Children’s Wellbeing and Schools Bill

Siobhain McDonagh Excerpts

2nd reading
Wednesday 8th January 2025 Commons Chamber

[Dame Siobhain McDonagh (Mitcham and Morden) (Lab)]

It saddens me to make this contribution. Three main aspects of the Bill are of particular concern to me: the proposal to make it compulsory for academies to teach the national curriculum; the harmonisation of teachers’ pay across academies and maintained schools; and the pathway for future failing schools. When I was elected in 1997, two of our four secondary schools were in the bottom performing 5% of schools in London, and London was the worst region in the country. Today we have three academies—Harris Academy Merton, Harris Academy Morden, and St Mark’s Academy—and I am delighted to tell the House that they are all Ofsted-rated “outstanding”. I wish to thank the principals, Julian Sparks, Aisha Samad, Hannah Fahey and their teams for all their efforts.

According to Ofsted’s latest inspection report, one of the keys to the success of Harris Academy Merton is its “aspirational curriculum”—its version of our national curriculum that is flexible and tailored to pupils’ individual needs. Ofsted stated that teachers at the academy were able to carefully consider what pupils needed to learn, and the right time for pupils to revisit that knowledge. That is a proven recipe for success, not just at Harris Academy Merton but in academies across England. I struggle to see how removing the right to a carefully tailored education will benefit students who need the additional support that such an education provides. Forcing schools such as Harris academy to teach the national curriculum risks undermining one of the keys to their success.

I have serious concerns about the proposal to change the pathway for turning around failing schools. I know from bitter personal experience that any change to the status of a school can become highly political. The current system, in which failing schools automatically become academies, provides clarity and de-politicisation, and ensures a rapid transition. I fear that making that process discretionary would result in a large increase in judicial reviews, pressure on councils and prolonged uncertainty, which is in nobody’s interests. I understand that a change might be needed to ensure that failing schools are taken over by the right academy for their needs, and not by a weak academy, and there should be a list of those academies that are not up to it, but we should not put the process at risk.

My contribution is born of 27 years’ experience. I have fought teaching unions and anti-academy groups, because the most important thing is the ability of children to achieve—not our aspiring to that, and saying, “That’s what we want,” but putting the structures in place that actually bring that about. Do not put that at risk.

Children’s Wellbeing and Schools Bill

Siobhain McDonagh Excerpts

Report stage
Monday 17th March 2025 Commons Chamber

[Damian Hinds]

The hon. Member makes a powerful point very effectively. There will always be arguments about needing exceptions for this case and that, but we can have exceptions, and school headteachers are pretty good at knowing when they need to make an exception to a rule.

It would be helpful to have a national policy in this area. That would not preclude exceptions for children with a special educational need or young carers. Crucially, it would also not preclude children from having a phone as they go to and from school, where the school and the parents want that. Parents often think about that, for safety reasons. There are various ways of dealing with this, such as the pouches that the hon. Member mentioned, or lockers.

I have noticed a shift. A couple of years ago, some people argued against a ban on principle. Now, the only real argument that I hear—I do not say that this is a trivial point—is about the big cost of buying pouches or lockers. If that is what we are arguing about, that is material progress. It is time for us to stop talking about whether, and to start talking about how.

[Dame Siobhain McDonagh (Mitcham and Morden) (Lab)]

Madam Deputy Speaker, may I, through you, wish all Members of the House a very happy St Patrick’s day? I rise to speak on new clause 14. What it proposes is not brain surgery, and it is not new or exciting, but it is an essential part of how we approach the enormous problem of children living in temporary accommodation miles away from their home, their home borough, their school and their doctor.

The hon. Member for Harborough, Oadby and Wigston (Neil O’Brien), who spoke for the Opposition, said that he thought we would look back at the issue of mobile phones in schools and think, “What were we thinking to allow that to happen?”. We should already be thinking, “How did we come to have tens of thousands of children in temporary accommodation, which is almost exclusively in a terrible state of repair, miles away from anybody who is watching them?”.

Many of the families we are talking about are not just homeless, but are the most vulnerable in our community. They include children with special needs, and children and families who experience great difficulty in their day-to-day lives. There are those who have disrupted families, those who move frequently, and those who just find things difficult. As of right now, there are 164,040 children living in temporary accommodation. On average, 54 children from homeless families are placed in temporary accommodation every day.

In London, the area that I understand best, one in every 21 children is living in temporary accommodation—that is at least one in every school class. In schools in central London, 50% or 60% of children could be living in temporary accommodation. That was certainly the case for Harris Peckham. Last year, an article in The Sunday Times identified it as having 60% of its children in temporary accommodation. That school, like all schools in the Harris Federation, tries to do its best for those large numbers. It has set up a drop-in centre in the school, to allow parents to take their children to school, spend the day in school, and go home with their children in the evening.

We constituency MPs probably understand a lot more clearly than most in our communities the impact of what is going on. In Merton, we have just under 700 families in temporary accommodation. That is probably the lowest number in London, but to me it is an extraordinary number that I worry about every day, every night, and at every advice surgery. Some 80% of those families are placed outside the borough. When they are placed somewhere outside the borough, the council is required to place only two notifications: one with the receiving borough and one with the Ministry of Housing, Communities and Local Government—it does not have to inform the schools or the GP—and nothing happens, so all these boroughs are taking on families that they know nothing of.

Families often do not want their GP to know that they have moved, because they worry about being removed from their list. They worry that that would mean their children being removed from the children and adolescent mental health services list, which we know can be as long as 12 months, being removed from operation lists at local general hospitals, and generally being displaced along with being misplaced in accommodation. This also means—we probably consider this far less—that the health visitor does not know that a family with young children has moved into the area.

I have a great friend, Debbie Fawcett, a Queen’s nurse who is the homelessness health visitor to families in Merton. Part of her job is to regularly go to hostels, converted warehouses and converted office blocks in and around my constituency to find out where these children are. She gets no notifications; she simply walks round the blocks and gets the families she already knows to be her spies, in order to find out if families are moving in. She has been known to run into flats after delivery drivers to see if she could find a baby. These families are often placed in accommodation that is so small that the children cannot learn to walk. They are displaced from the support of grandparents, churches and other community groups. They desperately need Debbie’s help, but she does not know they are there.