Catherine McKinnell
MP for Newcastle upon Tyne North · Labour · United Kingdom
“The family of a terminally ill constituent contacted me in desperation last month after trying to resolve the pension issues of their family member since January. She died yesterday, with her pension still unresolved. Can the Minister be more specific for that family about what will be done to resolve this issue?”
“As the UK trade envoy to Italy, I thank the Secretary of State for confirming the GCAP funding in his statement. As MP for Newcastle upon Tyne North, I add my voice to those who want to see this as an opportunity to genuinely spread investment and opportunity that will build strength and resilience in our people right across the UK—they a…”
“This report is welcome, but that does not make its existence any less tragic. Far too many mothers and babies have been failed, including mothers like my constituent Amie, who late last year was turned away repeatedly, despite reporting reduced movements. Her baby Seren was born stillborn.”
“Failures to address these issues have significant effects, both on the public finances and on the most vulnerable people in society, and, indeed, they are issues that are often reflected in our constituency mailboxes. I was contacted recently by a young woman who had reported child sexual abuse to the police last year.”
“Her husband was the victim of an assault by the defendant, who had raped his wife. They were forced to wait four hours for the trial to begin. They were eventually told that the defendant would arrive and that the delay to his delivery was causing the delay, but it had a knock-on effect on additional days in court.”
“Friend has said, we need a court estate that is fit for purpose in order to maximise the use of these additional days. I too have visited my local court, in this instance Newcastle Crown court.”
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“I really am short of time. On inspection, we welcome the publication of the Big Listen response this week. We want to work with Ofsted to consider how outcomes for children with SEND can better demonstrate inclusion, and we want every school to be driving to be as inclusive as it can be, so that mainstream provision is provided for as many children as possible. In the interests of fairness, I will give way just one more time.”
“Members for bringing this matter forward today and all Members who have contributed to this debate. However, most of all I want to acknowledge the hard work being done by so many people working in education, health and care who support our children and young people with special educational needs. We know that work is challenging, but we thank them for their commitment and their service.”
“I will say again and again that we are absolutely committed to ensuring that every child’s entitlement to have the best education possible, in their local area and where they need it, can be delivered under our system. Nothing says more about the state of our nation than the wellbeing of our children. However, one of the great casualties of the last 14 years has been our children’s wellbeing, their development and their opportunities. Under the last Government, we saw relative child poverty soar, the rates of children presenting with mental health conditions skyrocketing, and more and more children languishing on waiting lists. It now falls to the Labour Government to rebuild opportunities for our children. That is why we have bold ambitions and why we are determined to deliver on them. I thank hon.”
“Friend, I thank everyone working in the SEND system to deliver better outcomes for all our children across the country. Motion lapsed (Standing Order No. 10(6)).”
“I want to do justice to the excellent speech given by my hon. Friend the Member for Hitchin, but I fear I will not have time to address all the concerns that he raised; he went into quite some detail. I am keen to write to him with more details of the ongoing work in order to reassure him that many of the issues he raised are being tackled, and that the Department for Education is working to ensure that the improvement programmes are delivered. I thank him again for bringing this matter forward. We are all passionate about the SEND outcomes in his local area and right across the country. We recognise that the system needs to improve, we recognise the hardship that many families are facing, and we are determined that that will change. Like my hon.”
“The Government need to be confident that the local area in Central Bedfordshire and the local area partnership in Hertfordshire are taking the right actions to secure rapid and sustainable improvement. We work alongside NHS England advisers, we meet every six months with local leaders and representatives from schools and colleges, and we have a parent carer forum to review and challenge progress on the accelerated progress plan. In Hertfordshire, the local area appointed Dame Christine Lenehan to chair an independent board to bring about rapid improvement. DFE officials, an NHS England adviser and a SEND adviser meet monthly with local leaders and Dame Christine to scrutinise and challenge the improvement plan. It is so important that that work is undertaken. I am conscious of time.”
“As we know, Ofsted and the Care Quality Commission jointly inspect local area SEND provision. Those inspections enable the Department to intervene in areas of significant concern, and work with local authorities and professional advisers to address weaknesses. I am concerned that the SEND inspections in Central Bedfordshire in November 2019 and in Hertfordshire in July ’23 found significant concerns about the experiences and outcomes of children with special educational needs and disabilities. Ofsted and the CQC revisited Central Bedfordshire in July ’22, and found that three of the six initial areas of weakness had improved. Central Bedfordshire produced an accelerated progress plan to address the remaining areas of weakness, and the Department continues to monitor those areas. The issues raised in the inspection reports are serious.”
“Resolving these problems will not be quick or easy, and it is important that we take the time to develop long-term solutions to ensure that we take a long-term approach to tackling these issues. I welcome the opportunity to hear Members’ thoughts on how we can do that together as we go forward. We need to ensure that we get better outcomes from our investment for young people. It is important that we have a fair education funding system that directs funding to where it is needed and can make the most impact. One aspect of that is the national funding formula and the way in which the high needs funding allocated to local authorities is used. We need to take time, if there are any changes to that formula, to ensure that we consider the impact and get it right.”
“How much high needs funding is distributed to local authority schools and colleges next year will depend on the next stage of the Government spending review, due to be announced at the end of October. We are in listening mode to the challenges that are being set out today. That means that next year’s allocations of high needs funding have not been published to the normal timescales, but we are working across Government to announce next year’s allocations for Hertfordshire, Central Bedfordshire and other local authorities as soon as we possibly can. We are acutely aware of the financial pressures that local authorities are facing, not just from supporting young people with complex needs, but from what we have inherited as a whole with the economic climate and the challenges around that.”
“We are acting as quickly as we can to respond to the cost pressures in the SEND system because they are causing real financial problems in some local authorities, including in Hertfordshire and Central Bedfordshire. Before the parliamentary recess we announced a new core schools budget grant, which will provide special and alternative provision schools with over £140 million of extra funding in the 2024-25 financial year to help with the extra costs of the teachers’ pay award and the outcome of the negotiations for support staff. That is in addition to the high needs funding allocations for children and young people with complex special educational needs and disabilities. Department for Education budgets have not yet been set for 2025-26.”
“It is in desperate need of reform, so it is important that we fix it. I welcome the comments from the hon. Members for Mid Bedfordshire (Blake Stephenson) and for Broxbourne (Lewis Cocking), who recognise that this is an inherited challenge; so many of us in this House want to see it addressed. Let me be clear: we have started work already. Fixing our SEND system is a priority for the Department, but I have to be clear that it will take time and Government cannot do it alone. We will work with our essential and valued partners in the sector to ensure that our approach is fully planned and delivered. We will work together with parents, schools, councils and expert staff who, as my hon. Friend the Member for Hitchin rightly said, go above and beyond to support our children.”
“We are committed to improving inclusivity and expertise in mainstream schools, and ensuring that special schools can cater to those with the most complex needs. Fundamentally, we want to restore parents’ trust that their child will get the support they need to flourish. Effective early identification and intervention can reduce the impact that a special educational need or disability may have in the long term. That is why, in July, the Government announced that the funded support for the 11,100 schools registered for the Nuffield early language intervention programme will continue for the year 2024-25. We know that extra support with speech and language is so important to help young people find their voice. But there are no quick fixes for these deep-rooted issues. After 14 years, I have barely seen a system as broken.”
“Despite high needs funding for children and young people with complex special educational needs and disabilities rising to higher and higher levels, confidence in the SEND system is low, tribunal rates are increasing and there are increasingly long waits for support. Far too many children with special educational needs fall behind their peers, and they do not reach the fundamental expected level in reading, writing and maths. Just one in four pupils achieved the expected standard at the end of primary school. Families struggle to get their child the support they need and, more importantly, deserve. That really must change. Parents have felt frustrated for years, and there have been constant delays to the reform programme; we see time and again that there is a lack of trust in the system. This Government want to be honest with families.”
“I assure him that improving the special educational needs and disabilities system across this country is a priority for this Government, and that includes improving services for children and young people with SEND in Central Bedfordshire and Hertfordshire. More than 1.6 million children and young people in England have special educational needs. We know that for far too long, as hon. Members on both sides of the House have set out, they have been let down by a system that is not working. The former Secretary of State for Education said that the system was “lose, lose, lose”, and she was right: far too many families have been failed.”
“It is a pleasure to serve under you as Chair, Dr Huq. I congratulate my hon. Friend the Member for Hitchin (Alistair Strathern) on securing this debate on an incredibly important subject. His excellent speech set out in great detail the challenges that far too many face in his local area. He is a champion for children and families in his constituency, and he shares this Government’s vision of breaking down the barriers to opportunity and ensuring all children receive the best start in life and the right support, so that they succeed in their education and lead happy, healthy and productive lives. I thank him for his kind words in opening.”
“Member for Glastonbury and Somerton again for bringing this matter forward, and also those who have contributed and attended the debate. Somerset SEND services, along with SEND outcomes across the country, are issues we all care passionately about. I absolutely recognise that the SEND system needs to improve. I acknowledge the hardship that too many families face when seeking to secure the right support for their children with special educational needs and disabilities. I am determined that this will change. I also want to acknowledge the hard work taken on by so many working in education, health and care, to support children and young people with special educational needs, both in Somerset and right across the country. I thank them for their commitment and service. Question put and agreed to.”
“That should ensure appropriate support is put in place when concerns are raised about a pupil’s behaviour, rather than waiting for it to trigger action. The hon. Lady also referenced the letter sent to the Secretary of State for Education by Somerset council. I thank Somerset council for writing directly to the Secretary of State to set out its thoughts on the SEND system. The Government recognise that, for too long, the education and care system has not met the needs of all children, with too many parents struggling to get their children the support they need and deserve. My officials will be pleased to meet representatives from Somerset council, who have set their thoughts out very helpfully, and they will be in touch in due course to organise a meeting. I want to thank the hon.”
“Member for Glastonbury and Somerton mentioned the challenges around exclusion, and I appreciate her concerns. Every pupil deserves to learn in a safe, calm classroom and we will always support our dedicated, hard-working teachers to make this happen. Schools can use sanctions as a measure to improve behaviour. In the most serious cases, a suspension or permanent exclusion may be necessary to ensure that pupils are protected from disruption and can benefit from education. Our statutory guidance is very clear in all cases: decisions to exclude a pupil must be lawful, reasonable, and fair. The guidance sets out that headteachers should consider underlying causes, or contributing factors of misbehaviour before issuing an exclusion, including where a pupil has special educational needs.”
“A new special free school, Hillview school, opened this month in Martock, in the constituency of the hon. Member for Glastonbury and Somerton. It joins the eight existing special schools in Somerset. In addition, seven mainstream schools in Somerset have established resource provision that provide access to a mainstream curriculum and classroom, alongside specialist support. Enhanced learning provisions have also been created in five mainstream secondary schools to provide informal support to young people with moderate learning difficulties as they transition from primary education. This Government are committed to working with Somerset council, school leaders, and other sector partners, as well as their national counterparts, to develop and improve inclusive education in mainstream schools. The hon.”
“The combined impact of these interventions has shown improvements over the last three years. As the hon. Member for Glastonbury and Somerton also expressed, we want a holistic approach to school place planning, which considers how mainstream settings can offer high-quality support to children and young people with SEND, alongside sufficient special school places for those with the most complex needs. Local authorities are able to use their high needs capital funding allocations to deliver new places in mainstream and special schools, as well as other specialist settings. That will also be used to improve the suitability and accessibility of existing buildings. Somerset council, for example, has been allocated just under £20 million in high needs capital funding between 2022 and 2025.”
“Following the actions that were taken, the CQC has subsequently confirmed that seven of the nine areas have made sufficient progress and were therefore stepped down. Somerset was required to produce an accelerated progress plan to address the two remaining areas, and progress against the plan is being closely monitored by officials from the Department for Education and NHS England. The Department has implemented a support programme in Somerset, which included workshops and support focused on the importance of the data in joint commissioning. Somerset has drawn on the specialist advice of a SEND adviser, whom the Department commissioned earlier this year, and it also receives ongoing support and challenge from the Department and NHS England at six-monthly accelerated progress plan meetings.”
“These inspections enable the Department for Education to intervene in cases of significant concern and to work with local authorities and professional advisers to address areas of weakness. We therefore welcome the publication of the Big Listen response today. We will work with Ofsted to consider how outcomes for children with special educational needs and disabilities or in alternative provision are better reflected in the educational inspection framework and the area SEND inspection framework in the future. I am concerned that a joint local area inspection of Somerset’s SEND services, which was undertaken by Ofsted and the Care Quality Commission in March 2020, identified nine significant areas of weakness.”
“One aspect of that is the national funding formula that is used to allocate high-needs funding to local authorities, so we will take time to consider whether or not to make changes to the formula and the impacts of any such changes on local authorities, including in Somerset. Every young person with special educational needs or disabilities should have access to high-quality services, and local authorities are critical in ensuring that children and their families can access the support they need. Ofsted and the Care Quality Commission jointly inspect local authorities’ SEND provision to ensure that there is joined-up support for children and young people.”
“We are acutely aware not only of the financial pressures that local authorities are facing because of the increasing cost of supporting young people and children with complex needs but of the financial pressures that the Government as a whole are facing because of the economic climate that we have inherited. As I have said, resolving these problems will not be quick or easy, but I am keen that we develop long-term solutions and I welcome contributions across the House, such as the one by the hon. Member for Glastonbury and Somerton, on these very important issues. It is important that there is a fair education funding system that directs funding where it is needed and where it can best provide support.”
“That is in addition to high-needs funding allocations for children and young people with complex special educational needs and disabilities, and to the existing teachers’ pay and pension grants, which total £10.75 billion this year. The Department for Education budgets for 2025-26 have not yet been decided, and how much high-needs funding is distributed to local authorities, schools and colleges next year will depend on the outcome of the first stage of the Government’s spending review, which is due to be announced at the end of October. That means that next year’s allocations of high-needs funding to local authorities have not been published within the normal timescale, but we are working across Government and we will announce next year’s funding allocation for Somerset and all other local authorities as soon as we can.”
“We will work with the sector as an essential and valued partner, to ensure that our approach is fully planned and delivered with parents, schools and councils, and with the expert staff who go above and beyond to help children. We are acting as quickly as we can to respond to the cost pressures in the SEND system, which are causing real financial problems in some local authorities, including in Somerset. Before the parliamentary recess, we announced a new core schools budget grant, which will provide special and alternative provision schools with over £140 million of extra funding in this financial year of 2024-25, to help with the extra costs of this year’s teachers’ pay award and the outcome of the negotiations on an increase for support staff.”
“That is why in July we announced that funded support for 11,100 schools registered to the Nuffield early language intervention programme would continue in the year 2024-25. That will help pupils who need extra support with speech and language development to find their voice. There are no quick fixes for these deep-rooted issues. After 14 years, I can scarcely see a system that is not broken or in desperate need of reform, and which is so important that we fix. Let me be clear. We have started the work already. Fixing our SEND system will be a priority for this Department, but it will take time. A decade of national renewal is what we must deliver to give every child the best start—one that they deserve. However, the Government cannot do it alone.”
“After years in which parents have been frustrated by empty promises and by reform programmes that have been delayed time and again, this Government will be honest with families. We are utterly committed to improving inclusivity and expertise in mainstream schools—as the hon. Lady highlighted, that is an important part of solving this issue—as well as ensuring that special schools can cater to those with the most complex needs. We are determined to restore parents’ trust that their child will get the support they need to flourish. We know that effective early identification and intervention can reduce the impact that a special educational need or disability may have in the long term.”
“Despite high needs funding for children and young people with complex special educational needs and disabilities rising to higher and higher levels, confidence in the SEND system is low. Tribunal rates are rising, as the hon. Lady described, and there are increasingly long waits for support. Far too many children with special educational needs fall behind their peers and do not reach the expected levels in fundamental reading, writing and maths skills. Just one in four special educational needs pupils achieve expected standards at the end of primary school. Families are struggling to get their children the support they need and, more importantly, deserve. This must change.”
“As a Government committed to breaking down barriers to opportunity and giving every child the best start in life, we know that that means ensuring that all children and young people, including those with special educational needs and disabilities, receive the right support to succeed in their education and lead happy, healthy and productive lives. There are more than 1.6 million children and young people in England who have special educational needs. For far too long, too many families have been let down by a system that is not working. The previous Secretary of State for Education said the system was “lose, lose, lose” and she was right. For years, the Conservatives knew the system was not working, but they left families to be failed.”
“It is a pleasure to serve under your chairmanship, Mr Efford. I congratulate the hon. Member for Glastonbury and Somerton (Sarah Dyke) on securing a debate on this incredibly important subject. She is right—three such debates are scheduled for this week, which shows how important and pressing the matter is. The hon. Lady has a keen interest in special educational needs and disabilities, which she has expressed today in her comments, and she demonstrates strong advocacy for the children and families in her constituency. She described the SEND system as broken, and I agree. She made some very thoughtful comments on how we can seek to address some of the current challenges, which I will come on to.”
“They will still be required to notify the Secretary of State of these inspection outcomes, and she will retain her legal duty to issue an academy order to local authority-maintained schools when that is required. However, we will change the way in which schools are supported to help them succeed. From early 2025, we will introduce regional improvement teams, which will partner with struggling schools to drive improvement quickly and directly. This marks the beginning, not the end, of our journey towards an accountability system that is fit for purpose and will help to break down the barriers to opportunity for every child throughout the country.”
“Holding schools accountable for children’s education is vital, but single headline grades are low information for parents and create high stakes for schools, so this Government are acting, making inspections both more powerful and more transparent. For this academic year, parents will continue to see four inspection grades for the existing sub-categories, and from September 2025 the introduction of school report cards will provide a more complete picture of a school’s performance. We will develop those over the coming months, working closely with parents and schools. We want high and rising standards for every child, and we will act decisively when those standards are not being met. We will continue to intervene when performance is a serious concern. Ofsted’s legal duty to identify schools causing concern will remain.”
“As the Government explained in the written ministerial statement that was laid yesterday, and as was outlined in our manifesto, single headline grades will no longer be issued by Ofsted when it inspects state-funded schools. Our landmark reform will drive high and rising standards for children, and will increase transparency for parents. Today Ofsted published the outcome of its Big Listen consultation exercise, the largest engagement with parents, children and professionals in its history, which, as the right hon. Member for East Hampshire (Damian Hinds) will know, began under the last Government. The Big Listen contains some difficult messages. It is clear that significant change is needed, and Ofsted has responded by committing itself to improvements.”
“One in five children are persistently absent from school, and it is not good enough. We are determined to fix it, and the announcement that we have made is the first step on that road.”
“The shadow Secretary of State was a Minister in the Department for Education, and he knows these issues well. He also knows that the work we are announcing today is about clearing up the mess that the previous Government left. The Big Listen was announced under his Government, and his former colleague, the previous Chair of the Education Committee, was persuaded of the case for reform of the single-headline grades. Labour is a party of high and rising standards for all our children in all our schools. Reforming inspection to enable improvement in our schools is urgent. Inspection and accountability are crucial tools for achieving better outcomes for all our children. We will take no lessons from a party under whose watch one in four children left primary school without meeting the standards expected in maths and reading.”
“My hon. Friend puts the issues very well. We will consult on the report card system and take the time to ensure that we get it right, but we want to ensure that we have a clearer picture for parents by putting a clearer spotlight on a greater range of areas of performance, rather than a one-word overall judgment. For example, we want to give parents a better picture of the support that a school is providing for children with special educational needs. As part of the process, we will explore how to demonstrate that within the report card system.”
“That applies across the board in our education sector, where we want to work in partnership with schools and those who are delivering the excellent education that we want to see for every child. The hon. Lady mentioned the curriculum review. I may get in trouble for the length of response that her question requires, but the curriculum review is a key part of reforming our education system and ensuring that it gives a breadth and depth of experience to young people, their teachers and their schools.”
“I thank the hon. Lady for welcoming today’s changes, which are welcomed by many people in the sector and across the country, who rely on a strong inspection system that is fair, clear and transparent. I echo her comments about the death of Ruth Perry, which was a tragedy. I take this opportunity to pay tribute to her sister Julia, who has fought so hard over the past year to ensure that lessons are learned. We know that Ofsted has reported on its Big Listen today, and copies will be available in the House of Commons Library. It is a very large report. Ofsted has undertaken a huge exercise, which shows that it is listening. It will take time to see the changes implemented, but Ofsted is determined to change and, as the hon. Lady says, we are determined to work in partnership with it to deliver the changes required.”
“I concur with my hon. Friend that this is about ensuring we have an inspection system that drives high and rising standards for every child, which includes supporting our aim to see an inclusive school system that delivers the outcomes that we want to see for children with special educational needs. It is about providing greater transparency in our school system and an inspection regime that focuses on a whole variety of areas where schools should be striving for improvement. We know that schools work incredibly hard and are doing an incredible job for our children, but every school can always do better, and an inspection system that supports and drives improvement will be welcome across the board.”
“The right hon. Gentleman raises an important point, and we will work with Ofsted on developing the new report card system over the next year. We will engage and consult as part of that process, because we want to get it right. He is right to suggest that where there are serious failings in schools, we will continue to intervene in the best interests of children, and we will continue to intervene where the Government currently have a legal duty to do so. We will continue to intervene but, through our regional improvement teams, we will also look to put improvement support in place for schools that are struggling, because no child should be left in a school that is letting them down.”
“I agree, and I wish my hon. Friend’s children all the best as they start school today. Many children across the country are having their first day back at school. I remember my first day at school very well; I remember it being terrifying and not dissimilar from one’s first outing at the Dispatch Box. I concur that this Government’s priority is to drive high and rising standards—not in some of our schools and for some of our children, but for every child in every one of our schools—and we will work tirelessly to deliver that. The reforms that we are announcing are a crucial part of ensuring that it is delivered.”
“The hon. Lady raises an important point, and her experience is obviously valuable to the House for the lessons that we can learn. She is absolutely right to say that a good inspection regime drives improvement and identifies in all schools not only those areas where they are doing well—which should be celebrated—but those where there is room to improve. We will consult on the report card system extensively over the next year. We want to make sure we get this right, and we want to do it in partnership. We will look to see how this is done elsewhere to make sure that we learn from best practice, and we will continue to ensure that this is an inspection system that should be welcomed by schools, as it helps them to identify how they deliver for their children, as she rightly says. I know that that is the priority for every school.”
“I thank my hon. Friend and very much welcome the opportunity to thank all our teachers as they go back to school this week. They will be putting in a really hard and rewarding year ahead, and will give the best to the children in their care. I absolutely echo what my hon. Friend says. We were clear from day one in government that we want to work in partnership with the sector. We know that the Government do not deliver education to children: our teachers do; our schools do; our support staff do; and the parents who make sure their children get to school do. We support them all in that endeavour, but where we can do more to support them in delivering that, we will. The announcements that we are making are part of that endeavour.”
“The right hon. Gentleman makes a characteristically thoughtful point. As part of our consultation, we will look at how best to deliver our aim, which is to provide greater transparency, greater clarity and greater information for parents, for schools and for the staff who are working to drive improvement. As he says, no child would be given a single grade for their overall school performance, which begs the important question of why we have been doing that for schools.”
“My hon. Friend puts it incredibly well, although those on the Opposition Front Bench seem to protest against his appreciation of the reality that schools up and down the country have been facing, which has been letting children down. That is our key focus today. Yes, it is about schools, it is about an inspection framework, and it is about the organisation, Ofsted, that delivers that, but actually this is about children. It is about ensuring the best outcomes for every child. If we get this system right and we put education back at the heart of national life again, we will deliver on our pledge to break down the barriers to opportunity for every child, wherever they are in this country.”
“The hon. Gentleman has very much set out our aim and intention, and that is why we will consult extensively on this. We have given ourselves till September 2025 to have the report cards in place, and we want to ensure that we have input from education experts, parents and children, and that we maximise this opportunity to, as he put it, maximise the information that parents will find useful and the information that schools will find useful, to drive the improvement that they want for their children.”
“We have reset the relationship and the tone, we have obviously made progress on the pay review, and we will continue to strive to reach our target to ensure that every school has the teachers it needs, and that every child has the teachers they need, especially in the subjects that require specialist teaching.”
“I thank my hon. Friend for his intervention and I wish his wife, and all teachers starting their new school term, well. It is an incredibly exciting time. It is a little bit daunting for some, but it is an important opportunity to reset their school life at the beginning of a new year. Similarly, this is an opportunity for us to reset our relationship with the sector. In doing so, we must ensure that we can recruit the necessary teachers. We must make teaching the attractive, respected and admired profession that it should be, to ensure that we meet the pledge to recruit 6,500 new teachers. We have already started the work.”
“The hon. Gentleman makes a characteristically thoughtful point, and I do not disagree with anything that he said. In fact, the report card system should give a much more holistic picture of school life. A parent knows their child, and they know the sort of school environment that will suit them. A report card system will enable the highlighting of areas where a school may be doing particularly well, and the areas where it may need to strive to improve. That will be useful for parents. It will also be useful for schools to know where they can improve, and it will be useful in driving high and rising standards for every child. We are absolutely determined to deliver that, and we see this as a key part of ensuring that that happens.”