Education Funding: Distribution

Rachael Maskell Excerpts

Wednesday 28th January 2026 Commons Chamber

[Pippa Heylings]

I am sorry to hear what has happened with that school, but I think we need to look, in the round, at what is happening to all schools and all school funding. I appreciate the hon. Gentleman’s mention of the statutory override, and I will come to it later in my speech.

[Rachael Maskell (York Central) (Lab/Co-op)]

I am grateful to the hon. Member for securing this important debate. Sadly, York falls below Cambridgeshire and Gloucestershire in the tables, and ours is the lowest-funded authority under the new fair funding formula, although we have high levels of deprivation. Does the hon. Member agree that when we are looking at school funding—pupils in York are worth as much as those in Camden—we need to look across the piece? York also receives the lowest amount of health funding, and low funding across the board means that our children are getting even less funding.

Local Authority Children’s Services

Rachael Maskell Excerpts

Wednesday 28th January 2026 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

Thank you for chairing the debate, Mr Western. I pay tribute to the hon. Member for Woking (Mr Forster) for representing his constituents so well in this debate, and in particular, given the horror story that he shared, I express my condolences to Sara’s family.

Colleagues may have heard York’s story, but those who have not are about to hear it. The hon. Member for Woking was right to say that York moved from the position of “requires improvement” to “outstanding” in one go. I have to point out to the Minister that our local authority has the lowest level of funding per capita after the fair funding review, which does not seem fair at all because we are not the most affluent place by far.

The catalyst for the change in York comes down to two people: Martin Kelly, the director of children’s services, and his deputy, Danielle Johnson. I pay tribute to them. If hon. Members want to learn about York’s journey and the outstanding achievements that have occurred, the director and his deputy are open to dialogue. At the heart of the change was a new practice model with a committed workforce. We moved from 45 agency staff to zero, on the basis that if someone was not committed to the service and the children, they had no place in the authority. A pioneering approach puts children at the heart, builds on co-production, innovates for change and evidences practice. Through reform, costs have been cut by £7 million. Through co-ordination across services, the local authority has built stability and made a difference to every child.

We are desperate to do more—to reshape services, drive change and press ahead with transformations. The model moves from transactional to relational, risk avoidance to risk management, safe certainty to safe uncertainty—that is just about being honest about risk—and short-term interventions to long-term outcomes. Every decision has the child at its centre and considers the long-term implications of each decision, developing resilience all the time. Its strength-based approach seeks out every opportunity for the child and is summed up,

“Our children belong in York, connected to the people they love and supported by the network around them.”

But the journey does not end there. A child or young person’s holistic needs should be met in one place, so here are my asks of the Minister. Mental health services must be integrated around the child, not separated in the child and adolescent mental health services, which is failing all our young people. We have a SEND hub in the city where all children can gather, along with parents and professionals, in an integrated way, but we need CAMHS as part of the conversation. That will remove the need for a diagnosis, because a label does not describe where a child is on multiple spectrums. We must have fully integrated support around a child’s needs.

We need to start young, so I urge the Minister to put the investment into the 1,001 critical days. We know that in the case of foetal alcohol spectrum disorder, for instance, we need to ensure at the very start of life that we have got the right interventions around the parents, including during the nine months of pregnancy. We will then have a stronger opportunity to prevent care orders in future and ensure that there is appropriate antenatal care, as well as comprehensive support for the family.

We also need funding in York. I mentioned how low our funding is. We have eight areas in the lowest quintile of deprivation in our city. Everyone, including Ministers, talks about how York is a beautiful city, about the Vikings, and about the walls and the Minster, but that does not make a child safer. In fact, many of the children have never seen those assets, and many are struggling because we simply do not have the resources we need. When it comes to per capita funding, York is in the lowest 25 for schools and 23rd for higher needs funding. Our city needs more funding, because a child in York is worth as much as a child in Camden, and yet we have about a third of the funding to do things. More than that, we want to be able to push our model further, provide more services for parents and ensure that we can keep the family together, which is our objective as we seriously reduce the number of children in social care.

We also want to drive our model of good practice further, so that we can draw on the world’s best practice and bring it into York, particularly in the early years—those pre-school years—to support parents on their journey as well. We must work with a child’s developmental pathway, not against it. We therefore need to ensure that we have the right pedagogies in place. I was disappointed earlier in the week in the debate on play in education. To work with children we really need to understand the way that the mind develops.

My plea to the Minister is to look through a prism of poverty. We have significant areas of poverty in York, and yet if we put in the right investment, we know that we can make a difference to our children.

We are ambitious in York, and I am proud to showcase all that we have done, but we desperately want to go further. We know we can do it—in York, we have always been a laboratory of social change, a pioneering spirit built within all of us—and therefore I urge Government to work with us to deliver more not only of the Government’s objectives but of our own, for our children.

Key Stage 1 Curriculum

Rachael Maskell Excerpts

Monday 26th January 2026 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to see you in the Chair, Mrs Barker. I congratulate the Petitions Committee on focusing on such an important debate, the 216 of my constituents who made the case through the petition, and the teachers and support staff who have very much brought this to my attention. I raise for the record that my sister works in early years, and every night when I go home from this place, she tells me about the importance of play. I have no better counsel than her.

The pedagogies that are integrated into our education system will determine the long-term outcomes of a child’s learning and development. It is only natural for a child to engage in explorative, creative and imaginative play when engaging with language and new concepts. It is play that helps a child to process their learning, reinforce its application and take pleasure in the process—of course, roleplay plays a vital role as well. It is during play that a child also learns wider physical and social skills. They will be connecting the neural pathways in their brains and embedding principles deep in their mind.

[Helen Maguire (Epsom and Ewell) (LD)]

Many constituents have contacted me about this important debate, and as a mum of three children, I have seen for myself just how important play is and how much it has helped them to understand teamwork and problem-solving. It is not just me who says that; UNICEF tells us how much it helps resilience, reduces stress and supports emotional wellbeing. Does the hon. Member agree that there are so many ways that play could be integrated into the key stage 1 curriculum as part of education?

[Rachael Maskell]

I completely agree with the hon. Member. She made the point so powerfully, not least because of her own experience.

It is really important that we embed play as a fundamental principle in the curriculum. For far too long, play has been seen as a process of reward or enrichment, not as a fundamental part of a child’s learning, but it is vital throughout childhood for that purpose. To deny play as a core learning approach for improving reading, writing or maths is to not understand education. Helping a child find their own creativity will help them find themselves.

Play-based learning is purposeful. Teachers have to really prepare when they integrate play into their work: they have to set the right environment, introduce the right medium, equip the learning space, indoor and out, and integrate that with the interests of the children to optimise the environment and ensure that they really grasp the concepts that they are being taught. As we have heard, England is an outlier in this area, and we have to catch up.

When I visited Carr infant school, I saw the contribution that play made to every part of the curriculum. When the school centred learning on play, its outcomes improved. Burton Green school has created environments where children can explore and engage. Whether it is Osbaldwick, Acomb primary or Westfield community school, so many schools across York have totally embraced the evidence of the importance of play.

The neuroscience very much determines that play is central. My constituent Charlotte Davies regularly reminds me of the importance of motor and sensory integration so that the brain can be trained to help a child’s ability to play. That is often lost as children are forced away from the right pathways for their education. We need to develop the right pedagogies and ensure that we are creating the physical and mental opportunities to learn.

The Government are grappling with the opportunities around developing a proper SEND programme, which we know is important, but if we are going to divert children from just spending time on their screens, creative play, integrated into learning, will make a difference. My plea to the Government is this: follow the evidence, and when it comes to assessments and examinations, let us drop those SATs and ensure instead that we have a proper approach to education.

[Several hon. Members rose—]

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Olivia Bailey)]

It is a pleasure to serve under your chairship, Mrs Barker. I thank all hon. Members who have attended and contributed to this important debate, and thank all those who signed and engaged with the petition, particularly those who are in the Public Gallery to listen to the debate. I know from conversations with the Minister for School Standards, my hon. Friend the Member for Queen’s Park and Maida Vale (Georgia Gould), who has responsibility for this area but is unfortunately unable to attend this debate due to a prior commitment, that this subject has drawn much attention and support from many constituents.

My primary goal as an Education Minister is to give every child the best possible start in life. I have had the pleasure of visiting primary schools and early years providers across the country, including many wonderful examples in my constituency of Reading West and Mid Berkshire such as Theale Church of England primary school, and Calcot junior school, whose pupils are coming to Parliament later this week. It was clear on all my visits how important play is to younger children’s wellbeing and development. Some of my best days in my job as Minister for Early Education have included being attacked by plastic dinosaurs and racking up my dry cleaning bill in muddy outdoor play areas. It has been a privilege to listen to hon. Members’ thoughtful contributions and hear about the excellent work being done in their constituencies.

The hon. Member for South Cotswolds (Dr Savage) started off the debate wonderfully by reminding us that the best sound in the world is that of children playing at break time and lunch time—I wholeheartedly agree. She also drew on a theme that was important throughout the debate: the distinction between play-based learning and enrichment. The Government accept that distinction.

My hon. Friend the Member for Hastings and Rye (Helena Dollimore) has been running a fantastic campaign in her constituency against the closure of playgrounds. The Government are determined to do something about such closures, and we committed £18 million to that very issue in the Budget. Other Members, including my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), touched on that issue.

We have had fantastic contributions, which I enjoyed listening to, from my hon. Friends the Members for Bournemouth East (Tom Hayes) and for Thurrock (Jen Craft), the hon. Member for South Basildon and East Thurrock (James McMurdock) and my hon. Friend the Member for St Helens North (David Baines) on the importance of play. Of course I add my birthday wishes to my hon. Friend’s son; I hope he gets a chance to have a good play with his new toys.

There have also been important contributions on play and screen time and on school readiness from my hon. Friends the Members for North East Hertfordshire (Chris Hinchliff), for York Central (Rachael Maskell) and for Wolverhampton North East (Mrs Brackenridge). On the question of ensuring that screens are not displacing play, the Government are determined: we will bring forward the first ever guidance for parents on screen time in early years, take tough action to ensure that there are no phones in any schools so children are not disrupted from play or learning, and work with parents and families to find the right balance so that children at school or nursery are doing what they should be doing: playing.

My hon. Friend the Member for Thurrock touched on the importance of play for early language development. That is very much part of this Government’s plans for school readiness as we strive to ensure that record numbers of children are ready for school. My hon. Friend the Member for Dulwich and West Norwood remembered the great Frank Dobson—a huge advocate for play—and I thank her for bringing his memory to the debate.

England’s early years foundation stage statutory framework recognises the importance of play, setting out that play, both indoors and outdoors, is essential for children’s development, including physical development, communication and language. I agree with colleagues that the impact of play on children’s development and wellbeing does not stop when they reach school age. We will help schools to decide how best to support children’s transition from the early years foundation stage into key stage 1. Some schools continue elements of the pedagogical approach of the EYFS, including play, into year 1 to enable a gradual transition.

Ultimately, however, we believe that teachers are best placed to apply their professional judgment and creativity to meet the pupils’ needs in this area. It is important that teachers have the flexibility to adapt their approach to best support each pupil to obtain the knowledge, skills and understanding that they should do during their education. We re-emphasised that principle in our response to the curriculum and assessment review last November, and that is why it would not be right for us to legislate to make play and continuous provision statutory in the key stage 1 curriculum.

That does not for a second mean that we expect children in year 1 to spend all day every day sat inside, and it certainly does not mean that play is no longer on the agenda. The Government have committed £18 million to upgrade 200 playgrounds across the country, we are amending the national planning policy framework to protect play spaces and my colleagues in the Department of Health and Social Care have published the first national guidance on commissioning and delivering health play services. In education, we are also acting to provide children with opportunities outside the classroom. I recognise the important distinction that colleagues have made, but enrichment is also important in schools. We will set out a new core enrichment offer that every school and college should provide for every pupil, delivering access to civic engagement, arts and culture, nature, outdoor and adventure, sport and physical activities, and wider life skills.

Our free breakfast clubs are also a brilliant opportunity for schools to incorporate more play into each day, offering 30 minutes in the morning where children can explore a range of activities, whether kicking a football around or building a Lego masterpiece, in a supportive and calm environment. Across the country, I have seen breakfast clubs where schools are using this Labour Government’s investment to help children explore their imagination and creativity. Of course, breakfast clubs also help to drive improvements in behaviour, attendance and attainment, and provide families with more affordable childcare choices.

I will briefly mention our curriculum reforms. This Government recognise that our children are stepping into a world of huge opportunity, but also of immense change and challenge. We want our new national curriculum to arm them to thrive, building skills that have been spoken about in this debate, such as communication, creativity and social and emotional skills, which can be developed through play and a wide range of enrichment activities.

In conclusion, this Government are serious about the importance of play in childhood, and across Government Departments we are investing in the infrastructure of play and in a transformed early years system. Although we do not agree with the specific suggestion outlined in the petition that play and continuous provision should be mandated as part of the national curriculum at key stage 1, we trust teachers to make the best choices for their students. We thank everyone for coming today and for their thoughtful—

[Rachael Maskell]

Will the Minister give way?

[Olivia Bailey]

My hon. Friend has got me right at the end of my speech, but I will give way to her.

[Rachael Maskell]

I am grateful to the Minister for giving way. Will she go back to the Department and ask people there to engross themselves in the evidence, which overwhelmingly shows the importance of integrating play with learning, and to ensure that we take an evidence-based approach to policy making?

[Olivia Bailey]

I thank my hon. Friend for her last-minute intervention and I can reassure her that we in the Department are immersed and engrossed in the evidence. Our view is that play can be a very important way of helping children to learn. However, we do not think that it is right to mandate it at key stage 1, because we believe that it is important for teachers to have flexibility themselves. Nevertheless, as my hon. Friend knows—and as her sister, a fantastic superhero working in early years, will know—play is embedded as part of the EYFS curriculum.

Mrs Barker, I will leave it there.

Universities: Statutory Duty of Care

Rachael Maskell Excerpts

Tuesday 13th January 2026 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to see you in the Chair, Sir Christopher. I congratulate my hon. Friend the Member for Rushcliffe (James Naish) on setting out the case for a statutory duty of care so well.

Students face an array of intersecting pressures throughout their student journey. One is the cost of living. York is one of the most expensive places to be a student, not least because of the lack of supply and the cost of accommodation. That bears down on students, who have to take on more responsibilities, often working full time alongside their studies. Having to dedicate more of their time to surviving compromises their studies, yet universities seem quite impervious to understanding those cost pressures by putting mitigation in place, whether by providing accommodation or by supporting students who do not succeed because they have to spend more time on their work.

Transport pressures also bear down on students, as does the array of challenges that young people face today, including social media, violence and sexual violence, and we have talked about the interplay of neurodivergence and mental health. It is really important that there be a statutory duty of care on universities to provide holistic support around a student.

We must also recognise the challenges facing international students, who have not yet been mentioned in this debate. They are from another jurisdiction with different mental health models, but they also face challenges with their immigration status, which I have come across in York. We need to look at the system. An Iranian student today who would not be able to return to Iran because of the situation there must be able to change their status here. There are many intersections for international students, which we must take on board.

In 2015, York had a real surge in the number of students who took their lives. I congratulate the universities and the wider community on looking at how they could put mitigation in place, but 1,108 students have since taken their lives across the country. Therefore, this situation does permeate the sector.

[Alex Sobel (Leeds Central and Headingley) (Lab/Co-op)]

As near neighbours with universities in our constituencies, my hon. Friend and I see a real patchwork of support at universities across the country. Does she agree that a statutory duty would bring universities on a level playing field with hospitals, schools and employers? I am co-chair of the all-party parliamentary group on students, and this is something that we have long called for. Does she not think it is time that we brought forward the statutory duty to support all those students?

[Rachael Maskell]

I agree. We must legislate in this place; that is why we are here. I particularly want to thank the student unions, because they are the people who are making the case, day by day, to the employers and the universities about the need to provide that statutory duty and the necessary services.

I want to address a different issue that has not been raised in the debate, around mental health services. We know that they are in crisis and, as a result, they are not responding to needs. Often, somebody will have a relationship with their mental health service at home but not when they move to a new area. We need a better transition for people who are neurodivergent, but also for those who experience mental health challenges, to ensure that they are properly engaged with those mental health services. The problem we have is that it is always somebody else’s problem, so we need to ensure that those mental health services are provided through a different model. Particularly within the student setting, I encourage a primary rather than secondary care model, because often the thresholds are in the wrong place for proper engagement. In the primary care setting, there can be a partnership formed between the university, the GPs and professionals to ensure that those services are timely.

My final point is about students who do not succeed in their studies and the welfare services that are wrapped around those students. There must always be a second chance for a student. Perhaps they do not get the scores they need; perhaps their relationships with some of their lecturers and professors are not, shall I say, cordial. As a result, conflict can often arise. We always need a second chance for a student so that there is another avenue to pursue and another opportunity ahead of them. That is what a statutory duty of care will confirm for students.

Higher Education: Government Support

Rachael Maskell Excerpts

Monday 12th January 2026 Commons Chamber

[Mr Alaba]

I thank the hon. Gentleman for his contribution and welcome his comments. Indeed, the business model that a lot of universities have used over the past 14 years has meant that they have focused on international students, which is one of the reasons that we are having this debate.

Passionate staff fear that if the university’s share of the Forum library is sold, the result would be significant financial pressure on the remaining partners. They understandably fear the knock-on impacts of the campus closure.

East 15, one of the UK’s leading performing arts schools, is set to cut its Southend courses as a result of the closure. Students training with East 15 contribute to the cultural character of the city long after they have graduated, providing Southend with links to arts and entertainment industries further afield. I share residents’ pride in the success of talented Southend East 15 alumni, such as the comedian Maisie Adam. There are also significant concerns that the suggestion that 800 students can relocate to the university’s main campus in Colchester has been overstated. What’s more, following dialogue with staff and students, the suggestion that 200 students will be unable to complete their courses at all appears to be an underestimation.

This is simply not good enough. I am working with the leader of Southend council, Councillor Daniel Cowan, and my hon. Friend the Member for Southend West and Leigh (David Burton-Sampson) to ensure that if an alternative provider can be found for courses not available in Colchester, students will be able to complete their studies in Southend. Can the Minister provide any reassurance to these students, who rightly feel confused and concerned about the future of their studies?

While questions remain unanswered about the university’s decision making and communication in the lead-up to the announcement, the planned closure is not an isolated event but a devastating symptom of 14 years of under-investment in higher education by the previous Conservative Government, which left universities and colleges across the country struggling to stay afloat. That Government slashed direct teaching grants for universities, making tuition fees the primary source of income for institutions. At the same time, they capped tuition fees, leading to an unsustainable business model that saw income tied to an ever-increasing number of enrolled students. The impact of that cannot be ignored.

Elsewhere in the UK, the University of Nottingham is planning for job losses of 350 staff members, the University of Strathclyde is looking for £35 million in savings, and the University of Edinburgh is set to move towards a sweep of compulsory redundancies.

[Rachael Maskell (York Central) (Lab/Co-op)]

I am devastated to hear of the situation in Southend. In York, financial pressures are also prevalent. It is very clear that the financial model is failing. This is impacted by not only the resourcing that universities are able to generate but the change to international student visas. Does my hon. Friend agree that the Government need to undertake a complete review of higher education funding and ensure that the model works, in order to invest not only in education but in our local economy?

[Mr Alaba]

Yes, I do agree. We need to look at the business model and make sure that it is sustainable, certainly when it comes to higher education, which is a huge and significant asset of our country. We need to future-proof it, so I welcome my hon. Friend’s comments.

Oral Answers to Questions

Rachael Maskell Excerpts

Monday 1st December 2025 Commons Chamber

[Rachael Maskell (York Central) (Lab/Co-op)]

I met people from my regional adoption agency just last Thursday—I thank them and all their partners for their excellent work—who raised the adoption and special guardianship support fund, recognising that the quantum in resource is not there and that the demand is so high. Will the Minister meet the all-party parliamentary group on adoption and permanence to talk about the future of the fund and work with people who have lived experience to ensure that we get it right in the future?

[Josh MacAlister]

I know that my hon. Friend has been a long-standing campaigner and champion for these issues. When I was doing the independent review of children’s social care, she was a powerful voice advocating for support for adopters, and has continued to be one. I will gladly speak to and meet the all-party parliamentary group.

--- Later in debate ---

[Josh MacAlister]

As I have previously said to the House, it is really important that we get the policy regarding special educational needs and the future of the schools system in exactly the right place. We are getting there, and very soon I will be able to share an update on those projects. I would be happy to meet the hon. Member in the near future.

[Rachael Maskell (York Central) (Lab/Co-op)]

City of York council has gone from “requires improvement” to “outstanding” in all areas due to the innovation it is driving. In particular, it has been working on halving the number of children in social care, ending the use of agency workers and setting up a SEND hub. The director of children’s social care would like the Secretary of State to visit. Will she come to York and see what we are doing?

[Bridget Phillipson]

I was recently in York with our hon. Friend the Member for York Outer (Mr Charters), but I would be delighted to return and to talk about the brilliant progress that the council has been making in those important areas.

Care Leavers

Rachael Maskell Excerpts

Monday 3rd November 2025 Commons Chamber

[Sally Jameson]

I completely agree with my hon. Friend. I have not touched on this in my speech, but the number of people not in education, employment or training in the care leaver population is higher than the average. That is a fact that we need to take incredibly seriously, because those people deserve to have the same ambitions for their future as everyone else and to be able to realise their full potential. I am sorry to say that just is not happening at the minute, and it is the job of the Government to make sure it does.

[Rachael Maskell (York Central) (Ind)]

My hon. Friend is making a fantastic speech. Tomorrow I will be hosting York’s director of children’s services here in Parliament to talk about York’s care journey, which has been phenomenal. It has enabled care leavers to co-produce services and to chair many committees. Does she agree that that is an exemplar that can enable young people not only to gain confidence and experience but to direct their future?

[Sally Jameson]

I agree. My hon. Friend’s anecdote and those from colleagues across the House show that there are many examples of good practice across councils and authorities around the country, but it is important to weave it all together to ensure that we have a national strategy and support package so that every care leaver knows what to expect and can access it. Because so many of them have experienced hardship and trauma in their young lives, they probably have—more than most—the drive, resilience and determination to overcome the obstacles ahead, but we need to recognise that the system is stacked against them.

Support and policy in this area are often not what grab the headlines. They are not on all the election leaflets and do not feature in the polls, but if we in Parliament, regardless of politics, cannot protect and improve the outcomes for this most vulnerable group of young adults in our country, we have failed. The Government have the opportunity to let these young people rise as themselves and fulfil their ambitions, so let’s take it.

Educational Assessment System Reform

Rachael Maskell Excerpts

Wednesday 15th October 2025 Westminster Hall

[Rachael Maskell (York Central) (Ind)]

It is a pleasure to serve with you in the Chair, Ms Lewell. I congratulate the hon. Member for Hertford and Stortford (Josh Dean) on securing today’s debate.

The assessment system is so broken that it is breaking our young people. It shows that those who can pass exams do well and those who cannot do not do so well. It assesses what people cannot recall or pull together as opposed to emphasising their strengths and building on their knowledge base, skills and talents. I have long researched this issue and believe it is time for the Government to be bold and welcome this review. The level of mental health issues, stress, trauma and anxiety among our young people is unsustainable. We have to change course. That is why I support the recommendation to scrap the SATs assessments, which place such pressure on our young people.

There are other forms of assessment that can continue to map a child’s journey. Assessment should be a continual process for educators, to stretch their pupils and ensure that students can move on to the next stage of their learning. That is what we should do: enable teachers to use their professional skills to maximise a child’s learning journey, stretch their creativity and give them a hunger to explore curiosity and critical thinking—the skills that are so needed in our economy today and which employers often say are so lacking among new starters.

Every child learns differently so the way they are assessed should reflect that diversity so that the fullness of their learning journey can be reflected in the assessments. I hope that we adopt a much more comprehensive form of assessment, in which we look at the diversity of how children express themselves. That should also be ongoing: people who can cram for exams have an advantage over those who process information and apply skills in very different ways. I say again in this Chamber that I recommend listening to the work of Sir Ken Robinson, which highlights how the education and assessment system must change.

Scrap the SATs. We do not need them in our education system. It is not right that young children should be so stressed. I have a challenge for the Government around GCSEs, given that children do not leave school any more. We need to think about how we prepare our young people for the next stages of life, showing that they have proficiency in their learning and encouraging children to stay with and enjoy their learning. If we are to prepare people for the rest of their lives, when they will not continue to sit exams, let us think about portfolios of assignments—learning journals and project work that reflects the reality of the society that we live in. Let us enable people to have those portfolios that they can use as evidence. That would involve the skills needed and mean we could assess better through a modulated system.

--- Later in debate ---

[Steve Witherden (Montgomeryshire and Glyndŵr) (Lab)]

It is a pleasure to serve under your chairship, Ms Lewell.

Before being elected, I spent nearly two decades as a teacher. I know all too well the realities of working in a system that prioritises teaching to the test at the expense of a creative curriculum, broader educational experiences and, most importantly, pupil wellbeing.

As chair of the all-party parliamentary group for education, I recently led an inquiry into the loss of love of learning. It found that current assessment practices have a significant impact on students’ engagement with, and attitudes towards, learning. One submission highlighted that a system which frames learning through a lens of student deficit rather than progress ultimately ends up demotivating learners and narrowing their sense of possibility. When education is reduced to a means of securing exam results, we lose the intrinsic joy and value of learning itself.

One of the most powerful moments during the inquiry came when a group of primary school children from Wales visited Parliament to give evidence. They were genuinely surprised and, frankly, horrified to learn about the pressure and stress their peers in England face when preparing for SATs—and they were right to be shocked. In England, SATs preparation dominates much of the year 6 curriculum, leaving little room for creativity, exploration or deeper understanding.

Research from More Than a Score found that over three quarters of parents believe that SATs have a detrimental impact on their child’s mental health. More than a third reported that their children were not sleeping properly in the run-up to the exams. Of course, that pressure does not end in primary school. GCSEs and A-levels occupy multiple years of a young person’s life and subject them to immense stress.

According to YoungMinds, pupils sitting their exams last summer reported elevated levels of anxiety, self-harm and even suicidal thoughts. Current systems also disproportionately disadvantage pupils with special educational needs and disabilities—or additional learning needs, as they are known in Wales—as well as those experiencing mental health issues or growing up in a socioeconomically disadvantaged circumstance.

[Rachael Maskell]

I am grateful for what the hon. Member is saying. As well as widening inequality through the current assessment system, which we know occurs, does he not agree that it also stifles social mobility, holding many young people back from the opportunities they could have?

[Steve Witherden]

Yes, I agree 100%.

In 2025, more than 75% of pupils with SEND and over 90% of those with an education, health and care plan did not meet expected standards in their end-of-primary SATs. Many carry that label of failure into secondary school before they have even had the chance to flourish. As someone who is dyslexic, dyscalculic and was functionally illiterate until the age of 11, I know what it feels like to struggle within a system not designed for people like me.

Teachers in schools serving deprived communities consistently report higher levels of pupil anxiety and disengagement related to SATs, compared with their counterparts in more affluent areas. The current high-stakes, one-size-fits-all model is not only outdated; it actively perpetuates inequality. Like Wales, England should abolish SATs. They damage children’s mental health, impose unnecessary stress at a formative age and fail to serve as reliable indicators of pupil or school performance.

At GCSE and A-level, we must reduce our dependence on high-stakes, end-of-course exams or on-demand online assessments, which give pupils—particularly those who struggle under timed conditions—greater opportunity to succeed. For far too long, education policy has been shaped by an obsession with measurable outcomes, too often at the expense of the very learners who most need our support.

I look forward to the final report of the curriculum and assessment review and urge the Government to respond with both ambition and compassion. Let us move beyond high-stakes learning, reduce anxiety in our classrooms, and above all, restore joy, creativity and a love of learning.

--- Later in debate ---

[Georgia Gould]

One of the really damning statistics is how many young people are not in education, employment or training at the end of the education system. We cannot afford to leave any child behind. Every child needs the best start and to achieve at school. That is what this Government are focused on.

[Rachael Maskell]

Will the Minister look at how young people can develop a portfolio around their learning as you would with professional development as an adult and in employment, so that they can map that journey and use it as part of the assessment portfolio that they could gather as they move through their education?

[Georgia Gould]

The Government are absolutely committed to high standards in English and math and the core learning that young people have, but we also want to see young people have a broad experience at school. I have heard the passion of so many hon. Members talking about the arts. I am a former leader of Camden council, where we heavily invested in the arts to make sure that every pupil had access to learning an instrument and the power that brings. We heard about the collaboration and the joy that the arts bring, and the need to ensure that they are taught well and to a high standard. So, I am absolutely committed to that breadth of education and to making sure that that goes through the education system.

Before I talk about assessment, which is the main topic of discussion today, I want to stress that I hear the depth of concern about young people’s mental health—not just from Members here today, but from the young people that I speak to, who talk about the anxiety and stress of being a teenager and the pressures of the huge amount of information that they are getting, and say that we need to address that as a Government.

It is troubling to see any young person struggle with their wellbeing. It can impact every aspect of a young person’s life, from their relationships and confidence to their ability to learn and thrive in school, as we have heard today. Too many young people have struggled to access the support they need and therefore ended up with the kind of deep anxiety and unacceptable mental health concerns that we have heard about when they face challenges, such as when exams are coming up. We need to make sure that we have the right mental health support for young people when they face challenges.

We want to make sure that help is there early by providing access to specialist mental health professionals in every school and expanding mental health support teams. We estimate that 60% of pupils in schools and further education will be covered by a mental health support team by April 2026—up from 52% in April 2025. Our goal is for all pupils to have access to mental health support in school by 2029-30. To support education staff, my Department provides a range of guidance and practical resources on promoting and supporting pupils’ mental health and wellbeing. Across the system, we are recruiting 8,500 new mental health support staff to support both children and adults. We also recognise how important it is to listen to young people to understand their experiences and make sure that the support that we offer truly meets their needs.

Turning to assessment, it is important to state that well-designed assessments play a critical role in supporting young people to develop and demonstrate their achievement at school. As the curriculum and assessment review interim report states:

“Effective assessment is a crucial component of a high performing education system.”

Members will appreciate that I cannot pre-empt the conclusions and final recommendations of the review while it is still in progress. The review’s final report is due to be published in the coming weeks, at which point the Government will respond on the issues of assessment and accountability that Members have raised.

I want to address some of the concerns that have been raised this afternoon and give reassurance that many of these issues are being looked at carefully in the review. Starting with concerns about primary assessments, including SATs, these assessments help to make sure that pupils are building the core knowledge and skills they need to succeed as they transition to secondary school and throughout their lives. SATs are carefully developed to ensure that they are accessible, but I recognise that the experience can feel stressful for some young people, as we have heard today.

Schools should not be overpreparing children for these assessments and we must be mindful of the pressure that they can have on children. They should not lead to the kinds of stories that we heard today of children feeling that they had to give up different activities because of the stress and pressure they were feeling. It is incumbent on schools to ensure that young people have the skills and knowledge that they need, but also to continue to provide breadth. Members will know that the changes to Ofsted’s accountability make it clear that we want to see a wider focus on inclusion as well as a focus on attainment.

Children with SEND: Assessments and Support

Rachael Maskell Excerpts

Monday 15th September 2025 Westminster Hall

[Rachael Maskell (York Central) (Ind)]

It is a pleasure to see you in the Chair, Dr Huq. I congratulate the petitioners on bringing forward this very important issue. I also want to thank the families in York I have consulted throughout the summer and over the 10 years I have been in this place; I have written a report to give to the Minister on the back of that.

The first key thing that I want the Minister to focus on is culture in our schools, which must change to a therapeutic and nurturing culture that is inclusive, with a focus on belonging. I urge the Minister and all hon. Members to take time to listen to Sir Ken Robinson, particularly his YouTube video, “How to escape education’s death valley”. In 20 minutes, we can learn so much about why culture has to change across our education system, because all our children are unique and need an environment in which every child can thrive. If we got the culture right, so many children would not need EHCPs, because they would have the supportive learning environment and health support that they need in order to thrive.

[Ms Julie Minns (Carlisle) (Lab)]

The hon. Member touches on an important point about culture, which is borne out by my own experience as the parent of a neurodivergent child whose secondary school education was made all the more traumatic by a profound lack of understanding and training among the teachers in the school. It was also borne out on Saturday when I held an event in my constituency: sadly, too many comments from parents were about the responses that they had received from staff in schools. Does the hon. Member agree that we absolutely must take the opportunity to get the culture right in our mainstream schools?

[Rachael Maskell]

I absolutely do, and I congratulate the hon. Member on all the work that she has done in this area. We certainly know, for instance, that emotionally based school avoidance often happens because the culture is wrong in the classroom. We need the right culture not only in the school, but in the community, because a child’s life continues through school vacations, into the summer and so on.

[Ian Lavery (Blyth and Ashington) (Lab)]

Some 122,000 people have signed the petition, many of them from my constituency of Blyth and Ashington. I have met the teachers, the educators, the authorities, the parents and the schools. The default position, rather than assisting and supporting the individuals involved and the families who are in most need, appears to be putting as many barriers in their way as practicably possible. Does my hon. Friend share those views? Is that something that she has recognised in her discussions?

[Rachael Maskell]

I really do congratulate my hon. Friend: I know how hard he works on behalf of children in his constituency, and they could have no better champion. His observations are absolutely right. Parents in particular face so many barriers and are often pushed away from the learning environment. When I went to Scandinavia to look at the education system around SEND there, they drew parents right into the heart of the school. Parents had co-produced the support that their children could have and ensured that they could get full support around their education.

[Manuela Perteghella (Stratford-on-Avon) (LD)]

Will the hon. Member give way?

[Rachael Maskell]

I will make a little progress, if I may.

In my constituency this month, we are establishing a SEND hub. It is very much like the concept of Sure Start but for children with SEND, so that throughout their journey—up to the age of 25, but with no fixed barrier at that age limit either—parents and young people can get the support that they need from multi-agency provision, whether that is around stay and play, expert health advice, support for parents, peer support or the advice that teachers and others in our communities can get to make sure that the provision for their children is absolutely the best.

When we look at culture, we have to look at the physical environments in which our children can learn to make sure that they are therapeutic, from colours and lights right through to the ways people can navigate school uniforms. Why do we dress our children in the way we do in this modern age? I urge the Government to look at the whole area of exams and assessments, which cause so many children, particularly those with SEND, so much stress and anxiety. I also want to raise the issue of transition. We need to do transition far, far better, because it is often at the point of transition between primary and secondary that children face the greatest anxiety.

Finally, I want to talk about the issue of governance. Risk, responsibility and accountability sit in the wrong place within our system. There needs to be a controlling mind. I urge the Minister to look at local authorities holding that controlling mind, because often the ask on local authorities is not under their control: ultimately, multi-academy trusts are making decisions that are pushing these children out of the education system, and local authorities are having to pick up the pieces. I believe that we can get this right, but we need local authorities to be really in control.

Will the Minister consider giving special educational needs co-ordinators roles similar to directors of public health in the way they relate to their local authorities, so that they have more power and authority to determine what happens within their educational environment?

Adoption and Special Guardianship Support Fund

Rachael Maskell Excerpts

Thursday 4th September 2025 Westminster Hall

[Rachael Maskell (York Central) (Ind)]

It is a pleasure to see you in the Chair, Ms Lewell. I congratulate the hon. Member for Mid Sussex (Alison Bennett).

Imagine for a moment that you are a child. You endured abuse, neglect or violence, or your parents were unwell or fought or could not cope. You were then taken into care and had to leave everything behind. You spent 15 months in the care system, as the average adoptee does, and had to deal with different placements, different places, different spaces, different schools, different teachers, different friends and different routines. Everything familiar and comforting was stripped away. Your identity was eroded and confused. You also had to deal with courts and meetings, and social workers and questions. You had to deal with all that before being placed in a loving forever home.

That is the story of 80% of adoptees. No wonder young people need specialist support. Let me put it this way: on top of the tragedy, trauma, pain and loss, these young people now have to regulate their social, emotional and psychological challenges. More than the average will be neuroatypical, and 30% will have self-harmed. We have to recognise the centrality of getting support to these young people at the right time, to ensure that not only their now but their long-term future is built on stable support.

The instability we saw earlier this year must never be repeated. I personally long for the relevant services to be in the NHS and across public services, but we know that they are not for now. They are really specialist, so we must enable every single child to have a full assessment, for the child and their family, of their complex needs and the therapeutic interventions they need. Those therapies need to be the right therapies—not on the side and on the cheap and what is in the mainstream, but the specific therapies needed to build stability again in these young people’s lives. Family therapy is also required to ensure that we see not family breakdowns—the proportion is now 7% for adoptions—but instead families coming together, with strong bonds for life.

I know that the Minister—and, indeed, you, Ms Lewell —could not be more dedicated on these issues, but we cannot go through this cycle of not knowing how much support an individual could have. It must be uncapped, because there can be no limit on getting this right for a child.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Janet Daby)]

It is a pleasure to speak under your chairship, Ms Lewell. This morning, I laid before Parliament a written ministerial statement confirming that the adoption and special guardianship support fund will continue next year. I thank the hon. Member for Mid Sussex (Alison Bennett) for securing this important debate, and I thank all other hon. Members who helped to secure it. I acknowledge the contributions from the chair of the Education Committee, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), and from the chair of the kinship care APPG, my hon. Friend the Member for Great Grimsby and Cleethorpes (Melanie Onn). I acknowledge her lobbying to extend the fund.

Kicking and screaming is not something I do, however, and the personal attacks of the Liberal Democrat spokesperson, the hon. Member for Twickenham (Munira Wilson), lower this debate and what we wish to achieve. I also say to the Opposition spokesperson, the hon. Member for Reigate (Rebecca Paul), that her party had many opportunities to secure the adoption and special guardianship support fund when it was in Government, and it chose not to—in fact, it reduced the funding. I felt it was appropriate to put those things in order.

I welcome the opportunity to speak about this Government, the adoption and special guardianship support fund and our record of supporting the wellbeing of children. I have heard the many contributions and the heartwarming descriptions of situations that really do affect the lives of children who have been adopted or taken into kinship care. The adoption and special guardianship support fund enables valuable therapeutic support to be provided to adopted and special guardianship children who were previously in care. As I said, I recognise the particular needs of this cohort of children and young people. I know many of them will have had a challenging early life experiences.

[Rachael Maskell]

Will the Minister give way?

[Janet Daby]

I will make as much progress as I can, because I have been asked many questions in this debate and in many other scenarios and areas. It is very important that I am at least heard for the majority of my speech.

That is why the Government are committed to ensuring that these children and their families have support available that meets their needs. Therefore, I am pleased to confirm that applications to the adoption and special guardianship support fund that run into the next financial year, 2026-27, can now be made. That is part of a wider continuation of the scheme in the next financial year, and full details will be set out later in the autumn. I am absolutely behind making sure that we can present that information in a timely way. That is clearly acknowledged.

I am pleased to say that we will also begin public engagement in the new year to consider the future of the adoption and special guardianship support fund into 2028 and beyond. I am keen to work across Government with children, families and sector representatives to understand more about what support can and should be provided at a sustainable level.

The adoption and special guardianship support fund has now been running for 10 years, and in that time, it has helped to provide support for more than 54,000 children. Independent evaluations have found that the fund has been successful in improving the lives of recipient children and their families. The last independent evaluation of the fund in 2022 found that 83% of parents and guardians had found support funded by the adoption and special guardianship support fund “helpful” or “very helpful”. We also know from parents and carers about the difference the adoption and special guardianship support fund has made to their lives.

However, the fund is not the only source of support available to adopted and special guardianship children and their families, although it is a significant one. Adoption England is a key partner of the Department in improving adoption support. We have provided it with £8.8 million this year for specific projects to improve adoption support. That includes funding for developing national standards, developing centres of excellence as multidisciplinary teams with education and health, and establishing services designed to respond to adoptive families in crisis quicker and more effectively.

We are working to improve the support available to children in kinship care. Last year, the Government announced a £40 million package to test the payment of an allowance to cover the additional costs of supporting children to move into kinship care. We have also published updated statutory guidance on kinship care for local authorities, and we appointed the first kinship care ambassador to advocate for kinship families across Government. Across England, more than 140 kinship peer-to-peer support groups are already up and running, providing kinship carers with vital spaces to connect, share their experiences and support one another. Alongside that, a comprehensive package of training and support is being actively delivered, ensuring that every kinship carer has access to the resources they need to thrive. We have also expanded the role of the virtual school heads to champion the education, attainment and attendance of children in kinship care who were previously in care.

This Government’s approach to informing children’s social care will transform services and transition towards earlier intervention. The Children’s Wellbeing and Schools Bill will shift the focus of the children’s social care system and put children’s needs first. Our landmark investments in family help and Best Start family hubs will help families to access earlier support before they reach crisis point. Those measures and investments are alongside the adoption and special guardianship support fund so that specialist support is available should families need it.

On health, Ministers and officials engage regularly with the Department of Health and Social Care and NHS England on how we can improve support for children, and we will continue to do that. The most recent NHS plan sets out how we intend to improve mental health services.

In order to ensure that the fund was financially stable in 2025-26, I announced a number of changes to the management of the budget. In the interests of transparency, I committed to making the equalities impact assessment, which helped to inform decision making, available for review. On 17 July, I placed the assessment in the Libraries of both Houses. It provides a breakdown of the available data and explains the rationale behind our decision to make changes.

In particular, it highlights the fact that, had we not made changes, many children could have been prevented from accessing therapy. The number of children accessing the fund has increased by 2,000 year on year. The equalities impact assessment is kept under review, and my officials update it regularly to better understand the impact of any changes on vulnerable children. The Department also publishes annual data on the adoption and special guardianship support fund.

[Rachael Maskell]

Does the hon. Member share my concern that if we are going to make the investment for the long term, we have to look at the number of children in care? In 2010, there were 64,000, and in 2024, 83,630. That places significant demand on the adoption and special guardianship support fund. Will she look at the work that York council is doing on halving the number of children in care? Surely that will reduce demand on the fund.