Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 22nd June 2026 Commons Chamber

[Olivia Bailey]

Alongside updating the standards, we also want to support schools to implement them. That is why, alongside developing new governance and compliance proposals, it is right that we give schools the time they need to prepare and embed the new standards, including phasing some changes in secondary schools. The consultation on our proposals closed just over a week ago and we will consider all responses carefully.

[Wera Hobhouse (Bath) (LD)]

I recently visited Ralph Allen school in my constituency and saw how students were leading the way in improving the standard of their food. They have created a vegetable bed in an empty space, and are now offering vegan and vegetarian choices. How will the Department support schools in pupil-led improvements to their food?

[Olivia Bailey]

I thank the hon. Lady for that really important question and I am really glad to hear of the fantastic example in her constituency. It is really important that our approach to food is embedded right the way across the school curriculum, whether that is children planting their own vegetables in schools or designing their own menus. That is why, as part of our consultation, we have been listening to young people’s voices. Young people will continue to be at the forefront of our new school menus.

Children’s Wellbeing and Schools Bill

Wera Hobhouse Excerpts

Monday 27th April 2026 Commons Chamber

[Fred Thomas (Plymouth Moor View) (Lab)]

I congratulate and thank the Minister for her brilliant leadership throughout the passage of the Bill. It is fantastic to see this Labour Government delivering for children. In Plymouth, the free breakfast clubs have made an enormous difference. The measures in the Bill, including those with amendments, will be fantastic for children going forward.

On the amendment relating to social media age restrictions, I first note that the Opposition are doing a good job of making it sound like they have campaigned for this for years and years. They were in government for 14 years. Can I reveal to you, Madam Deputy Speaker, when it became their policy? It was three months ago, in January. I congratulate them on a very hard-fought three months, when the strong zeitgeist of the entire western world has been to age-restrict social media.

I thank Science, Innovation and Technology Ministers on the Front Bench for doing the hard work. They are not in opposition, quickly jumping on a bandwagon and trying to claim easy wins; they are consulting thoroughly with residents across the country, including in the south-west. I am really grateful for that, because we have to get this right—we have to do it. There is immense support across the House and among many colleagues for increasing age restrictions. We want this to happen and the Government are listening to us, but they want to do it in a careful way and I support doing it in a way that sticks. I note that our Labour party colleagues in Australia have done it and found immense success in their public approval ratings. Why is that? It is because the public know and families know—in fact, I think I can say that children know—that further protection through increasing age restrictions is needed. That is why it is so crucial to get this right. I welcome the Government’s amendment.

[Wera Hobhouse (Bath) (LD)]

The hon. Gentleman mentions his Labour colleagues in Australia and the great success they have had with their vision. Why are his Government dithering and delaying?

[Fred Thomas]

I politely disagree about dithering and delay. The Government are getting on as quickly as possible. The consultation was launched rapidly and is taking place right now, and the Government have committed to implementing the findings of the consultation as quickly as possible. I can assure the hon. Lady and the whole House that Back Benchers such as myself and my colleagues on the Government Benches will be holding the Government to account to ensure that they do that as quickly as possible. I have been assured that they are going to do so, and I take them at their word. It is really important that the House gets behind these measures, and I am extremely grateful to Ministers for making this happen.

Children’s Wellbeing and Schools Bill

Wera Hobhouse Excerpts

Monday 9th March 2026 Commons Chamber

[Sadik Al-Hassan]

I will talk about that in a second, but I appreciate the hon. Member’s patience.

Social media was sold to us in that way, but these platforms have been driven not by connection, but by engagement algorithms optimised purely for profit—something altogether more troubling. Parents such as me are locked in a daily battle, which they simply cannot win alone, of fighting platforms that have been specifically designed to keep children hooked. This is not just my experience. A 2024 report found that 78% of young people have experienced at least one form of online harm—body shaming, harassment, non-consensual sharing of sexualised images—or been publicly outed. As a pharmacist, I know that if a drug were causing such measurable harm for 78% of young people, it would be withdrawn, reformulated or placed behind the counter with strict controls on who could access it. We would act because that is what the evidence demanded, and the same logic must apply here. We have an identifiable source, we have overwhelming evidence of harm and we have the power to act.

Big tech companies are billion-dollar corporations that have built their business models on capturing the attention of young people for as long as possible. If we are serious about holding these companies to account, we should go further. I urge the Government to consider a windfall tax on social media companies, so that those who have profited from the exploitation of children begin to pay for the damage they have caused. Like the tobacco industry before them, these companies knew their product was harmful and took steps to make it more harmful and more addictive, but then denied responsibility for the consequences. We do not accept that argument from tobacco companies, and we should not accept it from big tech either.

The revenue raised could make a real difference. Youth centres have closed, and the pubs and community spaces that once gave young people somewhere to go and something to belong to have disappeared. Mental health services are overwhelmed. Education support is stretched. A generation has been harmed and the companies that profited from that harm should contribute to repairing it. That is why I welcome this debate today and any discussion on raising the digital age of consent, regulating social media and, crucially, holding big tech to account.

I understand the urgent call for action, to put our boot on the neck of big tech companies that have hurt an entire generation and put our children at risk—I share that desire completely—but I also understand that we need to get this right. It is relatively straightforward to identify what change is needed. The harder and more important question is how we make those changes in a way that is enforceable, durable and genuinely protective of children. A well-intentioned measure that cannot be properly implemented or enforced helps no one. We must learn from Australia’s model. The world is watching. Our teachers, parents and healthcare professionals are watching. Our children depend on what we decide in this Chamber today, tomorrow and in the future. Their opportunities, hopes, and dreams are in the balance, so we have to get this right—for them.

[Wera Hobhouse (Bath) (LD)]

There is now overwhelming evidence that addictive algorithms and harmful content are deeply damaging to our children’s wellbeing. We Liberal Democrats support Lords amendment 38, which would ban social media for under-16s, although our preference is for online regulation with film-style age rating of user-to-user services.

While the Government dither and delay, children across the country are being exposed to deeply harmful content every single day. I have spoken many times about the saturation of pro-eating disorder content that children view on social media, but the harms do not stop there. Social media is increasingly acting as a marketplace for the illicit drug trade. Researchers at the University of Bath have found that up to a quarter of vapes confiscated in secondary schools contained the deadly drug Spice. The Government’s own data reveals an eightfold increase in young people entering treatment for Spice in 2024-25.

How are young people getting their hands on these dangerous drugs? Through social media. Researchers have identified nearly 10,000 accounts involved in the supply and distribution of Spice, using TikTok as a means of communicating and advertising to children. Ofcom agreed that the content is “priority illegal content”. However, it declined to use its powers under the Online Safety Act 2023. We are facing a shocking reality. Children, right now, can buy the most dangerous prison drugs on mainstream social media: Snapchat, TikTok, Telegram. If Ofcom will not step up and the Government will not make it, what choice do we have but to prevent children accessing these platforms altogether?

The Government’s amendments in lieu of Lords amendments 38 and 39 completely miss the point, as my hon. Friend the Member for Twickenham (Munira Wilson) outlined. The Government must act now to stop children being exposed to illegal and harmful content online. We cannot allow endless inquiries, consultations and delays to stand in the way.

[Sir John Hayes]

Will the hon. Lady give way?

[Wera Hobhouse]

I will not; I am sorry.

More than 40 charities and experts support this approach. Our constituents have made their views clear too. I have been inundated with emails, the overwhelming majority of which support a ban. Now is the time for action. The Government could accept this cross-party amendment and give children an escape route from the dark corners of social media.

[Lola McEvoy (Darlington) (Lab)]

I would like to talk to the social media element of the Lords amendments. The argument for stronger protections for children online has been won, not least because of the appalling harms that have come to so many children because of the lack of proper, functioning legislation. I will use my time, which is limited, on this subject to make clear what I would like the Government to do and why I will be voting down the amendments in front of us tonight.

I want to focus on my steadfast belief that we must age-gate functionalities instead of age-gating social media, because I think that phrase will immediately become outdated—it is already outdated in schools.

One of the big problems with the Online Safety Act and how long it took to come in is that so many technologies are now not covered by that legislation—it is not evergreen. I am determined to ensure that my time in this place is used to create evergreen legislation for the issue of our time, which is protecting children from the horrendous and exploitative harms that they are coming to.

World Book Day

Wera Hobhouse Excerpts

Thursday 5th March 2026 Westminster Hall

[Jack Rankin (Windsor) (Con)]

It’s a pleasure to serve ’neath your chair’ship today,

And I hope you’ll forgive if today—just today—

I do not speak

In the usual way.

For today—yes, today!—is World Book Day, they say.

A day made for books and bright words at their play.

I thank my Honourable Friend with a cheer and a grin,

The Member for Dulwich and West Norwood—who let the debate on reading begin!

And today—yes, today!—on this most Bookish of days,

I won’t stick to the script in much-loved Erskine May.

No dry phrases today in the proper array—

I’ll try it instead in a Seussian way!

So today—yes, today!—we can happily spend

Time on good stories from beginning to end.

With a flip and a flourish, a swish and a sway,

For books are the best thing to brighten the day!

Here comes a test for my rhyming wordplay

For a brief jot in time while I quickly relay

The wisdom and pearls of Honourable Friends here today

I’ve made up on the spot in the Seussian way.

If it’s “Reading for fun and going all in”,

Grab that book off the shelf—take your mind off for a spin.

Each little child with a token and smile

Turns books into grammar, spelling and maths improved style.

From Strangford, we heard about Andy McNab

His strong love for reading shows in his gift of the gab

We thank all the libraries that open their doors

Not just to the building but lands on strange shores.

Like Isle of Wight West where Dickens and Tennyson called home

But not, to my knowledge, did Jerome K Jerome.

From Bracknell we heard about Fox Hill primary’s new library,

Something we want in every secondary and primary.

Glasgow West told of how Heidi inspired

As well as how books during conflict required

Too many speeches—I can’t do them all

But all of them wonderful in Westminster Hall.

I’m not quite yet done with my Dr-Seuss speech

There’s more—yes, some more—’fore the exits you reach.

For I haven’t yet shared my own greatest tale

Of two little boys from near Sunningdale.

A hop and a skip to the next village along

Are two little boys who love books, deep and strong.

The older loves space, rockets and sky

The littler one dinosaurs

who roar as they fly.

By accident or luck did it happen? It did not!

For many things quickly take the top spot!

Grown-ups are tired and they work all day through

So easy it is to forget what is true.

But the truth is that after another long day,

The thing I love most when I’m tired is say,

“Sit on my lap, boys. Rest your sleepy heads down,”

For a tale before bed will melt any frown.

It needn’t be complex or long as a Tolkien,

A Tolstoy or Dickens, James Joyce, and be hulking;

Few words here and there—what a difference they make

To children’s vocabularies and the brain cells they shake.

For Maths chaps like me who like numbers, not words

Books we still need for fractions like thirds

Whether green eggs and ham or bears from Peru,

Scientists can still marvel at brave Cindy Lou Who.

If kids 10 to 16 read for fun, not by force

They’ll get better jobs in the future workforce.

It has much more effect than if Mum or Dad went to uni,

So pick up that book and make your OWN dreams come true-ni!

When the Blue team were boss back in two thousand and twelve

Just 58% of six-year-olds reached the standards we delved

By the time we had gone

and up to the now,

The figure has soared to 80%

Wow—oh wow—wow!

Primary aged bookworms in England are best,

Now the best of the best—oh, yes—in the West.

Of Europe at least, and on this I don’t jest!

The best little readers of the rest in the West!

The Blue team are glad that the Red team agreed

In their Curriculum Review our reforms they still need

For phonics are king when it comes to learning

How to decode the letters and for stories yearning.

In the Lorax, Seuss taught us to love trees a lot

and said: “Unless someone likes you cares a whole awful lot,

nothing is going to get better.

It’s not.”



So now comes the time for my ask of the Reds.

Don’t worry or wobble—there’s nothing to dread.

For many of them are already decided.

With parents they agree and with their views they’ve sided.

For now is the time to ban phones from school proper.

Guidance alone means schools still come a cropper.

Despite their best efforts, it’s hard to stop-per.

So come on now Red team—stop delaying and do!

And while we’re at it,

ban social media for under-16s too.

There’s votes just next week; it isn’t too late

To do the right thing ’stead of making us wait.

I thank Honourable Friends for their patience and time.

I’ve enjoyed all the speeches, although none others rhymed.

But isn’t that the wonder of novels and stories

It matter not whether Lib Dem, Labour or Tories—

There’s one thing on which we can all agree

On World Book Day we can be one and not three!

[Wera Hobhouse (in the Chair)]

I sincerely hope that was not AI-generated; it was a very special effort. Follow that, Minister!

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 2nd March 2026 Commons Chamber

[Olivia Bailey]

I thank my hon. Friend for her important campaigning work in this area and for her important question. I am happy to give her that assurance, and I would be delighted to meet her to discuss this matter in more detail.

[Wera Hobhouse (Bath) (LD)]

I was a secondary school teacher before I came to this place, and even 10 years ago, although the school guidance was that mobile phones should not be in classrooms, enforcing that was a daily struggle. The presence of mobile phones undermines what schools are trying to do, causing distraction, potentially enabling cyber-bullying and exposing students to potentially harmful online content. We have been through all this. Sometimes it is important that guidance is supported by law, so will the Government turn the existing guidance into law and ban phones in schools?

[Olivia Bailey]

In the consultation we have announced today, we are consulting on whether a statutory ban is needed, but the action that we have taken addresses the root cause of the problem: the clarity of mobile phone policies and how well they are enforced. The vast majority of schools have a ban in place, but they are just not sufficiently effective. That is what we are working to address.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 19th January 2026 Commons Chamber

[Georgia Gould]

I am so grateful for all the brilliant educators who have worked so hard to welcome Ukrainian children to the UK, including the team at St Mary’s school. I was really pleased to hear about the positive conversations my hon. Friend has been leading, and I am grateful to him for championing this important issue. I would be delighted to meet him and educators to look at how we can support taking this forward.

[Wera Hobhouse (Bath) (LD)]

Bath has proudly welcomed hundreds of Ukrainian refugees, and we stand in full solidarity with the people of Ukraine, especially in Oleksandriya, which is our partner city. It has been concerning to hear that, in some parts of the country, Ukrainians have been encouraged to learn Russian as a GCSE, which can retraumatise children, as we have just heard. Does the Minister agree with me that until a Ukrainian GCSE is rolled out, no Ukrainian refugee should feel pressured into learning Russian?

[Georgia Gould]

I absolutely agree that all children should get to choose their GCSEs. I also agree about the importance of pushing forward with qualifications that support Ukrainian children, which is why my right hon. Friend the Secretary of State has written to exam boards asking them to consider this.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 1st December 2025 Commons Chamber

[Josh MacAlister]

I thank my hon. Friend for raising this important issue, and I will be happy to ask my noble Friend in the other place to meet him. The qualifications that we are defunding are large qualifications that directly overlap with T-levels. The Government’s policy is very clearly to back T-levels as a good choice for students in colleges.

[Wera Hobhouse (Bath) (LD)]

In Bath, our economy depends on highly skilled workers in engineering, the creative industries and the digital sector. Employers tell me time and again that the current apprenticeship system simply does not deliver the pipeline they need. Will the Government be serious about growth by replacing the broken apprenticeship system with a more flexible skills and training levy, as well as guaranteeing apprentices at least the national minimum wage?

[Josh MacAlister]

I thank the hon. Member for this timely question, following the Budget last week, when the Government made the welcome decision to change the apprenticeship system by fully funding apprenticeships for small and medium-sized enterprises, which will open up opportunities for many more. The latest data shows that under this Government, apprenticeship starts, progression and completion are up, up, up.

Support for Dyslexic Pupils

Wera Hobhouse Excerpts

Tuesday 11th November 2025 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to serve with you in the Chair, Ms Butler, and I congratulate my hon. Friend the Member for Yeovil (Adam Dance) and the hon. Member for Broxtowe (Juliet Campbell) on securing this important debate.

On a conservative estimate, there are on average three children with dyslexia in every classroom, including in Bath. That is three children in every classroom, or perhaps even more, being let down by our education system, unable to receive the support that they need to learn and succeed.

People with dyslexia are often failed at the very first hurdle: 80% do not receive a diagnosis until after they have left school, and some never receive a diagnosis at all. I am freewheeling slightly here, but I have a suspicion that I am dyslexic. I was never diagnosed; I just always struggled with spelling. Once I had finished bluffing my way through spelling tests in German, which is my mother tongue, English came along and the same thing happened again. All I can say for all those who are dyslexic is that the feeling of being slightly at sea all the time will never go away. For those who manage to get a diagnosis, that is only the starting point. With increasing pressure on school budgets and a lack of teacher training about how best to support neurodiverse children, getting a diagnosis is just the first of many challenges.

Without proper support, children with dyslexia often find themselves falling behind in school, because they struggle to learn at a similar pace to their peers. I was a secondary school teacher, and because teachers have to rush through the curriculum, often there is little opportunity to support children who are struggling. Often all we do is to punish those who have a neurodiverse disposition, rather than supporting them. That absolutely must stop. We must stop punishing young people with dyslexia in the classroom simply because we—including me, when I was a teacher—do not know how to respond to their needs.

Only one in five pupils with dyslexia achieve a grade 5 or above in English and maths, compared with more than half their peers. That gap is unacceptable. Far from being a reflection of pupils’ academic ability, it demonstrates that our education system is failing those who need it most. Dyslexia often affects children’s ability to spell, read and write, which are fundamental parts of almost all examinations. As a result, many students struggle to navigate lessons and assessments that have not been adapted to their needs. Identifying dyslexia early in children and offering them support will help to close the attainment gap and ensure that dyslexia is never the reason that a child is prevented from learning.

Dyslexia’s wider impact on a child can be severe. It affects not only academic performance but mental health, which I think is the most important thing for us to concentrate on. For a lot of young people, the sense of humiliation and exclusion that they feel if they are dyslexic and not being properly supported has a severe impact on their mental health. Too many children begin to feel as though they are “stupid” or “dumb” as they fall behind in school. Over time, those difficulties may contribute to more serious mental health issues, including depression and anxiety.

Jamie Oliver is one of many remarkable campaigners who have highlighted the struggles that many dyslexic children face in the education system by powerfully sharing their own experience. For someone to see an experienced, strong, successful businessman almost shuddering as he remembers his time at school, when he faced such humiliation, is so moving. I am proud to have supported him in his campaign and will continue to do so. If anyone is yet to watch his documentary “Jamie’s Dyslexia Revolution”, I strongly advise them to do so. It is a powerful testimony.

To truly support children with dyslexia, the Government must reduce the steps required for an official NHS diagnosis while increasing funding to reduce waiting lists. Both measures would allow dyslexia to be diagnosed earlier. We Liberal Democrats are also pushing for increased training for teachers—as I mentioned, it is essential that classroom practitioners understand where to go with support—so that they can confidently identify and know how best to support all neurodiverse individuals, including those with dyslexia. These steps would ensure that we support every dyslexic child to realise their full potential and stop punishing them.

--- Later in debate ---

[Dr Arthur]

Absolutely. Particularly if the condition is not understood, they just assume—let us face it—that they are not the smartest kid in the class, whereas often the opposite is true. Through working with dyslexic students in my job as a lecturer, I know they are often real problem solvers, as we have heard, and systems thinkers able to see the bigger picture. Once they had a diagnosis, we were able to support them in their studies.

I worked in the sector for a long time. I started lecturing in the late ’90s, and when staff back then discussed dyslexia we had spectacularly uninformed debates about the condition. I remember one well-intentioned colleague talking about his hope that a student could shake off dyslexia by the time they left university. If only that had been possible, that lecturer would be world renowned by now. He is still a great person, though.

In Edinburgh we are lucky to have organisations such as HealthCare in Mind stepping in to help parents in Edinburgh South West to secure a recognised diagnosis, so that their children can finally access the support they deserve. But receiving a diagnosis and the associated help should not be down to a postcode lottery. It should come early enough in a child’s life to allow them to adapt their style of learning and make the most of their school experience.

A recent survey by Dyslexia Scotland showed that dyslexia is still widely misunderstood. Many parents, and I dare say some teachers, still think it is something that children can grow out of, that it affects only boys, that it is about eyesight, or that children can overcome it if they just try harder.

[Wera Hobhouse]

Is it not the case that people just become better at bluffing and finding coping strategies? But that does not really deal with the dyslexia.

[Dr Arthur]

Absolutely. I became very good at avoiding being given the pen to write on the whiteboard at school, and that was a coping strategy.

As we have heard, at the heart of the differences in diagnosis is a real inequality. We are all here, from all parties, to reduce inequality, and it makes absolute sense to focus that lens on dyslexia. We have a duty to try to bring justice for everyone affected by dyslexia.

I am proud that researchers from the University of Edinburgh are leading groundbreaking work to help to us better understand and identify dyslexia at an early stage. The university’s recent study involved over 1.2 million people—probably people from the constituencies of everyone here today—and identified 36 new gene regions linked to dyslexia, confirming it as a neurodevelopmental brain difference.

I hope that the confirmation of dyslexia’s biological basis can help to reduce the stigma, alongside fantastic campaigns like Dyslexia Scotland’s “Busting myths” initiative. By challenging the stigma, equipping educators and supporting young people early, we can ensure that children with dyslexia are not left behind. By understanding early intervention and proper support, we can transform thousands of young lives throughout the UK and help them to reach their full potential.

I want to end by talking about strategies. The idea of agreeing today to take forward a strategy is fantastic, and I thank my hon. Friend the Member for Broxtowe for proposing it. As we heard from my hon. Friend the Member for Na h-Eileanan an Iar (Torcuil Crichton), we have a strategy in Scotland, but when we compare what is happening in Scotland, where we have is a strategy, with what is happening in England, where we do not, there is not a substantial difference. If we are going to agree a strategy, we have to ensure that it is properly funded and that there is real accountability for ourselves, for parents and, most particularly, for young people, to make sure they get the maximum benefit from it.

--- Later in debate ---

[Georgia Gould]

I do agree. Teaching assistants play a vital role in supporting children with special educational needs, which can include reading, and there is good evidence that that support is working. Today, we have heard about some of the huge challenges, but I want to mention a school I visited in Amber Valley, which had brilliant support for young people struggling with reading.

I spoke to a child who said that, in the transition into year 7, he had had the reading age of a four or a five-year-old. He talked about trying to access the curriculum, but getting increasingly frustrated and not listening. The school had put in place a small nurture group, focused on supporting young people with reading, with a range of children—some had dyslexia and some did not. He is now 14, and that extra support and intervention means that he is fully accessing the curriculum and thriving. That was a teacher-led intervention.

[Wera Hobhouse]

We must also not forget that there is so much pleasure from reading, when we can read. Not to take away from attainment, but people receive a whole world of pleasure from reading and we should not forget that.

[Georgia Gould]

I could not agree more. As the daughter of a publisher, that was very much the mantra that I was brought up on. Reading gives us access to so many different worlds and brings so much joy; the Government are taking forward the National Year of Reading to inspire young people to enjoy reading, as well as accessing the full curriculum. That is why we are strengthening existing programmes and introducing new ones to ensure that all children can secure the essential skills of reading and writing.

I have talked about phonics; in the academic year 2024 to 2025 the Government launched a new Reading Ambition for All training programme for primary school teachers. The programme aims to improve reading outcomes for children who need additional support, including those with dyslexia, drawing on the latest research about how children learn to read and the effective approaches to teaching those who need specific adaptions. Following its pilot year, we are now working with the British Dyslexia Association to refine the programme to further support children with dyslexia. We expect the new programme to reach more than 600 schools.

The Government’s reading framework, which was updated in 2023, includes guidance on teaching reading to pupils with additional learning needs and offers guidance for schools on providing pupils with timely, focused support related to their needs. We are also working on a writing framework. Those who saw the curriculum assessment review will have seen the focus on oracy within it and the links between reading, writing and speaking.

The Government’s Reading Ambition for All programme is delivered by our 34 English hubs. It was launched in 2018 and builds on the work of the last Government. Those English hubs are dedicated to improving the teaching of reading, with a focus on supporting children who are making the slowest progress in reading, many of who come from disadvantaged backgrounds—as we have heard today. Those hubs are outstanding at teaching early reading. Since its launch, the English hubs programme has provided targeted support to over 3,000 schools across England. This year, the English hubs are delivering intensive support to over 1,200 partner schools, reaching over 140,000 pupils in reception and year 1. Some £26.6 million has been committed for the English hubs programme this academic year. We know how important the transition from primary to secondary is and that is a key area of focus for support.

Today’s debate has focused on early identification, intervention and the importance of early support. We know how critical that is for outcomes. The SEND code of practice makes it clear that meeting the needs of children with SEN should not require a diagnostic label. We want teachers to be able to offer support at the earliest possible point and where it is needed regardless. In an inclusive education system, settings should be confident in accurately assessing children’s and young people’s learning and development and meeting their educational needs with evidence-informed responses. We have had a good discussion about some of the areas where the evidence is strong, but also areas where we need to see more evidence, including around assistive technology. I welcome the focus on evidence and research, which is something that the Government are committed to.

Recently published evidence reviews from University College London will help to drive inclusive practice. It highlights what the best available evidence suggests along with the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The What Works in SEND research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

In closing, the depth and thoughtfulness of this debate has been incredibly important. As we look to reform the special educational needs system, I hope to discuss all these issues further. I am meeting the hon. Member for Yeovil tomorrow, and I hope we can have further conversations about some of the ideas that were set out today. As we move towards publication of the White Paper, which sets out a broader strategy for young people with special educational needs, I hope that it will build on the important issues raised today about teacher training and early intervention. We are determined to deliver reforms that stand the test of time, rebuild the confidence of families and, crucially, ensure that all young people are thriving at and enjoying school, and getting the support that they need.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 20th October 2025 Commons Chamber

[Bridget Phillipson]

Yes, that is one area. We are refocusing our target to ensure that there are strong technical and vocational routes for our young people, as well as the opportunity to go to university. Going to university remains a strong option for many young people who want that chance—I know Conservative Members have always been keen to do down our fantastic universities—but the big gap that we have as a country is around level 4 and level 5, especially in technical and vocational education. The right hon. Gentleman spent a long time in the Department for Education looking at that issue; this Government will tackle it.

[Wera Hobhouse (Bath) (LD)]

Bath college offers more than 1,000 courses up to degree level and is home to 10,000 learners. Its alumni include gold medal winner Jason Gardener and drum and bass producer Danny Byrd. I heard the Secretary of State speaking this morning about the vital importance of vocational training. What can the Government do to support Bath college to expand its programmes and training courses?

[Bridget Phillipson]

Through the spending review, from next year we are investing £800 million in 16-to-19 funding. That funding will run alongside the many commitments in the White Paper that I will set out, around more foundation apprenticeships, new V-levels and better routes into technical and vocational opportunities for our young people, working closely with businesses in key areas such as defence, construction and engineering—but there is more to come.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 21st July 2025 Commons Chamber

[Catherine McKinnell]

It is our ambition that all children get the chance not just to achieve at school but to thrive. SATs are carefully developed to ensure that they are accessible. It is clear that schools should not over-prepare children for the assessments at the expense of their wellbeing.

[Wera Hobhouse (Bath) (LD)]

It is so well known how damaging formal assessment can be for some children; their wellbeing should be at the forefront of our minds. I know that from primary school teachers in my Bath constituency. Is it not time that we completely scrapped SATs?

[Catherine McKinnell]

National curriculum tests and assessments are crucial to support schools in building strong foundations for children regardless of background and prior attainment. We will continue to keep the matter under review. Of course, children should not be made to feel stressed; they should be supported to achieve and thrive in any assessment at school.