it. However, it remains to be seen just what that help will be. The Government have failed continuously to communicate with those directly affected by their decisions, but they have the chance today to tell parents whether education, health and care plans will be removed from any child.

I reiterate what my right hon. Friend the Member for Kingston and Surbiton (Ed Davey) said to the Prime Minister last week, and what my right hon. Friend and I said in the letter we sent to the Education Secretary and the Prime Minister, in which we set out the Liberal Democrats’ five principles for SEND reform. We are very happy to work constructively with the Government on that reform, because we know that all these children—whether they have special needs and whatever their background—deserve the very best start in life.

--- Later in debate ---

[Gareth Snell]

My hon. Friend has made the point excellently. Although she and I will talk passionately about the experiences that we see in our own city, I am sure that in every city like ours across the country—including, I would wager, Bradford, Madam Deputy Speaker—there are good teachers who go above and beyond to support local communities, and schools that act more as hubs for social support, community involvement and neighbourhood engagement than simply as places for young people to be educated.

We are very fortunate in Stoke-on-Trent, because we already have some family hubs. I have two in my constituency. There is one at Bentilee, which does exceedingly good work, supported by Simon French and the Alpha Academies Trust, and Thrive at Five; multi-agency activity there is genuinely looking at the direct causes of the attainment issues and at what can be done practically to support families. We also have the hub at Thomas Boughey children’s centre.

The family hubs model is not particularly revolutionary, because it replicates what happened with Sure Start. My daughter is now 14, and her mother and I had to access the Sure Start system when she was born. There were things that, as new parents in our mid-20s, we simply did not know. My family and hers both lived far away, and our network of support was really quite small, so we naturally turned to our Sure Start centre, which was based up the road in the constituency of my hon. Friend the Member for Newcastle-under-Lyme (Adam Jogee), who is no longer in his place—I have denied him the opportunity for another intervention. We walked into the Sure Start centre, spoke to a lovely woman and explained our problems, which were about latching and trying to understand routines.

Unless people have someone who can sit them down and talk them through it, they do not really know what they are doing. As a new parent who did not really know what I was doing, my instinct was to think, “I’m probably doing it badly and wrong.” We went to the Sure Start centre, and it was lovely and welcoming. We sat down and had a conversation with somebody. We went through what we were worried about, and we were reassured that the anxiety we were experiencing as new, young parents was perfectly normal and in line with everybody else’s expectations and understanding. Somebody there was a lifeline for us, and we were signposted to a room down the corridor and told when we could pop by again and have another conversation with somebody who had a level of expertise and who could offer support.

The model that we are now rerunning in Stoke-on-Trent has benefits. Looking at some of the data coming out of Bentilee in particular, we can see that there are improvements in the attainment levels of children starting school who have been through the programme, who have interacted with some of the schemes and who have accessed the maintained school nursery at the same site. I know the Minister will be aware of the importance of maintained nursery schools—those teacher-led facilities that really get to the crux of the problem in some of the communities that are the hardest to deal with.

Alongside the family hub, I welcome all the work that the Government are doing in this area. There is a breakfast club at the Co-op Academy Grove school in Northwood. Mrs Carrigan and I were there one morning as it was starting, and I noticed not just that children were coming in to have a hot breakfast, which was reassuring and welcome, but that they were interacting and talking to each other. In fact, the staff told me that the most popular thing that the young boys do after they have their breakfast is to go and play with the playdough. They do not want to play electronic games; they want to build and model stuff. As a result, the staff are looking at setting up a science, technology, engineering and maths group, because they can see that that is where some of the young people want to go.

Mrs Carrigan told me that the children were also more settled; because they have come into school slightly earlier, have had their breakfast and taken off their coats, when the day starts they are ready to start learning from the moment the bell goes, which means those vital minutes in the morning are used for teaching, not for trying to calm down a class of 30 children who are a little bit all over the place. We cannot underestimate how much those minutes accrue over the course of a year and how much time can be brought back for education purposes.

Fundamentally, the challenges I face in Stoke-on-Trent, and that other Members have eloquently articulated in their own communities, stem from the fact that the attainment rate for the best start to life in places like Stoke-on-Trent is not as great as for children in other areas because of the poverty levels. Whether we call it furniture poverty, food poverty or child poverty—whatever we call it—it is poverty: young people growing up in households that simply do not have enough coming in to meet all their outgoings.

The best start in life is not only an educational issue. I appreciate that this debate is being led by the Department for Education because that is where the policy area sits, but if we want to give a child a good start in life, they need a safe, warm home that is not draughty; they need somewhere where they have the space to grow, develop and learn; and they need secure play areas where they feel comfortable to socialise and interact with their peers. They also need access to good-quality dentists, as the huge levels of tooth decay in Stoke mean that children are missing school; access to those vital health services is crucial.

Let me turn to the parenting aspect. Too many of my constituents tell me that they had a really bad experience at school, so they do not want to go back into school to get help, advice and support. For them, school was a moment of trauma—a time that they did not particularly enjoy—so being asked to go back to school, in some cases to see the same members of staff who taught them 20 years earlier, gives them the sense that they are being judged.

We need to think much more holistically and about what levers we can pull, through Government and local government, to see our aspiration of improved outcomes for young people. Education is one of those levers, but we also have to make sure that parents can access good-quality support for their own health and mental health, and good-quality jobs so that they can afford to have a good work-life balance and to spend time with their children. We need to have a think about the way in which we establish networks for young people so that, as well as the formal education setting, they can access necessary social activities, whether through formal organisations like the scouts or through sporting clubs. There has to be an opportunity for young people to socialise in the way that they are happiest to do.

Fundamentally—I know the Minister gets this because I have spoken to her about it—we have to think about the nuances for individual groups of young people, who need specific support. The hon. Member for Twickenham (Munira Wilson) rightly pointed out that the removal of the adoption and special guardianship support fund is a particular challenge for a small but high-need group of young people. I have made my views on that known to the Minister, and I hope that her Department will look at what more can be done to support children growing up in kinship care arrangements, like I did, because they face specific challenges. This is not necessarily a poverty-related issue, but it is about accessing support services that allow them to live a fruitful childhood.

Finally, on SEND, I am proud to be a governor of the Abbey Hill special school, which is in the constituency of my neighbour my hon. Friend the Member for Stoke-on-Trent South. One of the biggest challenges we face relates to EHCPs and how to give young people a particularly good chance in life. Under section I, parents can identify the particular school they want their child to go to. I agree with the Government’s plan on this; if we can keep children who have additional needs—whether that be SEND or social, emotional, and mental health requirements—in the mainstream setting with the right help and the right support, we should do so. That frees up places for the children who need that specialist, bespoke support in special schools, to a level that means everyone is in the right place.

We need to stop those mainly alternative providers, which are running huge profits, marketing their schools to children and families who are desperately in need of help and support, and saying to them, “Tell your local authority, under section I, that you want to go to this particular school”, because that means the money flows out. Hundreds of thousands of pounds are spent on alternative providers, normally outside of the area, and those providers get that money through marketing; they sell young people and their parents a dream of a particular type of education that they can access, regardless of the standard of that education.

[Munira Wilson]

I completely agree with the hon. Gentleman. We on the Liberal Democrat Benches tried to put forward an amendment to the Children’s Wellbeing and Schools Bill to extend the profit cap that the Government have proposed for children’s social care homes run by private equity firms to the special schools creaming off profits from our local authorities and denying vulnerable children the education they need. However, I am afraid that Labour Members voted against it, so will he join me in convincing Ministers to think again while the other place is considering the Bill?

[Gareth Snell]

I would not say that the hon. Lady’s intervention was helpful to me, but she has made her point. The Government have been quite clear that we must look at how some alternative provision and specialist independent providers are making huge profits off the back of some of the most desperate and vulnerable children in our society, and at how local authorities need the tools to tackle that. In a new programme opening in my own city, one of the trusts that runs one of the special schools is looking to do mainstream work with some of the other trusts’ schools, but that is about getting trusts to work together. I do not remember her amendment, but I have absolute faith in the ministerial team—[Interruption.] I am sorry, but I cannot honestly say that I read everything that the Liberal Democrats produce.

To move this forward slightly, I do know, and the hon. Lady will know, that the Government have been quite clear about the need to tackle the profiteering and price gouging happening in the sector. I am almost certain that the Minister will have a better answer for her than I can give her while I am speaking. That is obviously something we all agree on as a principle, and I am sure we can have a discussion another time about how we get there. However, in places such as Stoke, the higher needs budget is being blown because thousands of pounds are being taken by these glossy brochure schools that are making huge profits, and that does not give the young people in my city the best start in life. I think it gives them false hope.

Finally, I would say to the Minister that the best start in life is about the first 1,001 days. I am very proud to chair the APPG on literacy, and I am really glad that the Department for Education has announced the year of reading. The bond of reading to your child is so important. Early years literacy, which also helps with oracy, means young people can start school with a set of skills that will help them thrive throughout their education.

The other part of this that we need to think about is how we help parents who do not have a level of literacy necessary to start reading to their children. Again, all too often in my constituency I talk to parents who want to talk about literacy, but their confidence in their own literacy skills is such that they do not feel able to do that. It would be welcome if, as part of the National Year of Reading, the Department not only helped young people and children get more into reading and enjoying books—enjoying reading for pleasure, as opposed to having to read for work as most of us do—but ensured that parents were supported to improve their literacy in a way that allows them to interact with their children for longer as their own education progresses, I know that would be a huge benefit not just in my constituency but across the whole country.

Educational Attainment of Boys

Munira Wilson Excerpts

Thursday 10th July 2025 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

Can I start by warmly congratulating the hon. Member for Bishop Auckland (Sam Rushworth) on securing this incredibly important debate and on his powerful and insightful opening speech? It behoves all of us to spend more time on this topic, so I am grateful that he has made me look into it more than I had previously. It goes without saying that our education system should enable every child to flourish, no matter their gender, needs or background, but as we have heard all too clearly already, for too long cohorts of boys have failed to thrive in our education system in the way that they should, with a widening attainment gap between boys and girls, particularly among white working-class boys.

We have heard the statistics already, and I note that many of them come from the excellent report by the Centre for Social Justice, but they bear repetition because they are so shocking. Where 75% of girls are school-ready, only 60% of boys are. In GCSE exams boys achieve on average half a grade lower than girls across every subject, and at A-level girls outperform boys by an average of over a grade and a half across their best three subjects. Too many boys are quite clearly failing to reach their potential at school, and this is having severe and long-lasting consequences for our society and the economy.

Since the pandemic alone, the number of young men aged 16 to 24 who are not in education, employment or training has increased by a staggering 40%. According to the Higher Education Policy Institute, men with no qualifications are nearly twice as likely as women with no qualifications to be unemployed, and if they are employed, they are more likely to work in hazardous, menial or stagnant roles. That makes men less likely to look after their mental and physical health, leading to higher rates of substance abuse, smoking and alcohol consumption, lower life expectancy, and much higher rates of imprisonment and death by suicide.

It is hardly surprising that so many boys feel hopeless. Some 41% of teenagers report that they have been taught that young men are a problem for society. Tim Page, service co-ordinator at Catch22, said:

“There is no trust or hope in the future, a young man from a disadvantaged background has no clear path towards making a future for themselves, the only options for hundreds of boys and young men I have worked with are crime or benefits.”

I think that should make us all stop and reflect.

Education is obviously vital in tackling this tragic and disturbing trend, not just to enable pupils to achieve good grades and a decent salary, but to inspire our children so that they grow up to do good and important things as part of a thriving community and society. I agree with the hon. Member for Bishop Auckland; I think it probably is time for a gender-specific strategy looking at boys in particular, but as the Chair of the Select Committee, the hon. Member for Dulwich and West Norwood (Helen Hayes), pointed out, some of the wider systemic challenges facing our education system have a particular impact on boys. As the Government are considering a number of these issues, I think it would be worth looking at them through a gender-specific lens.

We need good teachers to stay in our boys’ lives and to guide and encourage them, whether on career options for the future or just as good role models, yet over the past 12 years more than 40,000 state school teachers left within one year of qualifying, and just 24% of the overall teaching workforce are male and 30% of primary schools have no male teacher at all. I was thinking about this last night, actually. Both my children are at primary school. One of them will leave in the next few weeks, and by far and away the teacher that she has talked about the most in her seven years there has been a male teacher. He has only been teaching her for a day a week in year 6, but all the kids love him and look up to him. I have never heard them speak about any other teacher in such a way. It is largely a female-dominated school, and it is wonderful to see such affection for a male teacher and such a role model for all the children, both girls and boys.

Many attribute the shortage of teachers—both male and female—to the conditions that teachers face and a lack of career progression. I believe that the presence of more male teachers would normalise learning as a suitable activity for men and boys and may especially help children who do not have positive male role models at home. However, as the Minister knows, schools are facing the impossible task of trying to find more money in their already squeezed budgets to cover underfunded national insurance increases and teacher pay rises. While the Government have promised to recruit 6,500 more teachers, I have yet to see how they will be able to achieve that.

Some of the hopelessness that many boys are experiencing also stems from inadequate mental health support. We know that boys are twice as likely as girls to be excluded from school. Sadly, exclusion and criminal activity are too often intimately related. Those who are excluded multiple times from school are more likely to have a younger age of first conviction.

Mental health researchers have noted that boys in emotional mental distress tend to use coping strategies that externalise into violence and destruction, while girls are more likely to internalise into self-harm and depression. We Liberal Democrats have long called for a dedicated qualified mental health practitioner to be placed in every primary and secondary school to help tackle mental health and behavioural concerns early. While I am glad that the Government are continuing to roll out mental health support teams in schools, I fear that those teams are really overstretched, because they are often shared between several primary and secondary schools, with perhaps half a day or a day a week of mental health practitioner time in each, meaning that children do not have consistent access five days a week to a trusted person to support them with their mental health. I hope the Minister will say something about how the roll-out can be sped up and those teams grown so that there is more coverage for each of our schools.

Of course, there is a big overlap between mental health provision and special educational needs and disability provision. Boys make up over 60% of those receiving special educational needs support and over 70% of those on education, health and care plans. Those receiving SEND support are more than twice as likely to be excluded as the average boy, and more than five times as likely to be excluded as the average girl. Too many children are being forced out of school due to a failure to provide the required support for them to learn.

I have heard time and again from parents and kinship carers who feel that they have been let down by the SEND system in this country and that they are having to try to educate their children with no support. That has very much driven up the number of children being home-schooled, so I hope the Minister will use this opportunity to assure parents and carers of children with SEND across the country that their rights will not be rolled back when the Government look to reform our broken SEND system. Families must be at the heart of these changes, so that all children can access the support they deserve. I urge the Minister to look at the five principles for SEND reform that the Liberal Democrats published yesterday.

Finally, seriously tackling the feeling of hopelessness among young boys means looking at the online world. We have seen from research that algorithms are feeding increasingly violent and misogynistic content towards boys. With 60% of children aged eight to 10 having a social media account, it is wrong that companies can profit from addictive and harmful algorithms. We need to start taking a health approach to online safety, with tighter regulation of the tech giants and by empowering and educating young people and the adults who care for them about the online world. Crucially, we need to provide alternative spaces and activities for young people, so that they are not always glued to a screen when they have spare time.

The Liberal Democrats want the digital age of consent raised, to end addictive algorithms and to stop companies trading on our children’s attention. I very much hope that the Government will not kowtow to Donald Trump and remove the digital services tax, but instead treble it, so that that money can be invested in improving our children’s wellbeing and mental health. I once again thank the hon. Member for Bishop Auckland for securing this important debate, and I look forward to hearing what the Minister has to say.

[Madam Deputy Speaker (Judith Cummins)]

I call the shadow Minister.

Department for Education

Munira Wilson Excerpts

Tuesday 24th June 2025 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

I congratulate the Chair of the Education Committee, the hon. Member for Dulwich and West Norwood (Helen Hayes), on securing this important debate on the Department’s estimate. Given the constraints you just mentioned, Mr Deputy Speaker, and how the Department’s remit is huge, I want to touch on a couple of areas: day-to-day school budgets and funding to support some of our most vulnerable children. I also hope that the Minister might answer some questions on the recent free school meal announcement.

It is fair to say that since the Labour Government swept to victory a year ago there has been a huge amount of rhetoric about the opportunity mission and putting children at the heart of policymaking, but the reality on the ground feels a little different. Despite what the Government would have us believe, school budgets across the country are at best frozen and at worst falling into deficit. Years of Conservative mismanagement and underfunding from 2015 onwards—[Interruption.] Conservative Members chunter, but the figures are there. We all know that from 2015 onwards, their mismanagement—[Interruption.]

[Mr Deputy Speaker]

Order.

[Munira Wilson]

The Conservatives’ decisions cast a long shadow over our schools and colleges. Although the Government trumpeted £4.7 billion for schools in the spending review, they failed to mention that school budgets will see an increase in real terms of only 0.4% over the spending review period. When I speak to school leaders, as I do regularly, they still express the same level of despair as I heard during the last Parliament, when the Conservatives barely mentioned children or schools.

School leaders are tearing their hair out trying to balance the books while shouldering the double blow of an underfunded rise in employers’ national insurance and underfunded teacher pay rises. One school in my constituency has shared its budget figures with me in detail to show what is really happening. It has about a quarter of a million pounds of salary pressures as a result of the NI and pay rises, yet only an additional £30,000 to fund that hole. The result is that the most vulnerable children will suffer, with learning support assistance and inclusion staff most likely to go to protect teaching staff, who are obviously essential. Although prudence in previous years means that reserves can be drawn on and future capital projects cancelled to keep the lights on this year, the school is looking down the barrel of redundancies in 2026-27. Having seen figures from other schools’ budgets, I know that its situation is not unique.

Following the spending review, the IFS said that schools would need to make efficiencies to the tune of £300 million to £400 million to afford the underfunded teacher pay rises and NI increases. When schools are facing ever-increasing pressures—special educational needs demand, student attendance challenges, behavioural issues and much more—it is ridiculous for the Government to ask them to find efficiencies.

I know that school staff are already straining every sinew to find every penny possible, down to banning things like colour photocopying. It was frankly insulting, therefore, when the written ministerial statement came out just before the May recess, which lectured them on taking responsibility

“to ensure that their funding is spent as efficiently as possible”,—[Official Report, 22 May 2025; Vol. 767, c. 48WS.]

as if they do not already do that. Those so-called efficiencies are actually cuts, whether to staff, extracurricular activities, school trips or mental health support. To quote one headteacher from my constituency:

“every year you think you’re going to go into bankruptcy”.

I am not sure that was what the Government meant by their opportunity mission. After the Minister accused me last month of imagining these problems, I hope she will confirm to the House how she expects schools to cough up the extra money for the teacher pay deal and national insurance. If not, will she go into bat with the Treasury for more?

I want to touch briefly on an issue that a number of my hon. Friends have spoken about: the cuts in grants to the adoption and special guardianship support fund, which are measures that will hurt our most vulnerable children. We know that the fund provides therapy for children who, in many cases, have been through deep trauma and who, without significant therapeutic intervention, will struggle to have a fulfilling childhood and life ahead of them. After the fund expired, Ministers were dragged to this place to confirm that it would continue, but they then snuck out announcements over the Easter recess of 40% cuts to the grants.

I know that the Minister will come back and say that, at £50 million, the size of the pot remains the same, but that is simply not the point. If £3,000—that is what the grants have been cut to—cannot fund the therapy a child needs, it might as well be zero. Just speak to the professionals and the unsung heroes who have stepped up as adopters and kinship carers, who are dealing with the consequences of the trauma every day. They feel deeply let down by this Government.

We are not dealing with massive figures here. Indeed, when we look at the billions in the departmental estimates, we are talking about small packages that will make a huge amount of difference, and not just to individual children but to the taxpayer in future, with money saved further down the track. It is not only immoral; it is short-sighted. Halving the Department’s spend on consultancy and advertising would allow Ministers to reinstate grants to previous levels by boosting the fund from £50 million to £75 million. As we debate these estimates, I once again call on the Minister to reverse those cuts. Also, now that the spending review is complete, I call on her to announce the ASGSF settlement for 2026-27 very soon, and by October at the latest, so that families and service providers can plan.

I want to touch briefly on the welcome recent announcement to expand free school meals—a policy for which the Liberal Democrats have been calling and campaigning for many years, and for which we have campaigned alongside many others to ensure it was adopted. Even though it is a welcome announcement, there are a number of questions that need to be addressed. How many children are estimated to be losing out on free school meals as a result of the end of transitional protections? There has been some suggestion from some quarters that children currently in receipt of free school meals will now lose access to pupil premium funding, as well as home-to-school transport. Will the Minister clarify on the record to this House what the position is? We are also still in the dark as to where exactly the money for the free school meal expansion is coming from.

In conclusion, while spinners in the Department for Education have made a good fist of ensuring that the headlines proclaimed that the Department was a victor in the spending review battle, there are still a number of crucial issues hidden beneath the top line. Our schools and our most vulnerable young people have been left struggling. The devil is in the detail. I therefore hope that the Minister can persuade us otherwise and convince us that she really believes in extending opportunity to every child and young person in this country.

--- Later in debate ---

[Catherine McKinnell]

My hon. Friend makes a really important point, and I was about to respond to a question that she raised in her very good contribution to this debate. We will set out the details of our approach to SEND reform in a schools White Paper, which we intend to publish in the autumn.

We recognise that we need to support mainstream schools in providing much greater inclusion for children with SEND. We need to commence a phased transition process, which will include working with local authorities to manage their SEND system, including deficits. There will also be an extension to the dedicated schools grant statutory override until the end of 2027-28—an issue that many Members have raised on behalf of their local authorities. We will provide more details by the end of the year, including a plan for supporting local authorities with both historical and accruing deficits.

I turn to teacher training. I was very sorry to hear about the experience of the hon. Member for Yeovil (Adam Dance). He is incredibly brave, and it is important that he has shared that. To respond to his question, high-quality teaching is central to ensuring that all pupils are given the best possible opportunities to achieve. To support all teachers, the Department is implementing a range of teacher training reforms that will ensure that teachers have the skills to help all pupils to succeed.

We are determined to make sure that every family is a stable, loving home, and that no child grows up in poverty, lacks food or warmth or is denied success due to their background. We are determined to turn things around, tackle child poverty and spread growth and opportunity to every family in every corner of the country. The Labour Government have announced that we are extending free school meals to all children from households in receipt of universal credit from September 2026. That will lift 100,000 children across England out of poverty and put £500 back in families’ pockets. We are supporting parents through that decisive action, which will improve lives—and that is before the child poverty strategy comes out later this year. Providing over half a million children from disadvantaged backgrounds with a free, nutritious lunch time meal, every school day, will also lead to higher attainment, improved behaviour and better outcomes, which means that children will get the best possible education and chance to succeed in work and life.

We will provide more detail in due course, but decisions such as expanding free school meals do not happen by accident, nor are they simply the outcome of hard work by campaigners outside this place. They are decisions about who we put first in our national life, and who has the first call on our country’s resources. Our Government put children first. Expanding free school meal eligibility is a choice made by this Government, who are determined to secure a brighter tomorrow for our children and ensure excellence everywhere, for all our young people. This Government know that delivering the most equal society—something that we Government Members are determined to make real—is a choice, not something achieved by chance.

On the points hon. Members raised about children’s social care, we are putting children first. This Government are committed to delivering children’s social care reform, to break the cycle of late intervention, and to help more children and families thrive and stay safely together. For 2025-26, the Department has allocated £380 million to deliver children’s social care reform, including £44 million of new investment to support children in kinship and foster care, as announced at the autumn Budget.

Because this Government are determined to ensure that all children have the best start in life, by 2028 we aim for 75% of children to reach a good level of development by the end of reception, which means that approximately 45,000 more children each year will start school ready to learn, thrive and succeed. That is ambitious. No progress has been made on this measure in many years. We are creating 6,000 nursery places in schools across the country through the first wave of 300 school-based nurseries; that is backed by £37 million.

[Munira Wilson]

The Minister talked about the Government making choices to prioritise children, and about keeping families together. How will the cuts to grants for therapies for some of the most vulnerable, traumatised children in our society help families stay together? Those children manifest the most challenging behaviours, which result in adoption placement breakdown, and that means worse outcomes for those families. How is that putting children first?

[Catherine McKinnell]

The changes that we have made to the fair access limits will ensure that more children have access to the fund, because year-on-year demands have increased. When we brought forward the legislation, which was the biggest overhaul in children’s social care in a generation, the opposition parties voted against it. We are determined to improve the life chances of children, to broaden access, and to ensure support for those that need it, despite our tough fiscal inheritance.

To return to childcare, at the spending review, we announced almost £370 million of further funding to create tens of thousands of places in new and expanded school-based nurseries. Despite the tough decisions we made to get our public finances back on track, we are continuing to invest in early years, and are supporting the delivery of entitlements. We will create a reception-year experience that sets children up for success, and are working with sector leaders to drive high-quality reception practice. We are increasing access to evidence-based programmes teaching early literacy and numeracy skills. We are delivering the largest ever uplift of 45% in the early years pupil premium to better support disadvantaged children at the earliest point in their school lives.

Unfortunately, having taken a couple of interventions, I have gone over my time. To summarise, we have inherited a challenging set of circumstances, but we are determined to change the life chances of children in this country. My final words are of appreciation for everyone working in our education system to support our children and young people. Our shared goal has to be providing the highest-quality outcomes for every child. The Government are investing in education, and we remain committed to renewing the entire system to make our ambitions a reality. We are putting our promises into action, and we are determined to change the lives of children across the country.

Social Mobility: Careers Education

Munira Wilson Excerpts

Thursday 19th June 2025 Westminster Hall

[Munira Wilson (Twickenham) (LD)]

It is a pleasure to serve under your chairmanship, Ms Lewell. I congratulate the hon. Member for Wrexham (Andrew Ranger) on securing this important debate.

There is general consensus in the Chamber that every young person, no matter their background or needs, should have the opportunity to fulfil their potential. They should be able to get the information and advice that they need to pursue a variety of career options for the many jobs and careers of the future. The options are growing by the day, and many of us do not even know about them yet. We know, however, that 12.5% of all 16 to 24-year-olds are not in employment, education or training, and that 37% of gen Z feel they will be financially worse off by the time they reach their parents’ age—a sobering statistic.

We know, as we have heard clearly today, that many people from the most disadvantaged backgrounds cannot rely on the parental networks, role models, advice and guidance that so many of us—including many of my constituents—are able to benefit from. It is important for the Government and us, as parliamentarians and policymakers, to find ways of trying to even out those inequalities. That is challenging, but there are steps we can take to address them.

As things stand, careers information, guidance and advice often comes too late in a young person’s academic career, and when it does, it can be quite generic and inconsistent. It is not even a compulsory element of all schools’ curricula. When it comes to thinking about higher education post school, students from more affluent backgrounds are 1.4 times more likely to think about higher education at primary school, say, than their disadvantaged peers. UCAS notes:

“Disadvantaged students are more likely to consider higher education later, which can limit their choices, especially for more selective subjects and higher tariff providers.”

The problem is not limited to just those who want to go to university. The Social Market Foundation reported in 2022 that support for students pursuing vocational options was weaker than for those pursuing academic options, with university often presented as the “default option”. One child told SMF that it was not until they got to year 12 that they realised there were other options besides university, with another saying that, “Help isn’t given to you,” if people do not want to go to university. It is high time that we level the playing field and put forward the full range of options—whether that is apprenticeships or other vocational training—on a par with going to university. How can we excite our children and young people about the wide variety of futures that could lie before them if they do not feel they have the options?

When high-quality and effective careers guidance is offered, the benefits to young people are immediately tangible. Students in schools that meet all eight Gatsby benchmarks for careers guidance are 8% less likely to not be in education, employment or training, and that figure increases to 20% for students from disadvantaged backgrounds. We know that schools and organisations that engage with local employers and businesses also score well on the Gatsby benchmarks.

That is where I would like to pay tribute to the south London careers hub, which works across five boroughs of south London, including my own. It works with 80 business volunteers and has provided meaningful experience in the world of work for students in 95 schools across those five boroughs. It has held themed events focused on certain sectors of the economy, such as the green economy. I opened an event for the hub in my constituency a couple of years ago that focused on entrepreneurship and showed young people how they could create their own work and business opportunities in the future. Critically—to speak to some of the points already made—it also focuses on SEND provision, because we often overlook those with particular needs.

At the other end of the country, I visited South Durham university technical college a couple of years ago. UTCs are different from mainstream schools and colleges because they focus on vocational skills. I was blown away by the partnership that that UTC—I know this is also true for other UTCs across the country—has developed with local major employers to provide meaningful experiences for the young people it is working with. For example, its careers guidance people accompany young people to meetings and events with employers. Clearly, schools do not have the capacity and resources to do that kind of intensive careers guidance, but there is a lot for mainstream schools to learn from UTCs.

I have several asks of the Minister. As the Government are looking at the curriculum and assessment review, will they ensure that high-quality, age-appropriate careers education, starting from primary school, is part of the curriculum? Will they look at including financial literacy, as recommended by the Education Committee?

The hon. Member for Wrexham talked about soft skills; I would not call such skills—communication, teamwork and so on—soft; they are life skills that are critical to success in the world of work. They are key to securing a job, being able to navigate interviews and networking, and then holding down a job in the workplace.

Have the Government considered expanding the National Careers Service to ensure more face-to-face time for careers guidance for adults, particularly now that we know that so many people will be changing careers and going into new and emerging sectors of the economy? What plans do the Government have to strengthen the professional careers guidance workforce, as well as to ensure that our main teacher workforce is recruited from a diverse range of backgrounds, to share those experiences with children and young people?

I will end with the elephant in the room: none of this will be possible until we fix school funding. I know from talking to headteachers across the country, including those in my constituency just yesterday, that school budgets are absolutely at breaking point. With neither the rise in employers’ national insurance nor the teachers’ pay rise being fully reimbursed, they are having to make all sorts of cuts, and some of them are planning teacher redundancies. Careers education will be one of the first areas that they look to cut, because they do not want to compromise on teaching the core subjects that they have to get children through.

I therefore ask the Minister, when she responds, to address some of those questions. How will she fund schools so that they can provide the careers education and guidance that our children absolutely need and deserve?

Free School Meals

Munira Wilson Excerpts

Thursday 5th June 2025 Commons Chamber

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Liberal Democrat spokesperson.

[Munira Wilson (Twickenham) (LD)]

I, too, thank the Minister for advance sight of the statement.

I warmly welcome this announcement, which will make such a difference to the lives of children up and down the country. We know the impact that free school meals can have. A hot, healthy meal in the middle of the day helps children to learn, concentrate and thrive. Making sure a child does not go hungry in school can truly change their life. That is why Liberal Democrats have for so long championed free school meals. That is why we have long called on successive Governments to take this step. That is why this policy was in our election manifesto last year. I am delighted that, even though it was not in Labour’s manifesto, they are taking our idea today. The Liberal Democrats introduced universal infant free school meals when we were in government, and we are today sharing in the joy of the tireless campaigners and struggling families for whom this announcement is such as victory. For far too long, far too many children in this country have gone hungry through the school day. The previous Conservative Government ignored the advice of their own food tsar, Henry Dimbleby, and even Michael Gove, to leave children in poverty without the meals they deserve and need.

This announcement can only be the start. We need to see the policy fully funded and properly implemented. We need to see auto-enrolment, as the Chair of the Select Committee said, so that every child receives the meals they are entitled to, because thousands of eligible children currently miss out. Now we know that the Government are finally looking to the Liberal Democrats for policy ideas on tackling the cost of learning, may I urge them to look again at capping the cost of branded uniform items, not the number of branded uniform items? Lastly, if the Government are serious about tackling the scourge of child poverty, will they finally scrap the two-child benefit cap?

[Stephen Morgan]

I thank the hon. Member for welcoming so positively the announcement today. She has been, like so many others in her party, a real champion on these matters. She has made clear in this place how important the policy will be to children’s wellbeing, attainment and attendance, and I of course wholeheartedly agree with her. I note her call for auto-enrolment. She made those points at various intervals during the Committee stage of the Children’s Wellbeing and Schools Bill, and I look forward to working with her to hear her views going forward. We will, of course, continue to improve ways of registering children for free school meals, as I set out earlier, and today’s announcement makes that easier for families and schools. I also pay tribute to school food campaigners, who I meet on a regular basis, for helping to get us to today’s announcement. I look forward to continuing to work with the hon. Lady through the passage of the Children’s Wellbeing and Schools Bill, and to work constructively to improve the life chances of children and young people across our country.

School Teachers’ Review Body: Recommendations

Munira Wilson Excerpts

Thursday 22nd May 2025 Commons Chamber

[Mr Speaker]

I call the Liberal Democrat spokesperson.

[Munira Wilson (Twickenham) (LD)]

Each and every week, I hear from teachers and school leaders in my constituency and across the country. In my time in this place, never has their outlook been as gloomy as it is right now. After years of underfunding and neglect from the Conservatives, schools now face a double blow of underfunded national insurance increases and unfunded teacher pay rises, if the reports are to be believed. Together, these represent massive cuts to school budgets. Frankly, schools expected better from Labour.

School governors in my constituency recently told me that they are all setting deficit budgets, which one described as “beyond imagining”. That is why teachers are so desperately worried. Parents are, too, because ultimately it is our children who will suffer—and the most vulnerable, at that. The Government’s claim that schools can find the money through efficiencies simply does not stack up; budgets are already cut to the bone, with schools relying on parents to buy them the basics, such as glue sticks, through Amazon wish lists. They are already cutting back subjects, cancelling trips and cutting back on teaching assistants—meaning that children with special educational needs and disabilities will suffer the most—and now they are planning redundancies. Budget decisions for next year are already being made. We need urgent clarity about whether the pay rise will be funded, so will the Minister tell schools across the country where exactly they are expected to find this money?

[Catherine McKinnell]

There was an awful lot of imagining in the hon. Lady’s question, and understandably so—less understandable, though, in relation to some of her comments. The statement is due today, and the hon. Lady will have to await it, as will all Members of this House and those who are keenly looking at their schools’ budgets to ensure they can provide the best education possible. I know that is what schools are rightly focused on doing, and we are focused on supporting them to do that.

I gently remind Opposition Members that this is the earliest STRB announcement in a decade, because we recognise how important budgeting is for schools and how important it is that they have this information in a timely way. That was not respected under the previous Government. We want to provider this information in good time and give notice as early as possible, so that schools can plan the excellent outcomes for children that I know they are striving for. We will also support them to use their funding as efficiently as possible. The Department has worked on a whole suite of productivity initiatives, as well as support for schools to manage energy costs and banking costs and to minimise any expenditure that is not on the frontline, supporting children. That is what we will continue to do.