Pica Eating Disorder: SEND
As no Back Benchers wish to speak, I will move straight to the Lib Dem spokesperson.
12,832 spoken contributions under 12 words (interjections such as “Will the hon. Member give way?”) are hidden. Show them
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Civil Aviation (Consumer Protection and Regulatory Reform) Bill [Lords]
I commend the Government on bringing forward this Bill. My hon. Friend is giving an excellent speech. I have been reflecting on what she has said, and on the Government’s focus on taking away barriers to consumers—our constituents—asserting their rights, especially given the cost of living challenges we face. Does she agree that there may be a lesson for the Secretary of State from the automated delay repay system that we have for rail? If there are delays of a certain length, there is an automated system of compensation for passengers. Like the hon. Member for Mid Dorset and North Poole (Vikki Slade), I have been reflecting on my experience. My husband and I travelled with Iberia, and are to this day owed hundreds and hundreds of pounds, which was not automatically transferred to us; we had to put a long time into making compensation claims. Why are these rights, which extend to all our constituents, not automatically fulfilled by the airline companies? Does my hon. Friend agree that the Secretary of State could reflect on that when she is drafting the secondary legislation?
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Youth Parliament: Government Support
My hon. Friend is making an extremely important speech about young people’s participation in politics. I recently got to meet Freddie Burnett-Cherry, the MYP for Preston and South Ribble in my constituency. I was particularly impressed by how much work he has already done to better his community, such as youth surveys on antisocial behaviour and work on water safety. Does my hon. Friend agree that greater investment in the UK Youth Parliament is not just a nice thing for young people, but a brilliant investment in improving our communities right now?
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Jaguar Land Rover: Redundancies
The actions taken by this Government stand in stark contrast to the actions of previous Conservative Governments, who were happy to watch the closure of the Massey Ferguson factory, the Alvis tank factory and Peugeot in Coventry in the ’80s, which led to 20% unemployment in the city where I grew up. After those closures, we saw the financial services industry target workers, some of whom were in defined benefit pension schemes and considering voluntary redundancy, and persuade them to transfer to a less beneficial pension. After firms had gone bust, people realised that they had been mis-sold their pension. Will the Minister take every possible step to protect the pension prosperity of those who will face voluntary or compulsory redundancy at the global headquarters of JLR at Whitley in Coventry?
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Education and Skills Reform
The Education Committee’s report on further education and skills, published last year, found that technical and vocational pathways were not presented with the “same prominence” as academic routes in schools and colleges. In fact, we had evidence from eight Yorkshire colleges highlighting the “extremely limited” opportunities for under-16s to pursue any creative subjects. How will the reforms correct this, and give parity of esteem to academic and technical routes?
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Jaguar Land Rover: Redundancies
There is concern about this news among my constituents who work at JLR Halewood and those who work in the supply chain in the whole of the north-west of England. The five-week suspension of manufacturing last year as a consequence of the cyber-attack has left a legacy of concern about the future and about financial resilience issues for some companies. What steps is the Minister taking to ensure that the full impact of this announcement on the supply chain is mitigated as much as possible and that resilience in our automotive supply chain is boosted for the future?
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Pica Eating Disorder: SEND
I beg to move, That this House has considered Pica training within SEND provision. It is a pleasure to serve under your chairship, Mr Betts. Before I go any further, I want to make an admission. Until last year, I had not encountered pica, either in a personal capacity or through my work in Parliament. I had never heard of the condition. My first awareness of it was at a special educational needs and disabilities roundtable event that I organised last year, the purpose of which was to hear the experiences of parents and professionals across my Dagenham and Rainham constituency so I could feed their voices into the Government’s consultation on SEND reform. At the event, I heard a brave story from a young woman and her family living with the realities of pica. There are many moments in a MP’s life that really move them, and despite the thousands of cases that we deal with on behalf of our constituents, there are ones that truly stick with us. The brave young woman at that SEND roundtable was Suzy Read, and she is here today. I can honestly say that her story, her journey, her perpetual struggle and the fight she has had to get her daughter the care she needs and deserves hushed the room. Suzy told us about her life, where she constantly risk-assessed every room, setting and experience, and how the lack of help, combined with the failures of the system, took a toll on her mental health and the physical wellbeing of her child. We heard how the failure to provide access to a safe educational setting for her child resulted in daily anxieties, daily struggles and, because of the lack of pica recognition, understanding and training, daily explanations of why her child required bespoke care. The room was moved to tears. Something Suzy said has stuck with me ever since: “Pica is not rare. It is just rarely spoken about.” That is why I am here today, to make the case for pica training to be a statutory requirement across educational settings under SEND provision. What is pica? It is an overwhelming compulsion to eat non-food and non-nutritional items such as glass, soil, clay, lead, ice and much more. It can include items that poison, puncture organs, choke, and end a child’s life. It is important to note that while the debate will focus on training in schools and other educational settings, pica also affects adults who have lived with it from an early age or whose condition has presented late.
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Pica Eating Disorder: SEND
The hon. Gentleman is right, and I thank him for raising that matter. While this debate will focus on training in schools and other educational settings, it is important to note that there is a desperate need for pica recognition and training across the NHS, local authorities, care providers and even housing providers. However, that is not the focus today. Sadly, pica is still not fully understood, which often results in people being dismissed or the condition being treated as a behavioural issue. While there is a growing consensus that pica must be treated as the serious medical and safeguarding issue that it is, the lack of awareness means the condition is overshadowed. As such, it is not considered by policymakers. That has to change.
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Pica Eating Disorder: SEND
My hon. Friend is quite right. That is ultimately what we seek in the long term. We do not want anyone to have to go through what some families have already gone through. Only if we adopt national training will that actually stop. Earlier this year, I held a pica awareness parliamentary drop-in session with Suzy and the National Pica Advisory Service, representatives of which are in the Public Gallery. I met Tolu, Belinda and the team, who do amazing advocacy work to support parents of children with pica. Speaking to advocates and parents, the consistent theme was a lack of professional knowledge across sectors, whether at schools or—this is another important point—when people present at hospital. Parents are fed up of hearing, “The item will pass through; don’t worry about it.” At my event, the National Pica Advisory Service told the story of a parent of a child with pica. Had that parent not persisted in pushing that their child did not just have an upset tummy, one of the child’s organs would have failed and they would have died. There was a screw lodged in the child’s intestines that was discovered only when the parent demanded an X-ray. That should have been the first port of call when the parent explained that their child had pica, not something that, once again, a parent had to fight for. I heard another story of a child in a private-rented property who would lick paint. Sadly, due to the age of the property the paint had high lead content. In such circumstances, had the child continued and—again—had the parent not persisted, it would have led to the child’s death. Early diagnosis and early intervention are key, but so too is ensuring that adaptions are made, environments are made safe and that caregivers and educators are equipped with the knowledge and training to monitor those with pica. In 2023, pica came to prominence in the media due to the tragic case of Owen Garnett, a student at Welcombe Hills, a specialist SEND provision school in Stratford-upon-Avon. Owen had pica and was in an educational environment that understood that, yet after choking on a paper towel unsupervised, Owen sadly died, aged 19. The coroner’s report highlighted that “the school’s risk assessments…recorded that Owen should ‘Never be left alone when out’ and…in bold ‘NB due to Pica, a named person must watch Owen at all times’”. The report concluded that “Owen’s carer specifically raised concerns surrounding blue paper towels at a meeting…On 4 January 2023 Owen was discovered to have blue paper towel in his mouth and a message was sent to his carers saying this had occurred… On 9 January 2023, contrary to the…risk assessment, Owen was outside of the classroom and was unsupervised. When Owen was located, it was discovered that he had crammed a significant amount of blue paper towel into his mouth and throat and was choking.” He was transported to Warwick hospital. He suffered a hypoxic brain injury. A decision was taken to remove life support and, sadly, he died on 11 January. The Health and Safety Executive said that the school had failed to ensure that all risks associated with pica were identified and had failed to respond to family concerns. The multi-academy trust was fined £300,000 and told to learn from its mistakes but, let us be honest, people at the trust can move on with their lives; a family has lost a son and their lives will never be the same again. It was an exceptional case and not a common occurrence but it serves to highlight what can happen if pica is not taken seriously in an educational setting. All children deserve a safe, secure and happy educational journey, whether in mainstream education, a specialist school or other educational settings, but at present that is not being delivered for children with pica. Parents with children who have pica live their lives in a state of constant vigilance, and they need the assurance that their child is being cared for with the same vigilance at school. That is why, alongside parents in my constituency and across the country, and the National Pica Advisory Service, I believe that educators who are responsible for a child with pica must receive mandatory pica training. This will support teachers to grow their knowledge of the condition and how to support anyone who has pica. Training must be about planning for pica. Classrooms are full of potentially life-threatening dangers to children with pica. Risk assessments should take account of all harmful and hazardous substances, including staples, batteries, glassware, sharp or poisonous items and magnets. They should be replaced with safer items where possible, such as non-toxic Play-Doh, paints and crayons. It is crucial that all educators who are responsible for a child with pica must have knowledge about that individual and have read their plan. That is to help them to develop a good understanding of the child’s pica behaviours, how to keep them safe and how to redirect them. It should include completing a pica monitoring form regularly. Through this process, if an individual has particular pica items, those can be identified and removed from the space as part of an ongoing risk assessment. Finally, all educators must learn to understand the signs of choking, poisoning and possible blockages in individuals with pica, so they can seek medical assistance as soon as possible if something goes wrong. Herein lies one of my main worries about the Government’s proposal to reform SEND provision. I have heard many stories of pica oversight in specialist schools—places that have very good, well-trained professionals who should be able to risk-assess and keep children safe. However, because of the lack of specific pica training and the significant pressures in any SEND environment, there are justified parental concerns that pica is treated as an afterthought. As many local authorities are pushed to deliver SEND provision in mainstream settings, there is every possibility—given larger class sizes and more general training—that the new model will not build in specialist training on pica or other specific disorders. I will end as I started, by requesting that pica training is considered for inclusion in any SEND reform, making it a statutory requirement across educational settings and under SEND provision.
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Pica Eating Disorder: SEND
I thank the Minister and agree with her that this has been a very good cross-party discussion, with thoughtful input from everybody. I know that her door is always open and that she is always there if there is anything we need. What she has committed to today is good news for my constituents. This debate, under your chairmanship, Mr Betts, has been Parliament at its best. An issue that is very important to many constituents across the country has been debated and highlighted. The work goes on. Question put and agreed to. Resolved, That this House has considered Pica training within SEND provision.
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Public Confidence in the Police
I thank my hon. Friend for paying tribute to our incredibly brave police officers in Cleveland, who have had an extraordinarily difficult couple of weeks but have dealt with the situation with extreme professionalism. One of their challenges is that since 2010 Cleveland has 220 fewer officers—it is at the bottom of the table for police cuts—so it is extraordinary how the force has approached the situation with such professionalism, bravery and courage despite that situation. Does my hon. Friend agree that the funding formula needs to be urgently reviewed so that we are not penalising areas of high deprivation?
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Education and Skills Reform
With permission, Madam Deputy Speaker, I will make a statement to update the House on the Government’s education and skills reforms. It is a real privilege to address Members for the first time as Education Secretary—without question, the best job in Government. I got a reminder of why this is such a special job when I went to GCSE results day in Harper Green school in Bolton. While I was with Micah as he opened his exceptional results, his mum beamed and gave him a massive hug. She then gave me one, too—she was thanking me for his success. That is the power of education: a source of pride and hope, and a sense of achievement and confidence. I was a proud mum myself on GCSE results day this year, and I know how much hard work goes in and how committed our teachers and staff are. However, results day is not like that for every child. Too many are locked out of opportunity and left behind, which is why we are leading an education revolution. We have real strengths to build on; as yesterday’s programme for international student assessment results showed, a 30-year consensus begun by the last Labour Government and continued by successive Governments, particularly focusing on literacy and numeracy, has raised standards and performance. Generations of children have benefited from world-leading practice in fundamentals such as phonics—introduced by Labour and built on by the Conservatives—and today, more pupils are getting the top grades in GCSE maths and are going on to do A-level. As someone who loves maths and did an A-level in it myself, that brings me huge joy. The whole House should celebrate and thank our fantastic teaching workforce for the latest PISA data, which shows strong international rankings in maths, reading and science. I will always keep pushing for ever higher standards, but continued improvement is about challenging ourselves about what is going wrong, not just what is going right. An honest appraisal of the evidence shows that our current system works well for some, but is leaving too many behind. The disadvantage gap remains stubbornly wide; the gap between regions is widening; the special educational needs and disabilities crisis is growing; 1.5 million children were persistently absent from school at the last general election; the number of young people educated at home has doubled since 2019; and now a million young people, all educated during the past 16 years, are not in education, employment or training. Anyone who cares about the futures of these young people can see the need for change. Alan Milburn has warned of a lost generation, labelling education “the faltering foundation”. The co-chairs of the white working class inquiry said that “Doing more of the same is unlikely to solve the problem”, and even Andreas Schleicher, who oversees PISA, said when commenting on our results that “A big share of young people think school is a waste of time. That’s not really good news”. That is the other side of the coin of a one-size-fits-all system. Nothing symbolises how we have lost perspective more than the treadmill of failure young people are on with the endless cycle of maths and English resits. Of those retaking their maths GCSE this summer, under 14% got the standard pass they needed—that is nearly nine in 10 experiencing failure again and again. Maths and English are essential, but everything we know about how to build confidence in young people tells us that this approach does not work, yet we carry on. Researchers from University College London have called it a “wellbeing penalty”. I call it wrong, which is why I am changing it. We are in the middle of a huge technological revolution, and the world is changing at a faster rate than anyone can keep up with. My children—all our children—will be doing jobs that my generation could not have conceived of. In this world of change, we have a duty to change too, but in a way that builds on, rather than abandons, what we know to be true about learning. Let us be clear: in the Al and social media age, the human ability to understand and interpret the world around us becomes more important, not less. Literacy and numeracy become more important, not less. We must equip our young people to master technology, not be mastered by it, and there is value in human endeavour that Al can never replace. While pen-and-paper exams have their place, we need to rebalance towards the applied skills of the modern world and include practical learning in practical subjects such as computing, drama and physical education, as well as ensuring that human skills such as speaking and presenting are developed. We need both knowledge and skills, not one or the other. We are talking about a broader, more inclusive education, built on strong foundations and with pathways for all. We are talking about education as a passport to work, to life and to success, regardless of people’s needs, ambitions or postcode. We are talking about supporting all children on every step of the way, from their first days of life to their first days of work and beyond. We are talking about early intervention, smoothing transitions, boosting enrichment, creating clear pathways, raising standards, keeping young people engaged, and closing the gap between classroom and workplace. We are talking about excellence for all, not just for some. This will be less an exam factory and more a talent factory. I can also confirm that we will see through the vital SEND reforms, built in partnership with parents and professionals. We are investing now in a new system of early intervention and the right support close to home so that families can get the help that they need first. We will introduce legislation and set out our response to the consultation in due course. Our commitment to opportunity does not stop there. We will make this country a technical education superpower, creating new pathways of equal esteem and equal ambition. We will connect our young people to the careers not of some dusty past, but of an exciting future. Over the summer, the Prime Minister and I announced our plans to transform technical education and work experience for young people from the age of 14, building on the revolution that is already happening post-16. Combining this with high-level academic subjects, we will develop top-quality technical qualifications that will lead to clearer pathways into T-Levels, A-Levels and the new V-Levels, as well as apprenticeships, universities and beyond. We will provide a clear line of sight into work, tailored to local opportunities, by working with mayors and local leaders. Some claim that improving technical education is somehow anti-academic, but such lazy falsehoods are stuck in the past. Technical education can also give new purpose to academic subjects, and countries that boast low levels of NEETs combine the two. Our curriculum and assessment reform will go hand in hand with that ambition, and we will soon publish proposals building on the Becky Francis review. We will have fewer barriers to progression and new emphasis on the skills that enable young people to succeed, including critical literacy, as well as more foundation and stepping-stone qualifications. More space will be available, including room for creative subjects, PE, and the development of deeper understanding. However, this will not be a system of separation. Instead, there will be choices, options, chances, and a curriculum that will be broad enough for long enough to capture the imagination of every child. That means changing the way in which schools are measured to incentivise a broader offer and reward inclusion—a system underpinned, now and always, by progress in English, maths and science. I will set out those proposals in due course. I know that many worry about change, although they agree that change is needed. Let me reassure education leaders, teachers and the workforce that they will be part of this process on every step of the way. Perhaps even more important than these new reforms is a new way of working. We will design change in partnership with the people who deliver it—change based on the very best evidence and practice, not reform beamed into the classroom directly from Whitehall. Mayoral and strategic authorities, for example, will help to deliver real work experience opportunities. For the first time, mayors will have control of the 16-19 education budget, and I know that, in respect of early years and early intervention, we can transform outcomes through the power of place. This is just the beginning. Big reform is on the way. We are moving quickly because this cannot wait. The eyes of those young people locked out of opportunity who do not see education working for them are on us, and it is our duty to show them that we get it. Some have called this “bringing back stupid”. Not a bit of it; as the Prime Minister said last week, we are bringing back hope. I commend this statement to the House.
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Education and Skills Reform
I look forward to having many of these exchanges across the Dispatch Box. I would have hoped, though, that the right hon. Lady might have been a little more generous in building on the sense that there has been consensus on these issues for over 30 years. That began with a Labour Prime Minister talking about “education, education, education”, introducing the literacy hour and numeracy hour, introducing phonics, bringing in Sure Start for early intervention, and developing an evidence-based cycle of continued improvement. It was built on by the right hon. Lady’s Government—there is no question about that. There used to be consensus on technical education as well. Her Government should be proud of introducing T-levels, which are now coming on stream. They also introduced university technical colleges, which offered a completely separate pathway, in separate institutions, for young people at 14. She might want to look at her own record before she starts having a go. I am absolutely clear that this is not about creating a two-tier system; it is about creating multiple pathways, which, for some, might lead to the same destination. Some will take different pathways to a career in engineering; some might do A-levels and go to university, whereas others might go down a different route and arrive at the same destination. We have to address the underlying problems with our system and its outcomes; we cannot just take credit for all the good without taking responsibility for what has not worked. A few people whom the right hon. Lady once lauded agree with us on this issue. Sir Hamid Patel has said: “our education system is not working for every child.” The Education Endowment Foundation has said that “inequality of outcomes…has blighted our education system for far too long.” Lord Agnew—I remember him—the well-known Conservative Education Minister, has said that our reforms are a “laudable ambition” and a “good signal”. I agree with the right hon. Lady that things will be challenging, and there is a lot that we have to get right, but Harper Green school, where I was on GCSE results day, has brought in a new construction centre, and its courses for those who are 14 to 16 are massively oversubscribed. A couple of the young lads I met said to me, “I don’t really get on with English and maths, but I come to school every day because I get a great sense of achievement from building a brick wall.” It is those kinds of kids I am thinking about. I end by saying that I agree with a previous Education Secretary, who said: “For many years our education system has failed properly to value practical education, choosing to give far greater emphasis to purely academic achievements.” Well, I agree with Michael Gove. I think it is the first time I have said that.
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Education and Skills Reform
I put on record my huge respect for my hon. Friend for chairing the Education Committee; I look forward to working closely with her and her Committee over the coming months. She has done fantastic work in this space. She is absolutely right: further education really is transformative, especially for some of the children who have been left behind by our broader education system. We have a number of reforms coming in that will help, and we have additional funding going in. I am particularly alive to issues with the transition from school to college and attendance at further education colleges. Those issues, and funding, are key focuses of the Alan Milburn review, which I am following closely. I hope to update the House once the report is published.
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Education and Skills Reform
I thank the hon. Lady for her response. From the many exchanges that we had when I was the Leader of the House, I know what a doughty campaigner she is, and I am really looking forward to working with her in this role. The hon. Lady is absolutely right to say that we need parity of esteem between technical and academic subjects. I do not want there to be such a delineation between the two, because technical subjects can give new life to academic standards and vice versa. My vision, which we are now embarking on, is to have new high-quality technical and vocational qualifications available at 16. Students would look at a suite of those; they would not have to choose entirely academic or entirely technical subjects. Everyone will obviously have to do English, maths and science alongside that. My highly academic son, who is about to choose his options, would really like to get some applied qualifications as well. I want all our children to have these options open to them, and to have access to pathways that lead to similar destinations, but via different routes.
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Education and Skills Reform
My hon. Friend is absolutely right. There is just too big a jump between the classroom and the workplace at the moment, as employers tell us time and again. Tomorrow, I have a summit in No. 10 North, bringing together all our mayors, including the Mayor of the West Midlands, with business, school and college leaders, so that we can design real experiences of work and better careers advice, and close that gap between schools and the workplace.
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Education and Skills Reform
I really hope that, on something as sensitive and important as special educational needs reform, we can come together across this House and recognise that reforms are necessary. They have been ducked, I would say, for too long. We have increasing amounts of money going in, but outcomes that are not good at all, and a very adversarial system that does not really work for anybody. That is why we are proceeding very carefully, in full consultation with parents. My good friend the Minister for School Standards and others have been right around the country doing hundreds of events. We are going through all the responses to the consultation with a fine-toothed comb, and I assure the hon. Member that the proposals we come forward with will take account of all the responses we have received.
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Education and Skills Reform
My hon. Friend, as a former teacher, understands these issues well. There is a range of things we need to do. We are introducing new, high-quality, rigorous vocational and technical qualifications, which I think will be attractive to young people and their parents. We are looking at the incentives for schools; the changes to Progress 8 measures will encourage schools to offer a broad curriculum—not an increasingly narrow one—that they will be judged on. This is about supporting and working with teachers, so that they are excited about delivering these new options and courses. As we have seen, where these are embedded in schools, people vote with their feet and really take them up in high numbers.
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Education and Skills Reform
Can I just say that I admire greatly our teaching profession? Teaching is not a job; it is a calling, and every day we should all thank our teachers for the amazing work they do. I want teachers to feel respected and valued, and to be attracted to the workforce. I feel that is my first priority. Yes, we will look at making sure that we have the teaching staff, but also at the preparation and the training that teachers need to adapt to these new courses, which we will bring in in a way that takes the workforce with us. However, I think there are real opportunities for teachers who are already teaching certain subjects to transfer those skills and combine them with technical education. This is also about teaching more practical skills for some current qualifications—drama, music, PE or even computing—in which there is very little practical assessment at the moment.
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Education and Skills Reform
My hon. Friend is absolutely right. PISA measures are important, but they are not the whole picture. This is about improving outcomes and opportunities. Our announcements on technical pathways and qualifications are incredibly popular with students and parents. There is huge evidence for that. In a world of AI, which is transforming jobs and careers across the world, there are jobs that AI cannot replace: building a brick wall, or building a house; frankly, cutting my hair; looking after our parents or grandparents in a care home; or providing high-quality childcare support to our kids. Those jobs will never be taken over by AI, and that is why we need to support young people to access them.
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Education and Skills Reform
There are discrepancies—these things can be very postcode-specific—which we will be addressing. The hon. Member will know that at the moment, we are going through quite a robust process with local authorities about their special educational needs plans and about their budgets and deficits. He can be assured that we are taking a very rigorous approach to that to make sure that local authorities really are delivering what people expect.
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Education and Skills Reform
I do want to pay tribute to teachers and school leaders right across the country. Almost my entire family are teachers and headteachers, so if I ever said anything like what my hon. Friend describes, I would never be able to go home again! Rest assured, I will not be doing that. My hon. Friend is absolutely right. I served on the Education Committee when Robert Halfon was its fantastic Chair. It was he who really taught me something about the value of technical education. He pioneered that and pushed it through. He was also very determined to make sure that we addressed the gap for white working-class boys that exists in our education system. If he were here today, I know that he would support what I am announcing.
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Education and Skills Reform
I actually agree with the right hon. and learned Lady. I did not just mention them a minute ago; I mentioned in my opening statement the white working class commission, which has done valuable work. One of its findings was that white working-class boys in particular just could not see the purpose of school. It did not relate to their lives and they did not understand where it was going to take them. That is why offering technical and vocational pathways or qualifications is part of the answer. She is absolutely right that this is also about how we engage, how we have a more interesting curriculum right from when children start school to when they leave school, and how we give them the opportunities to express themselves in perhaps a different way to other students.
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Education and Skills Reform
I thank my hon. Friend for those very kind words; I am sure I will get up to Burnley very soon to visit a school with him—I would be happy to do so. He is absolutely right that there is a huge amount to celebrate in the PISA results. There has been a real consensus over a long period of time about what works and what needs to be done, but we do need to address the fact that outcomes are very poor for some and recognise that our current education system, which is a bit one-size-fits-all, has left too many behind. That is why I am taking the steps that I need to take. I know that some people do not agree with me, but I think it has to be done and that is why we are going to get on with it.
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Education and Skills Reform
First, I thank the hon. Member for what he said about the approach we are taking on the endless cycle of resits. To be absolutely clear, every child has the right to resit an exam should they want to do so, but putting them on a treadmill of repeated resits that just brands them a failure and knocks their confidence for life is no way to help give a child a sense of achievement. Actually, the former Prime Minister Rishi Sunak welcomed my remarks on that, so it is not everybody who disagrees with me. We are developing national inclusion standards, which we will publish alongside any legislation or further steps we take on SEND. Of course, devolution does not just stop with mayors. We have great local authorities and great local leaders, and they are at the frontline of delivering a lot of our SEND support.
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Education and Skills Reform
My hon. Friend is absolutely right. I was really concerned when I saw some of the growing gaps between regions in this year’s results, particularly the gap between the north-east and London, which has grown wider and wider this year. That is why we have the Mission North East programme, working alongside our RISE—regional improvement for standards and excellence—programme in the north-east. That is bringing together school leaders with the local authorities and all those involved to make sure there is real focus, to share best practice and to work together to drive up standards. I would be really happy to meet my hon. Friend and other colleagues from the region to discuss that further.
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Education and Skills Reform
The hon. Gentleman is absolutely right. Some groan every time the Prime Minister mentions it, but I have seen the transformation that has come from giving young people free bus passes in Greater Manchester; not just so that they can attend school and college, but so that they can gain independence, have the confidence to go out and about, and tackle some of those mental health issues. We have announced some of those measures. Expect to see more on bus passes for young people.
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Education and Skills Reform
I thank my hon. Friend for all the teaching he did in his former career. He is absolutely right. Degree apprenticeships and apprenticeships are becoming increasingly popular. As with T-levels, when we have good vocational and technical qualifications that combine those things, they become really in demand as people can see the value of them. I do want to see an expansion of degree apprenticeships across higher education. I also want to see more level 4 and 5 apprenticeships being offered, so we have clear pathways and lines of sight that help young people get confidence and get into the world of work.
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Education and Skills Reform
The hon. Lady raises a really good point and I am happy to join her in praising the staff of Summerwood school, which her son attends. This is about ensuring that the mainstream offer is also more inclusive. If I had a pound for every parent or child who said to me that school just had not worked for them and that they had had to leave the school system because it was not designed for them, I would be very rich indeed. Sitting alongside our important SEN reforms are the curriculum and inclusion reforms that we will be bringing in. Of course, people will be able to help design those and she should not, hopefully, worry too much about some of the issues.
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Education and Skills Reform
Especially after my hon. Friend’s excellent question about Gravesham at Prime Minister’s questions today, I am really keen to visit. I thank her for her previous work as a science teacher. As someone with a science degree myself, I love science, and my hon. Friend is right that the core of science is about experimenting, getting things wrong and working out how things work in a practical, not just theoretical, way. I look forward to discussing that further with her.
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Education and Skills Reform
I thank the hon. Gentleman for asking about that. It was one of the first things I asked when taking office, because, as I represent a number of further education and sixth-form colleges in Manchester, I am well aware of the issues. I assure him that there will be no gaps in that transition. I have asked the Department to bring forward some of the work on the specification of qualifications and the teacher training that is needed, so that with open days coming up next month for many colleges, teachers feel confident offering V-levels as well. I will let the hon. Gentleman know more in due course.
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Education and Skills Reform
My hon. Friend is absolutely right. The work placement requirement in the T-levels has been challenging, but that is now coming on stream and many more students are taking T-levels. We know the value of work experience or experience of work while young people are at school, yet it is something that can be challenging to deliver. That is why we want employers, alongside mayors, to give those experiences of work and work placements to our young people.
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Education and Skills Reform
I hear what the hon. Gentleman is saying. I know my own hairdresser and her team really well—they do a great job on my hair. [Interruption.] Thank you. Indeed, the hairdressers here in the Commons do a great job for me and for the Deputy Speakers. Hairdressing is a job that AI is never going to do—AI is not going to be colouring or cutting my hair any time soon. These are good careers for young people, so we need to look at the barriers to entry. An apprenticeship in a hair salon was once a clear pathway into work, but for many reasons those numbers are falling, and that is something we need to look at.
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Education and Skills Reform
The Minister with responsibly for school estates, my hon. Friend the Member for Whitehaven and Workington (Josh MacAlister), who is sitting next to me on the Front Bench, will be happy to meet my hon. Friend to discuss that. We are going to have to look at the school estate, as pupil rolls in the early years are diminishing, yet requirements on further education, apprenticeships and technical education are expanding. Those are some of the issues that we have to address. The Minister will meet with my hon. Friend soon.
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Education and Skills Reform
I pay tribute to the hon. Lady for all her work, engagement and leadership on these issues, which I know it has been much appreciated by the Schools Minister, who has been leading many of those conversations. I absolutely agree that issues around absenteeism, exclusion, off-rolling, and home schooling—which is often not what parents in those circumstances want, but they feel that the mainstream system is not working for their children—are of paramount importance. We will we be tackling those issues in the reforms that we are making.
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Education and Skills Reform
I thank my hon. Friend for all the championing she has done on those issues in the time that she has been here—I am sure that her results day was not as long ago as mine was. She is right that there are huge job opportunities in the creative subjects, the creative industries, fashion—of which she is a particular champion—and textiles. Frankly, our curriculum and the system as it has been designed recently have not allowed those sectors to flourish as much as they could. My hon. Friend can rest assured that that is top of my mind when looking at our reforms.
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Education and Skills Reform
I recently met and made a video with a student at Alstom who had attended Crewe UTC. UTCs have provided a pathway for some young people to start apprenticeships, to go on to other studies, or to have great opportunities such as those that that student had had at Alstom. But it has not been at the scale that we need, which is why we need more technical and vocational pathways and qualifications available to all children, not just those who can get into one of the UTCs.
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Education and Skills Reform
My hon. Friend is absolutely right that the challenges faced in many of our coastal communities are particularly deep, and that is why Mission Coastal is such an important initiative. The Schools Minister is working tirelessly with school and local leaders on this matter, and I am sure that she would be happy to meet my hon. Friend and other coastal MPs to give an update on it. We really do need to press on with this kind of support so that we can see real improvements in opportunity and outcomes for young people in our coastal communities.
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Education and Skills Reform
First, I thank my hon. Friend for all her leadership and contributions to this very important debate, which I know means a lot to her personally. I look forward to meeting her and discussing it all further. Rest assured that we will absolutely develop our plans in concert with Members of this House, including my hon. Friend. I would be happy to meet Teach Me Too in one of those meetings in order to really focus on supporting all our young people, no matter their needs, to develop their passions and core skills in a way that gives them a sense of achievement and progress in their lives.
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Engagements
Q1. If he will list his official engagements for Wednesday 9 September.