Qualifications Reform Review

Peter Swallow Excerpts

Thursday 12th December 2024 Commons Chamber

[Janet Daby]

I thank the hon. Member for the many points she made and for acknowledging the Government’s pragmatic response. It was recognised that the previous Government were not focused on social care and childcare, so we needed to relook at those areas and ensure that level 3 and level 2 placements were available. She will be aware that we are conducting the curriculum and assessment review, and the qualifications reform will be connected to the wider review, which will be published next year. There are various other ways that qualifications reform is being monitored in terms of the national audit. We are reviewing the process on an ongoing basis. As well as seeing where the uptake is from students—this is where Skills England will come into play—we are looking at ensuring that organisations and employers are involved in the types of training and courses available for young people, so the connection is very much there. We will follow through with more detail in due course.

[Peter Swallow (Bracknell) (Lab)]

The certainty that the statement provides will be an early Christmas present for the further education sector. Last month, I visited Bracknell and Wokingham college, a fantastic FE provider in my constituency where students learn everything from green construction to nursing, electric car maintenance to career guidance, which shows the breadth of opportunities available through the FE sector. Incidentally, those are all skills that will underpin the Government’s missions. The FE sector is vital not only in breaking down barriers to opportunity but as a vehicle for growth, providing the green skills that are necessary to our economy and to support those missions. What more support can the Government put in place for the FE sector, in particular around the difficult issue of pay settlements for FE teachers?

[Janet Daby]

I thank my hon. Friend for highlighting the many important contributions of the FE sector. Pay is not currently set by the pay review bodies, including for FE, and the Government do not set recommended pay in further education. With that said, my noble Friend the Minister has full knowledge of the needs and crucial role of the FE college sector.

Home-to-School Transport: Children with SEND

Peter Swallow Excerpts

Tuesday 3rd December 2024 Westminster Hall

[Jen Craft]

My hon. Friend makes a good point. The long-term goal must be better inclusion for disabled children in mainstream education—I would have loved to send my child to the outstanding school up the road, but it did not really want us. This is not a choice that parents want to make, and inclusion is the ultimate, long-term solution. However, disabled children should not be penalised for the financial burdens under which councils find themselves.

The transport arrangements that are provided are often unsuitable, such as a bus pass for a vulnerable young person. Parents are asked to make financial contributions or are provided with travel allowances that barely cover the costs. It is hard to overstate the impact that the yearly lottery for school transport can have on disabled children. It disrupts their education, places stress and anxiety on them and their families, reduces their independence, and asks their parents to carry financial costs.

I heard from one mother whose 18-year-old daughter attends a school offering specialist provision. This year, just 24 hours before her daughter was due to start her college course, she was told she would be charged a contribution for her daughter’s transport to school. She spoke of the anxiety inflicted on her daughter through days of uncertainty. Despite that stressful experience, that mother considers herself among the lucky ones. Her vulnerable daughter can continue to get to school safely every day, when others who are asked to contribute to transport costs may not.

[Peter Swallow (Bracknell) (Lab)]

I congratulate my hon. Friend on securing this debate. Does she agree that in too many cases the SEND families most in need of support find they are not given it? For many families, it is therefore a question of whether they can afford to support their children. In this country, in 2024, we must end that barrier to opportunity.

[Jen Craft]

My hon. Friend makes an excellent point. It is unacceptable that disabled families are faced with choices about their children’s education that parents of children who are not disabled are not.

During the election campaign, I spoke to another woman, Julia, and had the pleasure of meeting her 18-year-old son Oscar, who has cerebral palsy, which affects his right side, and epilepsy. For 10 years, he had received free home-to-school transport, but now his parents have to make the case every year for why he should continue to receive that support to reach his sixth form. Thanks to the new costs, his mum has had to withdraw Oscar from one of his sessions at his weekend care provision, because she cannot afford both. Despite the new charges, there is still no guarantee that their application will be approved. She said that life is hard enough without this discrimination and pressure.

Another mother, in Thurrock, told me about her ongoing fight to secure transport for her daughter. Twice her daughter was refused passenger transport to the education setting she attended and twice the family successfully appealed. That mother said:

“As parents to children with SEND we have to fight for every single step, for their existence. Fighting for what is right, what our children are entitled to.”

This is the reality for thousands of families across the country. This disruption at such a vital point in education can be devastating, with serious impacts on a young person’s mental health and development. Let us be clear: this places a financial barrier to education in the way of disabled children and their families that other families simply do not have to face.

Kinship Carers

Peter Swallow Excerpts

Wednesday 13th November 2024 Westminster Hall

[Alistair Strathern]

Absolutely. The new kinship care ambassador and the guidance for local authorities that was brought out earlier this year will be important in delivering that, as will making sure that local authorities are held to account for delivering the local offer for kinship carers. This is an incredibly important issue, and whether a kinship carer and a young person get the support they need cannot be left to the luck of a postcode.

[Peter Swallow (Bracknell) (Lab)]

Will my hon. Friend give way?

--- Later in debate ---

[Alistair Strathern]

I will give way to both my hon. Friends, then I will have to make some progress.

[Peter Swallow]

I congratulate my hon. Friend on securing the debate. He makes a really important point about ending the postcode lottery. Does he agree that that extends to businesses and employers being more flexible when it comes to granting leave to kinship carers? Kinship carers often take on the responsibility at a moment of great crisis. It can be a really difficult moment, and we need to do more to ensure that they are supported to take the time off from work that they need to look after those in their care.

[Alistair Strathern]

I completely agree with my hon. Friend, who, with typically great foresight, has alluded to one of the points I hope to touch on later in my speech.

Universities: Freedom of Speech

Peter Swallow Excerpts

Thursday 10th October 2024 Commons Chamber

[Catherine McKinnell]

I thank the hon. Gentleman for his contribution. He is absolutely right. I will make that commitment, which I will pass on to the Minister for Skills and to the Secretary of State.

[Peter Swallow (Bracknell) (Lab)]

Before I was elected to this place, I was a university lecturer and a teacher. I worked hard—as did my colleagues—to ensure that in my lecture hall all views could be expressed, interrogated and debated, even those that I profoundly disagreed with. Does the Minister agree that when Opposition Members make unsubstantiated claims that students who express Tory views are marked down, it undermines—[Interruption.]

[Mr Speaker]

Order. I think that the hon. Members for West Suffolk (Nick Timothy) and for Broadland and Fakenham (Jerome Mayhew) are both trying to catch my eye. I assure you that that is not the way to do it.

[Peter Swallow]

Does the Minister agree that when Opposition Members make unsubstantiated claims that Tory students are being marked down, it undermines the brilliant hard work that our lecturers do to support their students?

[Catherine McKinnell]

My hon. Friend makes an important point. The Government will uphold freedom of speech and academic freedom on our university campuses. Robust debate and challenge to views helps students to grow in an education setting; creating culture wars does not. That is why we will work with academics, students, campaigners and all those with an interest in upholding freedom of speech in our higher education system to get this right.

SEND Provision

Peter Swallow Excerpts

Thursday 5th September 2024 Westminster Hall

[Peter Swallow (Bracknell) (Lab)]

On Saturday, I joined a group of SEND families in Bracknell to hear their experiences of operating within a broken system. The stories I heard from them, and those I have heard on the doorstep and from Members here today, are heartbreaking. Children are stuck on assessment waiting lists for months longer than they should be. Parents have to juggle work around caring for kids who are off school or find themselves repeatedly excluded because their needs are not being met, and are then left struggling to pay the bills.

There is inadequate provision in mainstream education, and there are far too few state-maintained special schools to meet the demand. As the previous Conservative Education Secretary admitted, the system is “lose, lose, lose”; it is desperately in need of reform.

[Sam Carling (North West Cambridgeshire) (Lab)]

Does my hon. Friend agree that one of the very serious consequences of the issues he is outlining is the problem of non-elective home education, where parents feel forced to take their children out of school entirely and feel they have no option other than to educate them at home? Does he, like me, welcome the measures in the proposed children’s wellbeing Bill that will require local authorities to set up and maintain registers of children not in school so that we get a better sense of the problem?

[Peter Swallow]

Absolutely. I was proud to highlight in my maiden speech the issue of ghost children, who are missing out on education and too often fall off the radar. That is a really important part of the puzzle.

The Government have rightly placed education at the heart of their programme for change and have a national mission to break down the barriers to opportunity for all children. Nobody needs that more than our SEND kids, who face significant barriers to inclusion. This is a question of social mobility. How can we ensure that, no matter a child’s needs or background, they thrive in school and into their adult life?

I could focus on many areas where improvement is desperately needed, but one issue that is raised time and again by the families I have spoken to in Bracknell—it has been raised by Members here today, including the hon. Member for Gosport (Dame Caroline Dinenage) and my hon. Friend the Member for Washington and Gateshead South (Mrs Hodgson), and I experienced it in my previous career in education—is the lack of adequate training about SEND in schools, both in initial teacher training and as part of a teacher’s continuing professional development. That is why I was proud to stand on a Labour manifesto that committed to introducing a new teacher training entitlement to give teachers the time they need to learn skills that will help them better support SEND kids. When I was a teacher, time was always the most precious resource. I would like to see the pledge include more targeted support for SENCOs and input from SEND families at all stages.

Let me be clear: there are many more areas where this broken system is in great need of reform, and we have heard many fantastic contributions to that effect today, but if we ensured that more SEND kids were supported within the mainstream system—if they were able to attend school and were not shut out of education—we would reduce the pressure on heavily oversubscribed special schools and would be one step closer to fixing the SEND system and breaking down the barriers for all children.

Ofsted

Peter Swallow Excerpts

Tuesday 3rd September 2024 Commons Chamber

[Catherine McKinnell]

The hon. Gentleman makes a characteristically thoughtful point, and I do not disagree with anything that he said. In fact, the report card system should give a much more holistic picture of school life. A parent knows their child, and they know the sort of school environment that will suit them. A report card system will enable the highlighting of areas where a school may be doing particularly well, and the areas where it may need to strive to improve. That will be useful for parents. It will also be useful for schools to know where they can improve, and it will be useful in driving high and rising standards for every child. We are absolutely determined to deliver that, and we see this as a key part of ensuring that that happens.

[Peter Swallow (Bracknell) (Lab)]

If I were to pick a single word to describe Ofsted’s grading system, it would be “inadequate”, so I welcome the Government’s commitment to reviewing Ofsted’s review system, and particularly to reviewing its focus on special educational needs. Will the Minister engage with families with special educational needs when developing the new school report card system?

[Catherine McKinnell]

Ensuring that we meet the needs of children with special educational needs and their families is a key priority for the Government. We recognise that the system is broken and that there are too many families and too many children not getting the education that they deserve. We see this as part of the process of resetting that relationship and resetting the system so that we can have a school system that is inclusive, where that is appropriate, and so that we can have mainstream schools that serve the whole community. We will endeavour, as part of wider reforms that we are looking at, to ensure that we have a special educational needs system that meets the needs of every child in this country.