Oral Answers to Questions

Debate between Rachael Maskell and Nadhim Zahawi

Monday 23rd May 2022 Commons Chamber

[Nadhim Zahawi]

The Church of England and the Catholic Church have been partners on the journey of the White Paper. They are already making ambitious plans to deliver what we all want to see—great schools where children get a great education in the classroom wherever they live in the country.

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

When a child experiences deep trauma, it can escalate their vulnerability and can display itself in many ways, including harm to themselves and others. Early intervention is key, but when residential placements are required, it is inexcusable when there are no places available locally or nationally. How will the Secretary of State rectify that as a matter of urgency?

Making Britain the Best Place to Grow Up and Grow Old

Debate between Rachael Maskell and Nadhim Zahawi

Monday 16th May 2022 Commons Chamber

[Nadhim Zahawi]

I absolutely agree with my hon. Friend on Millie’s Mark, and of course child safety in nurseries is vital and non-negotiable. I am grateful to her for bringing that accreditation to the House’s attention.

As I was saying, where families need additional help we have expanded the Supporting Families programme so that those 300,000 families with more complex needs can work with a key worker to help to resolve problems.

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

Will the Secretary of State give way?

[Nadhim Zahawi]

I will just make a bit more headway, then I will take the hon. Lady’s intervention with pleasure.

To improve the lives and outcomes of children with a social worker, we need to make fundamental changes to the current system. I look forward to seeing the recommendations from the independent review of children’s social care—the MacAlister review—which will be published in the coming weeks. It is a once-in-a-generation opportunity to improve outcomes for children and families. This Government are acutely aware of how important childcare is to both children and their mums and dads. In each of the past three years we have spent in excess of £3.5 billion a year on our early education entitlements, and we will continue to support families with their childcare costs. At the spending review last October we announced additional funding for early years entitlements worth £160 million in 2022-23, £180 million in 2023-24 and £170 million in 2024-25 compared with the 2021-22 financial year.

Providing quality childcare is vital for children to develop from the earliest opportunity, but there is another point to all this. We know that women are the most likely to shoulder high childcare costs. The aim of the Government’s universal credit childcare offer is to support parents for whom paid childcare is a barrier to work to overcome that barrier. This works alongside tax-free childcare, helping parents return to work and making sure it pays to work. For every £8 that parents pay into their childcare account, we add £2, up to a maximum of £2,000, in top-up per year for each child up to the age of 11, and up to £4,000 per disabled child until they are 17. Overall, the Government have spent more than £4 billion on childcare each year for the past five years in the United Kingdom through childcare offers led by the Department for Education, tax-free childcare and employer-supported childcare. Addressing the issue means that women can, if they wish, go back to their careers. That is fair to them and it is good for business and the economy.

Our long-term economic success will turn on our ability to nurture and utilise talent, including that of new mothers. Human potential—human capital—is the most important resource on earth. To steal a phrase from my right hon. Friend the Member for Harlow (Robert Halfon), the Chair of the Education Committee, we are determined to build a skills-rich economy. We are committed to delivering those skills through massive investment in and reforms to skills and further education provision.

We have already embarked on revolutionising the post-16 education sector, transforming apprenticeships, driving up quality and better meeting the skills needs of employers through more flexible training models. We have launched T-levels, boosting access to high-quality technical education for thousands of young people, and, of course, creating our skilled workforce of the future. I pledge to the House that I will make T-levels as famous as A-levels—watch this space. In the previous parliamentary Session, we successfully passed the Skills and Post-16 Education Act 2022 to do just that. That Act, alongside our wider reforms, including an additional £3.8 billion investment in skills over this Parliament, rightly places employers at the heart of the skills system, supporting our ambition for everyone to be able to access the training that they need to move into highly skilled jobs. There is, of course, a crucial role for our universities in making sure that our country remains the best place in which to grow up and, given the link to future earnings and opportunities, to grow old.

We will bring forward further legislation through a higher education reform Bill to ensure that our post-18 education system promotes real social mobility, is financially sustainable and will support people to get the skills they need to meet their career aspirations and help grow the economy.

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[Nadhim Zahawi]

I am grateful for the hon. Gentleman’s intervention and have a couple of things to say in response. First, the Secretary of State for Health and Social Care will address this, but I know that his priority—his laser-like focus—is on dealing with the backlog. There is also investment in Cumbria and the University of Cumbria for clinical training and the needs of the hon. Gentleman’s constituents.

As I said at the start of my speech, I am focused on delivery. I am passionate in my belief that performance data is a key lever to drive rapid improvement through complex systems, whether in education or in health. On transparency, as we did with the vaccine we will do the same again with education and health. I have committed to publishing a delivery plan setting out what we will achieve and a performance dashboard showing progress so that the House and the country can hold us to account. I have already written to all schools stating that we will publish data on the uptake of the national tutoring programme this summer. Many schools have helpfully given us access to their attendance data, and I am conducting a trial over the coming weeks to share that data back in a way that prompts helpful actions in schools and local authorities.

The spirit with which our education sector responded to the pandemic demonstrated why this is the best country to grow up in.

[Rachael Maskell]

The Secretary of State is talking about the best place for young people to grow up; will he explain why not a single placement of special provision for children at risk is available throughout the country, as my constituent is experiencing right now?

[Nadhim Zahawi]

The hon. Lady raises an important point. That is partly why the MacAlister review of children’s social care is so important. I shall say more on that in the coming weeks.

Let me return to praising the incredible spirit of our education frontline: those brilliant teachers, school leaders and, of course, support staff—we must never forget the support staff—demonstrated why this is the best country to grow up in. We see that spirit across our public and private sector, including, of course, in the work of the national health service with our great vaccine companies, which has led the way in protecting lives and livelihoods in the battle against covid. Thanks to the astonishing roll-out of the vaccine and booster programmes, we were the first European nation to protect half our population with at least one dose and, thanks to my right hon. Friend the Secretary of State for Health and Social Care, the first major European nation to boost half our population, too.

Following the unprecedented challenges placed on the NHS by covid, we will spend more than £8 billion from 2022-23 to 2024-25, supported by the revenue from the health and social care levy, to clear the covid elective backlogs. But we must be honest: our NHS faces long-term challenges too, including an ageing population and people increasing living with multiple long-term conditions. At this critical moment, we must seize the opportunity to put our healthcare system on a more sustainable path for the future, while meeting the immediate urgent recovery challenges. The Health and Care Act 2022 has created the structures for that sustainable future.

At the same time, as my right hon. Friend the Health Secretary will outline later, we will publish draft legislation to reform the Mental Health Act so that patients suffering from mental health conditions have greater control over their treatment and receive the dignity and respect that they deserve. I know that the NHS is an institution that makes people proud to be British. I and this entire Government share that sentiment, which is why we are safeguarding its sustainable future.

In closing, this was a Queen’s Speech filled with substantial policies, not least those that give young people the education they need to succeed in life; policies that will provide more rungs on the ladder of opportunity, and opportunity for older people who want a chance to learn and retrain; policies that put skills at the heart of our economy to unleash its potential; policies that back our public services so that they can deliver what our country needs; policies that sustain the truth that this is the best place in the world to grow up and grow old.

Special Educational Needs and Disabilities Review

Debate between Rachael Maskell and Nadhim Zahawi

Tuesday 29th March 2022 Commons Chamber

[Nadhim Zahawi]

I can certainly give my hon. Friend the assurance that we will reach out to them.

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

Parents are battling and children are struggling every day in York, in that tug of war between the services, the available funding and the available practitioners. I was disappointed that the proposals do not contain a workforce plan covering the comprehensive range of services needed, including speech and language therapy, physiotherapy, occupational therapy, psychological services and CAMHS. In the consultation, can the Secretary of State put a focus on workforce planning and ensure that at the end of that consultation, a workforce plan is published alongside the Government response?

[Nadhim Zahawi]

I am grateful for the hon. Lady’s characteristically thoughtful question. We made a commitment in the Green Paper, and the Secretary of State for Health and Social Care has also made this commitment, to ensure the workforce provision is adequate. The best way to ensure that is through the transparency of a local data dashboard so people can see their child has consistency of support.

Education: Return in January

Debate between Rachael Maskell and Nadhim Zahawi

Wednesday 5th January 2022 Commons Chamber

[Nadhim Zahawi]

I remind the House that it is guidance —rather than mandate—on mask wearing in communal parts as part of plan B, which we announced at the end of last year, and now on wearing masks in secondary schools in the classroom. My hon. Friend mentioned the unfairness of this. I agree—I hope my statement struck the right tone—about what children have had to endure over the past two years because of the pandemic. However, I remind the House about a slight difference: we are asking people to work from home wherever possible, so they do not need to go into the office at present, but we want to children to be in school, in a classroom, learning, because we know that that is the best place for them—for their education and for their mental health.

Our plan is clear. As the Prime Minister set out, we will review all the plan B measures on 26 January—in fact, they will sunset then—and I hope that, by then, as we see more evidence, which at the moment, clearly demonstrates that the Prime Minister was absolutely right not to go any further and lock down the country at Christmas or in the new year, we will be one of the first major economies in the world to demonstrate how we transition this virus from pandemic to endemic. I hope that we will get back to what normal life looks like for students as well as for the rest of the economy.

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

I want to return to the issue of exams and assessments. Young people have a real sense of fairness. When they are seeing some areas of the country where infection levels are incredibly high and other areas where these are lower, they are concerned that there will not be equality across the country to demonstrate their ability and for their futures. How will the Secretary of State ensure that every single child will have their assessment in such a way that their full ability will come to the fore?

[Nadhim Zahawi]

I am grateful for the hon. Lady’s important and thoughtful question. We are doing several things. As I have made clear, we are going back to examination. Exams will take place this month—some of the vocational examinations that are coming through—and then in the summer. I spoke about our work with the regulator, Ofqual, on recognising the disruption to students’ learning because of the covid pandemic. Through Ofqual, we will also share advance information with teachers and schools so that we, again, recognise the challenges around exams this summer for students. As I mentioned, we will go back in two steps to pre-covid grading, recognising the challenge that students have faced.

Oral Answers to Questions

Debate between Rachael Maskell and Nadhim Zahawi

Monday 1st November 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful for my hon. Friend’s question. We know that now more than ever we need to invest in adult skills and training. The lifetime skills guarantee gives adults in colleges just like East Surrey College the opportunity to develop the skills to succeed in work throughout life. I was the apprenticeships tsar under the coalition Government, and if you had told me that a Prime Minister would introduce this, I would have bitten your arm off. We have to make this famous, and we can do that through the work of everybody in this House taking the message out to their constituents.

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

But since 2010, funding for adult education has been slashed in two and funding for further education has been cut by a third. Of course, it was this Government who scrapped the union learning fund, which was transformative in moving people into skills for the future economy. Could the Secretary of State set out exactly how he will invest in skills and what the skills strategy priorities are, in the light of the fact that the Government seem to be making demands for skills that they simply do not have in the economy?

[Nadhim Zahawi]

I am grateful to the hon. Lady. I can set out precisely how we are taking this forward: we are investing £2.5 billion—if we take the Barnett funding, it is £3 billion—in the national skills fund. The Budget confirmed that further investment through the national skills fund will reach just over half a billion pounds—£554 million—by 2024-25. That will include extending the eligibility for about 400 free level 3 courses to more adults and further expanding skills boot camps. We will announce more details in due course. On qualifications, the free courses for jobs offer is another intervention in the economy, and the boot camps are an incredibly successful intervention in the economy, producing skills through heavy goods vehicles boot camps and others. Strategically, it is about making T-levels, apprenticeships and apprenticeship degrees absolutely equal to A-levels and degrees from university.

--- Later in debate ---

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

Four hundred and thirty-nine pupils were absent from school with covid-19. Of course, that is impacting on their education, but the real crime is the fact that they want their vaccines and are not getting them. What is the Secretary of State doing to ensure that pupils do get their vaccine and we stop this delay?

[Nadhim Zahawi]

The school-age vaccination system is working. This week, the Health Secretary again announced a big drive in schools to ensure that we continue to protect and vaccinate 12 to 15-year-olds as we did through the holiday period and, of course, before that when we began the programme. It is big push to ensure that we vaccinate and protect those 12 to 15-year-olds.

Covid-19 Vaccinations: 12 to 15-year-olds

Debate between Rachael Maskell and Nadhim Zahawi

Monday 13th September 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful for my right hon. Friend’s really important question. I want to spend a few seconds explaining this to the House, because it is really important. He mentioned that the decision would lead to teachers having to explain; actually, it is quite the opposite. It is not the teacher’s responsibility to do that; it is a qualified clinician’s. The school-age vaccination programme is very well equipped to do that in a discreet and careful way with parents and with the child. However, that will be on very rare occasions; the bulk of vaccinations will be conducted only if there is parental consent.

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

It is really important that every parent has access to a supported conversation—we know that that is a very positive public health intervention—but it is important for every young person too, because they also want to be equipped with information. I see the Minister nodding. In light of that, and not just one new vaccine programme but a second one, can he explain the resourcing of staff to not only vaccinate but provide that information? In addition, can he explain why 11-year-olds are being excluded? Our secondary system runs from 11 upwards, as opposed to 12.

[Nadhim Zahawi]

Our regulator has only regulated the vaccines for 12 to 15-year-olds. I reiterate the point that the school-age vaccination programme and the infra-structure we have is very well versed in delivering vaccines and gaining consent. Of course, the NHS in England—the same is happening in Scotland, Wales and Northern Ireland—has been thinking through exactly how the communication, the comms and the leaflets, will be provided to parents so that they have the information necessary to be able to make the decision for their child to be vaccinated.

Covid-19 Vaccine Update

Debate between Rachael Maskell and Nadhim Zahawi

Thursday 4th February 2021 Commons Chamber

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

Pharmacies cannot contribute in the vaccine programme unless they commit to deliver at least 1,000 vaccines a week. That precludes many community pharmacies embedded within those communities where some residents cannot access the vaccination centres. So will the Minister allow local pharmacies to work together to deliver smaller volumes, so that they can reach more residents who would not otherwise get a vaccine?

[Nadhim Zahawi]

I am grateful for the hon. Lady’s question. Community and independent pharmacies have a significant role to play; she may have heard me refer earlier to the hundreds that are already in the programme, delivering vaccines. The reason for the 1,000 vaccinations a week minimum is that, when vaccine supply is finite and every dose matters, we cannot afford for vaccines to just sit in a fridge in a smaller pharmacy. As vaccine supply begins to improve, we can look at bringing in more pharmacies. At the moment, 98% of the country is within 10 miles of a vaccination site; for the 2%, we will go to them with a pop-up site. I want us to get to a stage, once we have done phase 1, where we are maybe able to be more convenient and where people can pop into their local pharmacy once supply allows.

Nursery Sector: Sustainability

Debate between Rachael Maskell and Nadhim Zahawi

Wednesday 10th October 2018 Westminster Hall

[Nadhim Zahawi]

I shall give way later if I have time. The hon. Lady and the hon. Member for Burnley (Julie Cooper) mentioned maintained nurseries. The Secretary of State and I have both seen the incredible work that maintained nurseries deliver for their communities, and we have made £60 million a year of supplementary funding available at least until 2020. My message to local authorities is: do not take premature decisions on maintained nurseries. Many colleagues have made representations to me about the quality of maintained nurseries in their constituencies.

The hon. Member for Worsley and Eccles South (Barbara Keeley), who is no longer present, spoke about nurseries in Salford being forced to close as a result of funding rules. I met the hon. Lady and other colleagues to discuss the matter, but it is for the council to manage its local markets and to ensure appropriate provision for children with special educational need and/or disability. Councils may request exemption from the high pass-through rule, but Salford chose not to do that. My officials continue to discuss the matter with council officers. I am pleased that there are no 30-hour sufficiency issues in Salford.

The hon. Member for York Central (Rachael Maskell) made a strong speech about the early years workforce and professional development. As she said, staff training and development is associated with quality, and I have announced that we are investing £20 million in professional development and training for practitioners in disadvantaged areas of our country.

The attainment gap was mentioned by the hon. Members for York Central and for Burnley. I would say that we were in agreement. More than a quarter of children finished their reception year still without the early communication and reading skills that they need to thrive. The Government have ambitious plans to halve that number over the next 10 years. The Department is working closely with the sector to deliver on our commitment to reform the early years foundation stage profile. We know that those gaps can emerge much earlier in a child’s life, as the hon. Member for York Central rightly indicated, well before the child enters the reception year. That is why we have recently launched a capital bidding round of £30 million, inviting leading schools to come forward with projects to create new high-quality nursery places for two, three and four-year-olds, which I spoke about earlier.

The hon. Member for York Central also spoke about the need to put the right investment in place for children with SEND. A high-needs funding system provides funding to local authorities for children and young people with complex special educational needs, from age zero to 25. The total high-needs block of funding now stands at a record high of almost £6 billion in England. Every local authority will attract at least a 1% increase in core formula funding per head in 2019-20 compared with 2017-18. The support is there for children with SEND, and our disability access fund is worth £615 per child. Local authorities should also establish an SEN inclusion fund. I think I shall end there, unless colleagues wish to intervene.

[Rachael Maskell]

The Minister was asked about funding. He has heard from Members across the Chamber that funding does not match need. Will he set out the discussions he has had with the Treasury ahead of the Budget to ensure that we have the right amount of funding for nurseries? Can we expect an announcement on 29 October?

[Nadhim Zahawi]

I hope that I conveyed to the hon. Lady, even if I did not convince her, that we are looking at funding very closely—a real deep dive. We have included our own additional survey questions for providers and have taken a representative sample of providers so that we can begin to understand it. My hon. Friends the Members for Rugby and for Bolton West and Opposition Members have offered evidence that we will look at very closely. I assure the hon. Lady that we are doing the work to ensure that there is continued sufficiency and that providers are able to deliver the excellent service that many thousands of them deliver.

I thank my hon. Friend the Member for Bolton West for securing this debate and for his thoughtful contributions.

Education

Debate between Rachael Maskell and Nadhim Zahawi

Wednesday 18th April 2018 Ministerial Corrections

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

Under its inspection framework, Ofsted requires inspectors to pay particular attention to children with allergies and to gather evidence about pupil welfare and how well needs are met by individual schools, and it will evaluate the experience of particular individuals and groups, including those with medical needs.

[Rachael Maskell]

At the moment it is completely voluntary for schools to hold an EpiPen. Will the Minister look into ensuring that all schools have such devices?

[Nadhim Zahawi]

Currently, governing boards have an obligation to put forward a clear strategy for what a school is doing for children with allergies. My understanding is that they have to have two EpiPens, not one—one and a spare—but I will hold a roundtable to look at what more we can do to ensure that happens in every school. [Official Report, 14 March 2018, Vol. 637, c. 392WH.]

Letter of correction from Nadhim Zahawi:

Errors have been identified in my response to the Westminster Hall debate on allergy awareness in schools on 14 March 2018.

The correct information should have been:

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

Under its inspection framework, Ofsted requires inspectors to pay particular attention to the outcomes of a range of groups of pupils. Inspectors gather evidence about pupil welfare and how well needs are met by individual schools, and it will evaluate the experience of particular individuals and groups, including those with medical needs.

[Rachael Maskell]

At the moment it is completely voluntary for schools to hold an EpiPen. Will the Minister look into ensuring that all schools have such devices?

[Nadhim Zahawi]

Currently, governing boards have an obligation to put forward a policy for supporting pupils with medical conditions, including allergies. I will hold a roundtable to look at what more we can do to ensure that happens in every school.

Oral Answers to Questions

Debate between Rachael Maskell and Nadhim Zahawi

Monday 19th March 2018 Commons Chamber

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

12. What steps his Department is taking to ensure the effective safeguarding of children and young people receiving individual private tuition.

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

It is ultimately the responsibility of parents to assure themselves about the suitability of any private tutor they might choose to employ before they engage them, for example by seeking and checking references, and asking to see a copy of any Disclosure and Barring Service certificate. It is a serious criminal offence to seek to work with children in a regulated activity after being barred from doing so.

[Rachael Maskell]

One in four children currently receive tuition outside school, but private and self-employed tutors do not have to undergo criminal records checks, which puts those children at serious risk. What is the Minister doing about that? Will he meet me to discuss a serious case in my constituency and to talk about why the law must change?

[Nadhim Zahawi]

I will certainly meet the hon. Lady to discuss the case about which she emailed us earlier today. I would be very happy to do that.

Allergy Awareness in Schools

Debate between Rachael Maskell and Nadhim Zahawi

Wednesday 14th March 2018 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

I congratulate the hon. Member for East Dunbartonshire (Jo Swinson) on securing this debate. I would like to thank everyone present for their contributions to this valuable discussion.

I have twins who are now 21, one of whom is asthmatic. The hon. Lady talked eloquently and passionately about her own experience, and having an anaphylactic fit is similar to an asthma attack. We also have a five-year-old. In her school, the teachers clearly do things properly. Last week at breakfast, she was planning to have her best friend over for a play date and she said, “Daddy, my friend’s got a dairy allergy, so we have to make sure we’ve got the right food at home.” That brought home to me how complex it is, thinking about what food to give a five-year-old, to avoid what sadly happened to Karan in Ealing.

The hon. Lady spoke passionately about how the media handle this stuff. Yes, Sony has apologised, but I have looked at some of the comments linked to those media stories with people saying, “What’s the big deal? This is just a cartoon—a CGI movie. Get a life!” Actually, it is about life. Sometimes we have to step back for a second and not be so selfish as to think that everybody without an allergy has the right to everything, while people with allergies should be excluded.

The hon. Lady spoke about transport. British Airways no longer provides nuts on its flights, which I think is the right thing to do. I do not have a nut allergy—I love eating nuts—but I am in no way concerned that it has taken them off the menu. Think about the number of flights, children and holidays—that is a better way of doing things, and it provides lots of other nutritious and good food.

In the short time that I have been in post as Minister for Children and Families, I have been truly inspired by the commitment shown, at all levels in the school sector, to children from a wide range of backgrounds and with a wide range of needs. I have visited early years providers and local authorities and seen the exemplary work that many of them are undertaking to support some of our most vulnerable children and members of society. Colleagues mentioned the inspection regime. Under its inspection framework, Ofsted requires inspectors to pay particular attention to children with allergies and to gather evidence about pupil welfare and how well needs are met by individual schools, and it will evaluate the experience of particular individuals and groups, including those with medical needs.

[Rachael Maskell]

At the moment it is completely voluntary for schools to hold an EpiPen. Will the Minister look into ensuring that all schools have such devices?

[Nadhim Zahawi]

Currently, governing boards have an obligation to put forward a clear strategy for what a school is doing for children with allergies. My understanding is that they have to have two EpiPens, not one—one and a spare—but I will hold a roundtable to look at what more we can do to ensure that happens in every school.[Official Report, 18 April 2018, Vol. 639, c. 1MC.]

Our vision is that every child, no matter what their background or ability, should play an active part in their school community. The hon. Member for East Dunbartonshire mentioned that just because a child happens to have an allergy, they should not feel excluded from a trip, visit or any other activity at school. We want all children to reach their full potential and to receive the right support to succeed in their education and as they move into adult life. We recognise the importance of supporting pupils with medical conditions at school, and I share her concerns about instances of poor practice that have the potential to place pupils at risk.

With regards to statutory duty, in the Children and Families Act 2014 we introduced a duty on governing boards of schools in England to make arrangements to support pupils with medical conditions. That is a clear signal to schools that supporting pupils with medical conditions is important. I hope that through the roundtable we can see how to improve that further.

The guidance is based on existing best practice and sets clear expectations on schools. It covers a range of areas, including the preparation and implementation of school policies for supporting pupils with medical conditions and the use of individual care plans. It also covers staff training, medicines administration, consulting with parents and collaborative working with healthcare professionals.

The Government understand that food allergies can be complex and worrying for parents. That is why we have set out minimum standards for school food through legislation, with the latest school food standards having come into force in January 2015. We expect headteachers, school governors and their caterers to make effective decisions about their school food policies that take into account the needs of all their pupils.

I want to address an issue that has not come up in the debate but is equally important. Schools have a legal requirement to offer free school meals to all pupils in reception, year 1 or year 2 whose parents want them, and we expect them to make every effort to ensure that pupils with allergies are able to benefit from that entitlement. In all but exceptional circumstances, schools and their caterers are expected to take into account factors such as the type of diet required by the child with allergies, the number of children in a similar position and the cost of making suitable foods.

Like many colleagues, I was shocked and horrified to hear about Karan, who sadly passed away. The case is under investigation, so it is difficult for me to say too much about it. However, it is important to remember that this case could have been bullying. The hon. Lady was right to condemn the messaging to young people that it is okay to tease other children over their allergies and that it is a bit of harmless fun. That is completely wrong.

In conclusion, I am grateful to the hon. Lady for highlighting this issue this afternoon. We have much to be proud of in how we have moved forward to address the medical conditions of pupils in schools, but I recognise that there may be much more that we can do. I have arranged a roundtable with the Health Conditions in Schools Alliance to discuss in detail the issues that it feels still need to be addressed, to ensure that every young person has the best opportunity to reach their full potential. I am open-minded about what will hopefully be put in front of me. I will take my learning from this debate to that roundtable and ensure that we consider the issue of allergies in the round, alongside those of other medical conditions in schools. I feel incredibly privileged to have been placed in this role. I am aware that the system often seems to be stacked against those who need more help, and I want to make sure that all vulnerable children have the support to achieve in school and to progress successfully into adulthood.

Question put and agreed to.