Helen Hayes MP: speeches

Speeches

• 13 Mar 2025 · Mental Health Support: Educational Settings · Hansard source

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  I congratulate my hon. Friend the Member for Redditch (Chris Bloore) on securing this important debate and on his excellent speech. The starting point for thinking about mental health services in educational settings must be an understanding of the foundational nature of good mental health and wellbeing in everything we seek to do in life. Challenges with mental health are corrosive in every aspect of our lives. Depression or anxiety can ruin the happiest of celebrations on the sunniest of days, prevent us from focusing on essential tasks, affect our relationships with friends, family members and colleagues and leave people feeling unable even to get out of bed in the morning. That is true for all of us as adults, and it is equally true for children and young people. Good mental health and wellbeing is essential for accessing and getting the most out of education, yet our children and young people are suffering an epidemic of poor mental health and wellbeing, and it is holding them back. On visits to schools in our constituencies, I am sure all Members will have heard headteachers, senior leaders and teachers in our classrooms talking about the challenges the young people in their classes face with their mental health. That is borne out by the data, too. In 2023, one in five children aged eight to 16 had a probable mental health disorder such as depression or anxiety, while the rates of probable mental health disorder among young people aged 17 to 19 have increased over just five years from a tenth in 2017 to more than a quarter by 2022. In this context, I welcome the Government’s commitment to place a mental health professional in every school across the country. However, I wish to raise some additional points that will be relevant to the effectiveness of that roll-out. The first is clarity on the level of qualification that the mental health professional in every school will be required to have, which I hope the Minister can provide. The second is on their remit: in addition to delivering services to young people, will they be expected to drive a culture across the whole school that is conducive to good mental health and wellbeing? That, as we all know, will involve the buy-in of the most senior school leaders. There are also other areas outside school that are relevant to children’s mental health and wellbeing, including the crisis in our special educational needs and disability system, which is having a profound impact on children’s mental health and wellbeing. My Committee heard this week from children who had been hospitalised and diagnosed with post-traumatic stress disorder as a consequence not of their additional needs, but of being in schools that are unable to meet their needs. I know that the Minister is aware of the urgent need to reform our SEND system. Mental health professionals in schools will also quickly be overwhelmed if we cannot get to grips with the crisis affecting our children and young people as a consequence of their addiction to smart phones and their access to social media, which we know is making them more anxious, less able to focus, more sleep deprived and more stressed out. I welcome the measures that the Minister announced in response to the Bill of my hon. Friend the Member for Whitehaven and Workington (Josh MacAlister), but I do believe that there is a need to go further with this urgent crisis, which is affecting the mental health and wellbeing of our children. Finally, I wish to touch on the vital issue of CAMHS waiting times. We have GPs to prescribe antibiotics so that infections do not become sepsis, or blood pressure medication to prevent a heart attack or stroke, but when an infection has become a critical illness, or a patient has suffered a heart attack or stroke, we would not think for one second that it was appropriate to send them back to their GP. Yet that is exactly what happens to far too many children and young people who are seriously mentally unwell. It is an unacceptable situation and, as well as looking at mental health and wellbeing support in education settings, we also need to look at how our NHS can deliver much more quickly and effectively for children whose problems are much more serious than that.

• 13 Mar 2025 · Mental Health Support: Educational Settings · Hansard source

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  Among children and young people who suffer the most acute mental health challenges are looked-after children and young people, all of whom will have experienced some kind of adverse childhood experience or trauma resulting in their being taken into the care system. My Committee heard evidence a couple of weeks ago from children and young people who talked about the lack of adequate assessment of their mental health when they are taken into care and when they move placements. They called for a strengthening of the regulations around that so that their mental health and wellbeing are properly taken into account. I have tabled an amendment to the Children’s Wellbeing and Schools Bill, which we will discuss early next week. Will the Minister give a commitment to look at that and see whether we can make the support better for children who are looked after?

• 10 Mar 2025 · Special Educational Needs and Disabilities Funding · Hansard source

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  The deep crisis in our SEND system, which is one of both funding and delivery, is letting down far too many children, and requires urgent action. Will the Minister update the House on the timing of the Government’s plans for SEND, and provide assurances that there will be full engagement with parents, professionals and young people with SEND on any such plans?

• 7 Mar 2025 · Protection of Children (Digital Safety and Data Protection) Bill · Hansard source

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  If the hon. Gentleman will bear with me for a moment, I will come to some of the points that I think he wanted to emphasise. In the end, in both those cases—seatbelts and smoking—legislation had the effect of changing behaviour and changing societal norms, and in both cases, decades on from the introduction of legislation, it is hard to imagine that the regulation was ever controversial. Last year, the Select Committee recommended action across Departments to protect children from addiction, online harms and the mental health impacts of excessive use of smartphones. It supported a ban on mobile phones in schools and recommended a formal monitoring mechanism for a ban introduced through guidance, potentially leading to a ban in legislation. It recommended guidance for parents, whom it found to be lacking in confidence when it came to knowing exactly how to tackle this issue affecting children and young people, and recommended that the guidance should include—particularly for parents of babies and very young children—an emphasis on the importance of face-to-face interactions with their children, and guidance on the impact of screen use by parents while caring for very young children. That is an aspect that we do not debate enough in this place. The Select Committee supported an increase to 16 as the age of digital consent and recommended, among other developments, the promotion of a children’s class of phone that can be used for parental contact and for GPS locations, but not for internet access. I share the worry expressed by many Members that the Government are not acting with the urgency that is required in the face of the evidence they already have. The Bill will deliver, even in the form in which it has been presented today, some positive interventions that will make a difference, but I fear that the Government are doing too little too slowly. Parents want strong legislation, schools want strong legislation, and strong legislation will help to change societal norms in the way that is needed to protect children and young people and to stop the harms. The Education Committee will take a close interest in what happens from now on—the impact of the measures that the Government are introducing—but I urge the Government to get on quickly with the review and the guidance to which they will commit themselves today, and to go further and establish, with urgency and speed, a framework in law that can help parents, schools and professionals working with children to deal with a challenge that we all need to get to grips with.

• 7 Mar 2025 · Protection of Children (Digital Safety and Data Protection) Bill · Hansard source

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  The Education Committee will certainly continue to take this issue extremely seriously and to monitor what happens, and I will say a little about that in a moment. We know that screen time is quite literally rewiring young brains, resulting in lower cognitive abilities and affecting language acquisition, critical thinking, social skills and attention span. When the Government have evidence of harm, they have a duty to act. The point of legislation in this case is its power to change societal norms in a way that will make a difference to parents and professionals who are currently struggling to limit the harms of screen time, but lack the back-up to do so. There are many comparable examples, with smoking and seatbelts being the most obvious, in which the evidence of harm became clear but the debate raged for many years, with counter-arguments against legislation.

• 7 Mar 2025 · Protection of Children (Digital Safety and Data Protection) Bill · Hansard source

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  I thank the right hon. Gentleman for helping me out at a difficult moment. I have now found the correct place in my speech, and I will tell him what I believe should happen next. The debate about both smoking and seatbelts raged for years, with much controversy at the time. Some were demanding higher and higher levels of proof, while others argued that the matter could be dealt with simply through guidance and through individuals’ choosing to change their behaviour.

• 7 Mar 2025 · Protection of Children (Digital Safety and Data Protection) Bill · Hansard source

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  I start by paying tribute to my hon. Friend the Member for Whitehaven and Workington (Josh MacAlister) for introducing this Bill and for his work to advance the debate on the need for action to halt the harms caused by mobile phones and screen time to our children and young people. Less than a year ago, in the previous Parliament, the Education Committee published a report on the impact of screen time on education and wellbeing. Based on a careful examination of the evidence, the Committee concluded that “the harms of screen time and social media use significantly outweigh the benefits for young children, whereas limited use of screens and genuinely educational uses of digital technology can have benefits for older children.” It is worth restating the evidence that the Committee looked at. We saw a 52% increase in children’s screen time between 2020 and 2022, and it has continued to rise since that time. Twenty-five per cent of children and young people use their phones in a way that is consistent with behavioural addiction—a staggering statistic. One in five children aged between three and four has their own mobile phone. One in four children has their own phone by the age of eight, and almost all 12-year-olds have their own mobile phone. This is a very rapid change in behaviour, which has happened without any corresponding policy or regulatory framework. There is substantial evidence of the negative effects of the rapid increase in the use of smartphones by children. Research by the Children’s Commissioner found that 79% of children had encountered violent pornography online by the age of 18. Girls and young women are particularly affected by the pressure to conform with the unrealistic body images that they see on social media. It is not only girls and young women; eating disorders and body dysmorphia are also rising rapidly in boys and young men. Eighty-one per cent of girls aged seven to 21 have experienced some form of threatening or upsetting behaviour online. Mobile phone use is fuelling a rapid increase in sexual crimes committed against children online—up 400% since 2013. One in five children aged 10 to 15 has experienced at least one type of bullying behaviour online, and three quarters of them say that this has happened either at school or during school time. There are impacts on learning at home and in the classroom, too. It can take up to 20 minutes for pupils to refocus on what they were learning after engaging in non-academic activity on their phone. Children have worse working memory, processing speeds, attention levels, language skills and executive function. The sheer amount of time spent looking at screens is also contributing to our children becoming more sedentary and less active. As with all harms affecting children, it is those with the greatest vulnerability who suffer the most. Children in care, care leavers, young carers, children living in poverty and children with additional needs are the most susceptible to online harms. Vulnerable children are also at risk of criminal exploitation when using their screens. Social media and online gaming have been described by those leading the work to tackle county lines exploitation as the foundation of county lines recruitment. The crisis in the mental health and wellbeing of our children and young people is well documented. We are raising a generation of children and young people who are struggling with anxiety, depression, body image issues and eating disorders. Every generation of parents has to help their children navigate a set of challenges that they did not have to face themselves. Screen time and social media are surely the parenting challenges of our generation. We have ample evidence of the harms that are being done. We also understand much more than previous generations about children’s brain development and the way that the vital building blocks of their brains develop rapidly during childhood, and we know that screen time is quite literally rewiring young brains.

• 26 Feb 2025 · Grenfell Tower Inquiry: Phase 2 Report · Hansard source

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  My thoughts today are with the survivors of the Grenfell Tower disaster and the 72 families who are still mourning the loss of a loved one. I pay tribute to their immense dignity, as they continue to fight for justice. I welcome the Deputy Prime Minister’s clear commitment to implement all of Sir Martin Moore-Bick’s recommendations. I have constituents living in blocks with fire safety issues. Those are often not cladding-related issues, but issues identified as part of the wider scandal in the construction industry uncovered by fire safety inspections post-Grenfell. In some cases there have been terrifying fires in these blocks, leaving residents feeling unsafe and leaseholders trapped in unsellable flats, as building owners and construction firms argue over who is responsible for the fire safety defects and fail to resolve the issues. Can the Deputy Prime Minister therefore say, as she moves forward to implement Sir Martin’s recommendations, when she would expect my constituents to have a clear plan, with a timescale attached to it, for the remediation work needed in unsafe buildings? Where is the accountability in the meantime?

• 25 Feb 2025 · Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [Lords] · Hansard source

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  The further education and skills sector is of strategic importance, and equipping our workforce with the skills that employers need is critical for economic growth. Ensuring that there are opportunities for young people and those mid-career to access high-quality training in order to enhance and develop their skills is vital for breaking down the barriers to opportunity that hold back far too many people. For far too long, the further education and skills sector has been the Cinderella service of our education system, patronised with lip service about how important it is, always regarded as second best, and never allocated the level of funding needed to really deliver. Despite the fact that at the very peak only around one third of 18-year-olds go on to university, our school system is overwhelmingly orientated to communicate to young people that university is the option they should all aim for, rather than supporting a plurality of education options post-18, all of which can equip them well for a successful career. That has created a postcode lottery in which the high-quality further education and training opportunities that are available in some parts of the country are not available everywhere.

• 25 Feb 2025 · Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [Lords] · Hansard source

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  I thank the right hon. Member for his intervention. I was delighted recently to visit a school in my constituency, and a careers fair that gave young people the opportunity to meet many employers and providers of further education face to face, in order to give real meaning and reality to what such opportunities might provide in the future. It is important that young people have those opportunities. Recently, I was delighted to visit the Lambeth college campus in Vauxhall, which is part of the Southbank University group, with my hon. Friend the Member for Vauxhall and Camberwell Green (Florence Eshalomi). We met young people engaged in cutting-edge training in robotics, renewable energy installation, dental technology and game design and production. They were being equipped with valuable skills to help them to access high-quality jobs, with the possibility, in some cases, of progressing their training all the way to degree level at the university. The college is a good example of a strategic vision being applied to skills at a local level to ensure that employers’ needs are being met, and that the best possible opportunities are made available to young people, but not everywhere can benefit from such a strategic approach at present. I therefore welcome the Bill, which will formally establish Skills England. It is encouraging that this Government are giving further education and skills the strategic prominence they need, and seeking to establish an effective national agency to deliver a step change in the strategy that underpins our approach to skills and the quality and availability of training opportunities. Skills England has been operating in shadow form within the Department for Education since July last year. Following the passage of the Bill, it will become an executive agency. This important Bill will work to underpin many of the strategic aims of the Government, including the delivery of economic growth, the skills to provide the additional 1.5 million homes that need to be built, and the skills to drive the urgently needed transition of our energy sector to achieve net zero, and the much-needed improvements in our national health service and in social care. As the first Skills England report highlights, we currently have a fragmented and confusing landscape that lets down learners, frustrates businesses and holds back growth. The current system that the Government inherited has been badly neglected and urgent action is needed to deliver the change and scale of ambition required. While I welcome the Bill, there are a number of issues on which I would be grateful for further clarity from the Government. The Bill does not provide a statutory underpinning for Skills England, meaning that the Secretary of State and future Secretaries of State can make fundamental changes to Skills England or close it down without the consent of Parliament. That calls into question the ability of Skills England to deliver a stable long-term underpinning of the skills system over a period of time. I understand the Government’s urgency, but it is important that in delivering this change Skills England is placed on a really solid foundation. In order to be effective in delivering the skills system that our country needs, Skills England will need to have leverage with a number of different Government Departments beyond the Department for Education, yet the chief executive of Skills England is the equivalent of a director-level post in the civil service, not a director general, calling into question the extent to which appropriately senior people from across Government will be required to act on its recommendations and work in effective partnership. As the Bill progresses, the Government should consider the seniority of the CEO in that light. Partnership working with key stakeholders outside Government, including training providers, trade unions, employers and devolved authorities will also be critical to the success of Skills England, but none of that is written into the Bill, and the ways in which Skills England will be held accountable for effective partnership working are unclear. Will the Secretary of State take further action to address that? The impact statement for the Bill states that there may be a drop in apprenticeship starts while the Institute for Apprenticeships and Technical Education’s functions are transferred to the Secretary of State and then to Skills England, with a disproportionate impact on adult apprenticeships, disadvantaged learners and disadvantaged regions. Will the Secretary of State explain what steps she will take to minimise and mitigate that potential short-term drop? The success of Skills England will depend on a series of wider factors that should be considered at the point at which it is being established. There is a significant issue with the funding of sixth form colleges, particularly around inequities in pay between teachers in schools and colleges, exacerbated by the failure to extend the recent pay increase to teachers to those employed by colleges. It cannot be right that a teacher in a college can be paid less than a teacher in a school sixth form for teaching exactly the same subject. To drive parity of esteem between pupils following an academic route and those following a vocational route, it is important that sixth form colleges are able to both recruit and retain teachers. That means addressing the lower pay in sixth form colleges compared with schools, and the gap between teacher salaries and the salaries that teachers could receive in industry. It is a real problem for colleges seeking to recruit teachers of vocational subjects that those who have the skills to teach trade can often earn far more by practising that trade in the private sector. There is currently very little obligation on industry to release staff to deliver vocational education or to help to secure the pipeline of vocational teachers, including through post-retirement options. The Government should give further consideration to the recruitment and retention of high-quality teachers in the further education sector. For some students in the further education sector, their school days have not been the happiest days of their lives. College or an apprenticeship should be the place where they start to find the things that they can excel at and where their confidence is built because they start to succeed. The importance of a functional level of English and maths is universally accepted and understood, so something is badly wrong in our education system when 38% of students do not achieve a grade 3 or above in English and maths at GCSE. The cycle of failure ends up continuing in the FE sector, which requires them to resit again and again. There must be a better way to ensure the functional skills in these subjects that employers need within further education, while enabling young people genuinely to succeed, build their confidence and thrive. Finally, I will raise the issue of the huge differential in the information provided to sixth form students as they decide on their next steps after school or college—a point made by the right hon. Member for South Holland and The Deepings (Sir John Hayes) earlier in the debate. When meeting with skills providers and school leaders in my constituency recently, many participants highlighted how a move to university was often presented as a natural, secure step, with multiple options and a well-trodden path through the UCAS process, while vocational options, including apprenticeships and degree apprenticeships, were not presented with the same clarity or coherence, or even within the same timeframe. That makes it harder for teachers to advise their students and for parents to have confidence in pathways that may appear less predictable and secure. If we want to see true parity of esteem between academic and vocational routes, that needs to change, and I hope that it will be a priority for the newly established Skills England. The Education Committee recognises the strategic importance of further education and skills, and we have recently launched a substantial inquiry that aims to understand how the further education system can better equip young people with skills and qualifications for a range of sectors experiencing labour shortages while opening up a wider range of opportunities to young people and mid-career switchers. We will make our recommendations to the Government in due course, and we look forward to playing our part in scrutinising the work of Skills England.

• 24 Feb 2025 · Breakfast Clubs: Early Adopters · Hansard source

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  I thank the Secretary of State for her statement today. I welcome the news that St Luke’s Church of England primary school in my constituency will be one of the early adopters of a universal breakfast club under the programme. All too often, children with special educational needs and disabilities are excluded from extracurricular activities, and it is the parents of children with SEND who often find it the hardest to access childcare. It is essential that children with SEND have equal access to breakfast clubs in both mainstream and specialist schools. What steps are being taken to ensure that that is the case, that schools have the capacity to provide specialist staff where needed and that any additional home-to-school transport costs, which are often essential in enabling children with SEND physically to access a breakfast club, will be met?

• 12 Feb 2025 · Umana Yana restaurant in Herne Hill · Hansard source

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  I rise to present a petition on behalf of residents of Dulwich and West Norwood. The petition is in support of a restaurant called Umana Yana in Herne Hill in my constituency. It is a wonderful restaurant run by Deborah Monfries and her family, who are in the Public Gallery today. Deborah’s restaurant serves delicious Guyanese food, and I would commend it to all Members in the House. However, it has suffered a detriment in recent years as a consequence of the installation of enormous telecommunications cabinets that obscure the view of the restaurant for passing customers. The petitioners “therefore request that the House of Commons considers this issue and urges the Government to bring forward legislation to ensure small businesses are not blocked from view by telecommunications equipment, to ensure the removal of equipment affecting small businesses, like Umana Yana, and that businesses are duly compensated by the telecoms companies for disruption.” I would add that petitions online and locally have been signed by more than 1,700 local residents. Following is the full text of the petition: [The petition of the owners and supporters of Umana Yana, Herne Hill, Declares that Umana Yana, an independent restaurant in Herne Hill, has faced serious disruption to their trade due to telecommunication boxes placed immediately outside their premises; notes that Umana Yana has been part of the local community for over fifteen years but has faced a significant fall in footfall as the shop can no longer be seen from the street, and that over 1700 people have signed local and online petitions in support of the restaurant; further notes that the shop has seen a loss of revenue for this valued community focused business; and further declares that small businesses across the country have faced similar challenges due to telecoms infrastructure placed without due consideration of nearby shops. The petitioners therefore request that the House of Commons considers this issue and urges the Government to bring forward legislation to ensure small businesses are not blocked from view by telecommunications equipment, to ensure the removal of equipment affecting small businesses, like Umana Yana, and that businesses are duly compensated by the telecoms companies for disruption. And the petitioners remain, etc. ] [P003043]

• 10 Feb 2025 · Rosebank and Jackdaw Oilfields · Hansard source

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  The highly respected Grantham Institute, chaired by Lord Stern, said that a UK Government decision to proceed with Rosebank and Jackdaw would “signal to all other fossil fuel producers, including the United States and Russia,” that they support a “business as usual” approach to the oil and gas industry. Does the Minister acknowledge the leadership role of the UK Government internationally, and agree that such leadership is best shown by our investing in the sustainable green jobs that North sea communities need, not by granting further unjustifiable permissions?

• 3 Feb 2025 · School Accountability and Intervention · Hansard source

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  I thank the Minister for her statement, and I associate myself with her remarks about the tragic incident in Sheffield. The consultations that the Minister has announced are being launched in the context of considerable pressures in our education system, particularly the crisis in the SEND system, which has far-reaching consequences for every part of the sector, and the serious problems in the recruitment and retention of teachers. The Education Committee has heard from stakeholders that accountability pressures can encourage exclusionary practices to maintain academic performance. School leaders regularly raise concerns that the lack of resources to meet the needs of children with SEND makes it hard for them to meet the needs of every child. How does the Department plan to safeguard children with SEND to ensure that accountability pressures on schools do not lead to exclusionary practices but instead promote inclusive approaches that support the needs of students with SEND?

• 30 Jan 2025 · Local Post Offices · Hansard source

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  I congratulate the hon. Member on bringing this important debate. My constituents are served by Crown post offices in Brixton and on Lordship Lane in east Dulwich. Both those town centres have effectively seen the withdrawal of high-street banks. Would he agree that the erosion of high-street banking services places an even greater emphasis on the role of post offices, and that the Government need to intervene to stop the further round of Crown post office closures if we are to see the banking hubs commitment met across the country?

• 28 Jan 2025 · Gaza: Humanitarian Situation · Hansard source

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  I thank the Minister for her statement and the announcement of additional investment in aid to Gaza, which is very welcome. I have visited UNRWA schools and healthcare facilities in the west bank, and the role that UNRWA plays in the provision of essential services, including aid to Palestinians, is unique and irreplaceable. The implementation of the Knesset’s decision to ban UNRWA could therefore amount to the denial of health services, education and essential aid to a population that has already suffered unbearably for the past 15 months. Can the Minister say not only that the UK Government oppose the decision, but what will be done to hold the Israeli Government to account for the impact of that decision, if it is implemented later this week?

• 27 Jan 2025 · Speech and Language Therapy · Hansard source

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  It is a pleasure to see you in the Chair, Mr Vickers. I thank the Petitions Committee for securing this important debate and my hon. Friend the Member for Lichfield (Dave Robertson) for introducing it; I associate myself with his words on Holocaust Memorial Day. I also congratulate Mikey on starting the petition and on his impactful campaign. Speech and language therapy is a vital service that supports children and adults with the development of speech and assists those who have difficulties in eating, drinking or swallowing. As Chair of the Education Committee, I will focus my remarks on access to speech and language therapy for children and young people. Speech and language are vital building blocks of communication. Children who face barriers to developing speech and language early in life, for a wide range of reasons, can face significant difficulties. Poor communication skills reduce participation in education and can lead to frustration and challenging behaviour or withdrawal and school avoidance. For children whose needs relate to a difficulty in eating, drinking or swallowing, good and timely speech and language therapy can make the difference between being able to attend school or nursery safely or not. I know the difference that speech and language therapy makes in my own family. When my oldest daughter started to learn to speak, it became apparent that she was really struggling to say particular sounds and that her inability to differentiate between sounds, because of her difficulty in pronouncing some of them, was having a consequential impact on her ability to read. We were able to seek advice from an open access speech and language therapy clinic at our local health centre, which provided a wealth of advice and some helpful exercises that we could support our daughter to do at home. The clinic was available to us whenever we needed it, and my daughter was able very quickly to overcome the challenges that she faced. I am pleased to report that she is now a 19-year-old who is nothing but forthright in her ability to communicate with everybody. Open-access services such as the clinic that we were able to access are now extremely hard to find. There is a shortage of speech and language therapists. Children who need speech and language support face long waiting lists in many parts of the country. That is a huge problem, because accessing timely support has a significant bearing on the impact that a speech and language difficulty can have in the long term. Issues that can be quickly addressed in very young children, for example, can become much more challenging to overcome with the passage of time. Early intervention saves money and delivers better educational outcomes. Speech and language therapy sits at the junction of several parts of the public sector. Needs are often identified in nurseries or schools; local authorities have a statutory responsibility for special educational needs and disability support; speech and language therapy is an allied health profession commissioned often by the NHS, but sometimes by local authorities and schools directly, and is often based in community settings. This complexity and the lack of a clear single pathway of commissioning services are among the contributory factors to the current shortage and the geographical disparities in the availability of speech and language services. I welcome the Government’s recognition of the importance of speech and language development in children and the commitment from the Department for Education to roll out the evidence-based NELI—Nuffield Early Language Intervention—programme in reception classes across the country. Expanding the availability of targeted support to help people who have speech and language difficulties to catch up will undoubtedly make a difference, but we know that the earlier a speech and language difficulty is identified, the better, not least because sometimes a speech difficulty is the first indication of wider special educational needs. The earlier a problem is identified, the easier it can be to address it. The Government recognise this, but there is currently no clear plan to expand the availability of speech and language therapy in early years and community settings. The early years sector is diverse and disparate. There is a need for clarity on expectations, commissioning pathways and professional development to ensure that very young children can access speech and language therapy as soon as a need is identified. The fact that it is not compulsory for children to be in a formal setting until the age of five underlines the importance of community-based support in children’s centres, family hubs and health centres, so that parents and carers can access support readily when they need it. Adjusting the workforce challenges within speech and language therapy will also require intervention from the Government to make more training places available and to encourage those who have left the profession to return. I hope that the Government will produce a workforce plan for all the professions related to SEND support, so that professional expertise and support will be there for children and families who need it. More widely, we have a SEND system that is failing children and their families across the country, with far too many children unable to access SEND support in school, waiting far too long for an EHCP and often finding that, when they get an EHCP, it cannot be fully delivered. Since the Minister for Care is responding to this debate today, I take the opportunity to highlight that when I speak with parents, teachers, local authority officers and others who are responsible for delivering SEND support, they very often say that, “within the EHCP, the H is too often absent”. They struggle to get the NHS to the table and there is very weak accountability in the levers that can force it to do so. I ask the Minister to look in detail at the issue, and to work with his colleagues in the Department for Education to ensure better collaboration between Health and Social Care and Education, in the best interests of children with special educational needs and disabilities. Finally, I take the opportunity to plug the Education Committee’s recently launched inquiry on special educational needs and disabilities. As a Committee, we recognise the vital role of speech and language therapy within the wider network of services that contribute to effective SEND support. Our call for evidence on SEND is open until 6 February. I encourage all right hon. and hon. Members who have an interest in SEND services or challenges within their constituencies to encourage their constituents to submit evidence to our inquiry, including those who have experience of speech and language therapy, so that we can hear the widest possible range of evidence and make recommendations to the Government that can deliver a transformation in SEND services across the country.

• 27 Jan 2025 · SEND Provision · Hansard source

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  There are children with special educational needs and disabilities in every school across the country. Often, they face unacceptable barriers to participation, including school buildings that are not inclusive or fully accessible. What is the Minister doing, as part of the Government’s welcome commitment to inclusive mainstream schools, to ensure that all expenditure by the Department for Education on new school buildings and building refurbishments helps to make schools more inclusive?

• 22 Jan 2025 · Education, Health and Care Plans · Hansard source

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  Will the shadow Minister give way?

• 22 Jan 2025 · Education, Health and Care Plans · Hansard source

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  Thank you, Dr Huq. With such limited time, I simply reiterate that we have a SEND system in crisis. It is letting down children and their families. It is a contested and embattled system and is no way to decide and deliver on what is in the best interest of children. As Chair of the Committee, I welcome some of the measures that the Government are bringing forward, but I also believe that there is further to go. That is why, as the Committee, we have prioritised SEND as our first substantial new inquiry of this Parliament. I have good news for Members with constituents who are interested in and concerned about this subject: today we have extended the deadline for the submission of written evidence to 6 February. We are serious about looking at the evidence of what is happening across the country, but also at where there is good practice, both in this country and overseas. We will do our best to assist the Government to set out a programme of reform that delivers for children and their families. I urge all Members who have an interest in this topic to encourage their constituents to submit evidence to our inquiry.

• 22 Jan 2025 · Child Arrangements: Presumption of Parental Involvement · Hansard source

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  My hon. Friend is making an immensely powerful speech. It was extremely moving yesterday for the Education Committee to hear directly from my hon. Friend’s constituent, Claire Throssell. Claire’s work, in the context of her unbearably painful experience, is deeply inspiring, and I pay tribute to her. We heard from her how problems in the family courts, including but not limited to the presumption of contact, have knock-on consequences for the wider work of child protection. Will my hon. Friend join me in calling on the Minister to ensure that there is strong, joined-up and effective working between her Department and the Department for Education so that we make sure that everyone who has a role in the protection of children is doing the most effective work possible?

• 16 Jan 2025 · Middle East · Hansard source

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  I welcome the announcement of this long overdue ceasefire today. My thoughts are with all those who have lost loved ones on and since 7 October, the families of hostages anxiously awaiting news, and the tens of thousands of families in Gaza who have suffered bereavement, displacement and destitution. My thoughts are also with all those for whom the announcement is bittersweet; I think particularly of Rachel Goldberg—the mother of Hersh Goldberg-Polin—whom I met in East Jerusalem in February. She has campaigned with such dignity for the release of her son, who was tragically killed in August. I think, too, of the families in Gaza who are losing their loved ones even now as this ceasefire is being announced. But while the war has raged in Gaza, the settlers have dramatically increased their activity in the west bank, taking land that does not belong to them in a systematic attempt to undermine the possibility of a viable Palestinian state. As our thoughts now turn to the peace process ahead and the aim of a two-state solution, what action is the Foreign Secretary taking to address illegal settlement? Without a more robust approach, a two-state solution simply cannot be achieved.

• 15 Jan 2025 · Higher Education Regulatory Approach · Hansard source

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  I thank the Secretary of State for confirming the Government’s approach to the implementation of the Higher Education (Freedom of Speech) Act 2023, and I welcome the clarity that she has provided today. The implementation of the Act will present some challenges for universities and for students. The Secretary of State will know that there can sometimes be a fine line between free speech and hate speech, and between statements of views and opinions and incitement or encouragement to violence or intimidation in the real world. Can she assure the House that she will ensure that universities and students are absolutely clear about the limits to free speech, which are already enshrined in law, and that support will be provided on the interpretation of that when it is needed? Professor Shitij Kapur, vice-chancellor and president of King’s College London, has said: “Universities are not there to function as a Speakers’ Corner where anyone can stand up and express an opinion not necessarily supported by facts. If academic freedom is to mean anything, it must be accompanied by the academic obligation for ideas and claims to be accompanied by evidence and reason. Proponents have an obligation to engage and respond to those questioning their assertions and conduct that debate and discourse in a civil manner.” How will the Secretary of State ensure—particularly as the erosion of fact-checking and moderation on social media is taking place before our very eyes—that the implementation of the Act results in a high quality of evidence-based discourse conducted in a culture of civility?

• 14 Jan 2025 · Renters’ Rights Bill · Hansard source

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  I rise to speak on new clause 10 in my name and Government new clause 15, but before I do so, I would like to make some brief remarks about other aspects of the Bill. In my constituency of Dulwich and West Norwood, housing is overwhelmingly the biggest challenge that my constituents face. Housing costs have spiralled, and the previous Government wasted more than a decade failing to build the homes we need. The effect of this has been that more and more of my constituents are living in privately rented homes, in which they are currently systematically denied the basic stability and security that most of us would agree are essential to being able to function properly in the rest of life. Private tenants live with the constant fear that their landlord can at any time, without reference to the terms of their tenancy agreement, decide that they want their property back and serve an eviction notice. I have seen this happen time and again. It stops people putting down roots in their community, because they know that they are likely not to be able to stay. It means that parents live with the constant anxiety that they may have to move far away from their children’s school. It means that older people are denied security of tenure in their retirement. In return for extortionate rents, tenants all too often face appalling standards, and find it far too difficult to get basic health and safety issues addressed. I therefore welcome this Bill, which delivers the biggest package of reforms to private renting for 40 years, redressing the current imbalance between landlords and tenants, strengthening tenants’ rights and providing much-needed additional security. I particularly welcome the scrapping of section 21 evictions—I have been speaking on them in this place since 2016—the strengthening of local authority enforcement powers and the creation of a new private rented sector ombudsman, and the application of Awaab’s law to the private rented sector. There is a very great challenge about the affordability of private renting, particularly in London, and my constituents experience that every day. I hope the Minister will keep under review the measures in this Bill that are designed to limit the rate of rent increases to ensure they are as effective as they need to be to create a functioning rental market. I trust that the Minister will do that, and will not hesitate to take further action in future if it is needed. I now turn to my own new clause 10 and Government new clause 15, which would ban the use of guarantor agreements in the event of the death of a tenant. In this place, all of us know that there are sometimes emails that stop us in our tracks. So it was for me when, in 2023, I received an email from a constituent that read as follows: “Late last year I became a guarantor for my son so that he could secure accommodation with some friends for his second year at university; without me doing so, he would have lost the house. I had no real concerns about my son paying the rent as he had shown he was a hard worker in a variety of jobs he engaged with to supplement his student loan, which would have covered the rent anyway. The tenancy was due to start at the beginning of July. Tragically, two weeks ago he took his own life, leaving myself, my wife and his sister utterly devastated. On top of everything, I now find myself liable to pay the rent for his room for the entire length of his tenancy if a replacement tenant cannot be found…I wonder if there might be scope to look into the practice of expecting bereaved parents to continue in a role of guarantor to a loved one after they have died.” I do not think anyone could read that email and think that what happened to my constituents who were facing the worst kind of pain was remotely acceptable. I contacted the letting agent who refused to budge, simply stating that they were following the contract that had been signed.

• 14 Jan 2025 · Renters’ Rights Bill · Hansard source

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  I agree with my hon. Friend, and I will speak in a moment about evidence I have received that this issue is more widespread than any of us might have imagined. I raised the issue at Prime Minister’s questions, and after that I was contacted by many people, including families who had experienced exactly that, as well as letting agents who told me that they explicitly did not use such clauses, and that such clauses were not necessary because the loss of rental income in the event of the death of a tenant is an insurable risk for landlords. I am grateful to Members across the House who have supported my campaign, including 48 Members who signed new clause 10, and those who signed my amendment to the Renters (Reform) Bill in the last Parliament. I engaged extensively with two different housing Ministers in the previous Government, both of whom said that they were sympathetic but declined to take action in that Bill or support my amendment. I am therefore grateful to the Minister for Housing and Planning for his compassionate and rigorous engagement on this issue. He has listened and, more importantly, he has acted where his predecessors did not. Government new clause 15, tabled this week, bans the use of guarantor agreements in the event of the death of a tenant who is a family member. That is what my constituent asked of me, and I am proud that that is what we will achieve today. I hope my constituents will take some small comfort from knowing that by speaking out and contacting their MP, other families faced with the heartbreak of losing a loved one will not be pursued by a greedy landlord or letting agent, adding financial stress and hardship to an already unbearable situation. New clause 15 does not go as far as new clause 10, extending protection only to bereaved guarantors who are related to the tenant. While that protection would have helped my constituent, and while I agree that institutional guarantors should not automatically be released from their responsibilities on the death of a tenant, the limitations of the new clause mean that there could still be hard cases in future—for example, a close friend who is bereaved. I therefore trust that the Minister will keep the situation under review to ensure that new clause 15 is as effective as he intends. As a consequence of the Minister’s engagement on this matter, I am content to withdraw new clause 10 and support Government new clause 15. I urge all right hon. and hon. Members to do the same, and to support this Bill, which will deliver the step change in regulation of the private rented sector that we have all been needing for far too long.