Bambos Charalambous
MP for Southgate and Wood Green · Labour · United Kingdom
“It is a pleasure to serve under your chairship, Sir Jeremy. The current model for our water service is not working for customers and has not been working for quite some time.”
“Thames Water is in approximately £19 billion of debt, but the rescue deal on the table is a market-led recapitalisation by its creditors that will keep the failing private ownership model intact in exchange for environmental leniency.”
“We must restore public confidence and end the era of profiting from pollution and prioritising shareholder returns over taxpayers. Our water services are too essential to be treated simply as another commercial asset.”
“I support my hon. Friend 100%. We urgently need the infrastructure, because we have seen the impact of drought and the need for hosepipe bans as a result of not having the infrastructure in place.”
“The right hon. Gentleman has talked about stretched budgets. Does he agree that we also need to address debt, because private debt is a big factor in preventing some low-income countries from investing in their health and education systems?”
“From the Boohoo scandal, involving the exploitation of workers paid £3.50 an hour in a factory in Leicester, to the Bangladesh sweatshops making our clothes, to state-imposed forced labour for the Uyghur community in China, we have never been more aware of the need to ensure that our supply chains do not involve human rights violations an…”
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“Not only are children losing access to drinking water, healthcare and food, but their education is being forgotten and they are left vulnerable to violence and despair. Furthermore, in places like Sudan, which is experiencing the world’s largest humanitarian and displacement crisis since records began, just shy of 12 million people are displaced internally or have fled to neighbouring countries. The civil war is leaving many children traumatised, uprooted from their communities and cut off from education and basic protection. This increases their risk of exploitation, early marriage and long-term poverty, making it harder for the country to rebuild peace and stability for the future.”
“The climate crisis is an underlying cause of that. As climate emergencies become more prevalent, children and families are being displaced from their homes and forced to take shelter elsewhere. When international aid comes in, education is often deprioritised—despite being a lifeline for children in crisis. That means that classrooms are left without teachers, learning materials and safe spaces, and a generation of children risk losing not just months but years of education at the very moment when stability and hope matter most. According to UNICEF, nearly 40 million children a year have their education interrupted by disasters and disease outbreaks following extreme weather events.”
“In a world that has become increasingly dangerous, education protects children from violence and exploitation, lowers long-term humanitarian and recovery costs, and helps to mitigate conflict and displacement pressures. Financing education in emergencies supports the UK’s priorities on peace and security, migration, climate resilience, and violence against women and girls. Yet, with the risk of further cuts to the education aid budget, the climate crisis and conflicts threaten to destroy any chances of children getting access to an education. Globally, 234 million crisis-affected children currently require educational support—an increase of 10 million in the last two years. Children in Africa and the middle east face the largest impact, with millions of them looking at disruption or cancellation of their education.”
“That supported access to education for over 33,000 out-of-school children, with girls’ enrolment increasing by 59%. Between 2026 and 2030, GPE will double the co-financing that it attracts to $10 billion, reach over 300 million more children and boost UK investment beyond what can be achieved by bilateral programmes alone. Yet, as aid is set to fall, payments to multilateral partners such as GPE have been delayed. The Government will soon decide whether to maintain their future financial support to GPE for this period in the coming weeks. By investing in GPE, the UK could help prepare this generation to drive prosperity in their own countries and strengthen the foundations of a safer, more stable and more liveable world. Emergencies, and educational emergencies in particular, are another area I want to focus on.”
“It supports partner countries by designing and financing national education plans, strengthening systems and aligning donor and partner efforts behind one coherent reform programme. In Somalia, where girls’ enrolment in secondary school is a mere 9.7% and large numbers of girls drop out due to discriminatory gender norms such as early pregnancy, early marriage and involvement in household work, GPE funds programmes to enhance the learning of Somali children in the federal member states of Galmudug and Hirshabelle, and in Mogadishu, in Banaadir. The programmes construct and rehabilitate classrooms, as well as water, sanitation and hygiene facilities. As a result of GPE’s work, 400 new classrooms across 147 schools were constructed, 394 classrooms were rehabilitated and 669 were provided with new furniture, including 15 sets of desks.”
“Aid to education is projected to fall by around 24%, or $3.2 billion, globally by the end of 2026. Unless that course is reversed there will remain significant barriers to accessing education in the poorest parts of the world. As I mentioned, according to UNESCO over 270 million children are out of school. Cuts to the educational aid budget could push a further 6 million children out of school by the end of this year. In some contexts, including in Chad and Sudan, funding for education in emergencies has already been cut by up to 90%. Such figures reflect real choices that are impacting strides that have been made in expanding access to education across the globe. The Global Partnership for Education has been instrumental in addressing those challenges against the backdrop of aid cuts.”
“The United Nations set a specific strategic development goal for education, SDG 4, which aims to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030, but with over 270 million children across the globe not in education, it is highly unlikely that that goal will be met. I note that the International Parliamentary Network for Education recently put out a statement expressing its solidarity and the need for global co-operation to tackle the challenges and achieve sustainable development goal 4. It is imperative that we also take urgent action to help to meet that goal. But as we speak, global education is facing a serious threat as a result of sharp cuts to the official development assistance budget.”
“Investing in education is one of the smartest long-term investments that we can make for global stability. Improvements in learning opportunities contribute directly to the achievement of sustainable development, and to the empowerment of women and girls. One additional year of education can reduce the risk of conflict by up to 20%, and there are particularly strong effects when girls and women have equal access to learning. In addition, research has shown that improvements in education have powered half of global economic growth in the past 50 years.”
“I thank everyone involved in making that event a huge success and I particularly thank the young people for their impressive advocacy. At the event, I had the chance to speak to the former Deputy Speaker of the Afghan Parliament, Fawzia Koofi, who has dedicated her political career to defending the right to education of women and girls in Afghanistan. She told us that when her husband was imprisoned by the Taliban, she wrote letters to the group asking for his release. When she spoke to his prison guard, he said that she should count herself lucky to be able to read and write. So many of the girls that she grew up with did not continue their education beyond grade 6, and did not learn how to read and write. For her, it was receiving a full education that gave her the opportunity to become who she is today.”
“The Centre for Global Development has highlighted the catastrophic impact that not funding basic education would have internationally. I urge the Minister to consider funding basic education as an area of high priority for the UK Government when global education funding is being considered. There is evidence to show how effective investing in basic education could be. New data, which was released this week by the Foreign, Commonwealth and Development Office-funded What Works Hub for Global Education, shows that achieving universal foundational learning could increase global GDP by $196 trillion over the next 20 years. Just yesterday, I joined parliamentarians and campaigners to celebrate 25 years of the Send My Friend to School campaign, as well as the efforts of millions of young people to push for the right to education globally.”
“There has been great progress in improving access to education across the world, and the UK has played a powerful role in achieving that progress as one of the world’s most influential donors, advocates and innovators in global education. However, in recent years progress has slowed, against the backdrop of successive cuts in the education aid budget, and an increasingly dangerous world of conflict and climate change. The UK has played a unique role in basic education. Foundational learning provides the building blocks for essential life skills, such as literacy, numeracy and personal development, but there is a serious concern that basic education will be one of the areas hardest hit by cuts in aid, because historically the UK and US Governments have been the biggest donors in that space.”
“I beg to move, That this House has considered the International Day of Education. It is a pleasure to serve under your chairship, Ms Vaz. This Saturday, the 24th of January, will mark the eighth International Day of Education, which was established by the United Nations to highlight the importance of education for peace and development worldwide. Nobody can doubt the transformative power of education in empowering individuals, opening up life-changing opportunities, strengthening communities and creating a more peaceful world. The right to an education is enshrined in article 26 of the Universal Declaration of Human Rights, which begins with the line: “Everyone has the right to education.” Today, unfortunately, there are still many millions of children globally who are not in education.”
“I thank all the other organisations that provide support, such as Send My Friend to School and other campaign organisations for education. I will leave it there. I thank everyone for taking part. Question put and agreed to. Resolved, That this House has considered the International Day of Education.”
“She made some excellent points. All hon. Members spoke about how important girls’ education is everywhere, so we need to focus on that. The hon. Member for Romford (Andrew Rosindell) spoke about the importance of soft power. He mentioned the British Council and scholarship schemes such as Chevening and, historically, the Rhodes scholarship scheme. This has been a really good debate, and I thank the Minister for his response. There are a few wishes that I am very keen to follow up on. Times are hard, but we need to ensure that education, which is so transformative and changes people’s lives, carries on making a difference. It is one of the most essential things that we can provide funding for. I thank all my colleagues on the APPG on global education, and particularly Results UK, which provides the secretariat.”
“I thank all Members who contributed to this wide-ranging debate. We have had lots of incredible insights into what education means, particularly from my hon. Friend the Member for Bishop Auckland (Sam Rushworth), who talked about the young man who lived at a rubbish tip in Kigali and now has a Harvard scholarship. That is an incredible story. The hon. Member for Spelthorne (Lincoln Jopp) spoke movingly about his personal experience in Afghanistan. It shows how much people value education, no matter where they are from, and how much of a difference it makes to parents, as well as to children. The hon. Member for Esher and Walton (Monica Harding) said that we need to thank teachers, who are a very important part of providing education. There is a huge shortage of teachers internationally, which is another area that we need to focus on.”
“Although I did not welcome the cuts, I ask the Minister whether she will commit to 0.7% when the economy allows. Will she confirm that the UK has committed to funding GPE and Education Cannot Wait in future rounds?”
“New aid spending decisions have been paused, and payments to multilateral bodies such as GPE have been delayed. Alongside the planned cuts, the Government have set out new priorities for development aid: health, climate and humanitarian spending, all underpinned by economic growth. Funding allocations have not been confirmed, but those priorities cannot leave education behind. Without investment in education, low and middle-income countries cannot unlock jobs, trade and innovation, and economies cannot grow. The foundation of our priorities must be education. Conflict zones are in desperate need of development aid. We have seen conflicts in Gaza, Ukraine, Sudan, Afghanistan and Yemen, to name but a few. One extra year of education can reduce the risk of conflict by up to 20%.”
“Although 60% of partners have kept or raised their education budgets to over 20% of total spending, planned cuts raise the possibility of limited or no funding for the upcoming replenishment of GPE. Without UK aid, GPE will struggle to continue its life-changing work. In the past, UK development has allowed the FCDO to support the strengthening of education systems world- wide, to improve teacher quality, to build accountability mechanisms and to reach the most marginalised children, particularly girls and those in crisis zones, but we cannot celebrate those achievements without recognising the dangers of the planned cuts. To understand the risks, we must understand what is being planned. By 2027, UK aid spending will fall to 0.3% of GNI. At the end of 2025-26, bilateral aid from the FCDO will be down £600 million on the year before.”
“With the further projected cuts to ODA—to 0.3% of GNI by 2027, equating to a real-terms cut to funding of roughly 73% since 2019—the situation in the education sector looks dire, with a projected 2.2 million fewer children in school and learning. The Global Partnership for Education is the largest multilateral fund for education in the world. Its work started here in the UK and now reaches every corner of the globe. It works tirelessly to ensure that every child has, in its words, the “hope, opportunity and agency” that a quality education brings. In 2021, the UK pledged £430 million for GPE. That money has helped to enrol 5 million more girls in school, train 4.7 million teachers and support 372 million children with better education.”
“It is a pleasure to serve under your chairship, Sir Desmond. I congratulate the hon. Member for West Dorset (Edward Morello) on securing this important debate and on his excellent speech. I declare an interest as the chair of the APPG on global education. I will focus on the transformative nature of ODA for the education of children worldwide. Education has been a crucial component of the UK’s international development effort over the past two decades. It has long been recognised that providing education improves health outcomes, contributes to economic growth, improves gender equality and reduces poverty. In 2013, the percentage of the UK ODA budget spent on education was 13.5% of 0.7% of GNI, but just a decade later it was 3.5% of 0.5% of GNI.”
“I congratulate my hon. Friend on his excellent speech and the members of the Procedure Committee, which I am part of, for their hard work. In particular, I congratulate the Chair of the Committee, my hon. Friend the Member for Lancaster and Wyre (Cat Smith), on her excellent stewardship. I have a question for my hon. Friend. One thing the report looked at was proxy voting when Members are present on the Estate. Could he expand on that? Also, will the scheme be reviewed, and are there any plans for it to be expanded?”
“T5. The most recent figures for the three NHS cancer waiting time targets for diagnosis, referral and treatment showed that those targets were missed. Longer waiting times can have a serious adverse effect on cancer patients, so can the Minister confirm whether those targets will be given a high priority in the national cancer plan when it is published?”
“I congratulate the Secretary of State on the Department for Education being more than a third of the way through recruiting those 6,500 teachers. A recent Public Accounts Committee report showed that schools with a high proportion of disadvantaged pupils experienced the worst teacher shortages. Will the Secretary of State reassure me that extra effort will be put into recruiting and retaining teachers at all those schools?”
“Gaza is facing catastrophic, famine-like conditions and people are dying in appalling circumstances. The Gaza Humanitarian Foundation is fundamentally failing to properly distribute adequate humanitarian aid and is turning distribution into another frontline in Gaza. What actions is the Foreign Secretary taking to ensure that UN NGOs can get into Gaza and deliver the humanitarian aid that Gazans desperately need?”
“Can she also tell us more about progress on the national centre for arts and music education and when it is likely to be up and running? Can she tell us of any plans to review the English baccalaureate and Progress 8? Can she tell us when the curriculum assessment review is likely to report back with its final findings? Finally, will she meet me and representatives from music education to discuss the progress of music education? For many people, the music that they are taught in school is their only exposure to the discipline, yet the availability and quality of music education has suffered greatly in the past decade and a half. We need to fix that and ensure that music education thrives under this Labour Government and has a bright long-term future, enriching all our lives.”
“The English National Opera and many other fantastic music organisations also do incredible outreach work with schools, but if we do not get more direction and leadership from the Government, I fear that the ball will be dropped and we will not get the change that we want. I have some questions for the Minister. First, what steps are the Government taking, including on terms and conditions for peripatetic teachers, to attract and retain more music teachers? Will more support be provided for music hubs, along with the review of their work, including the impact of the bureaucracy that they face? Can the Minister tell us whether the now outdated national plan for music—it was last updated in 2022—will be refreshed under the new Government? If so, when?”
“By reforming the accountability system, the Government can ensure that music thrives in state schools and gives high-quality music education to pupils from the most deprived backgrounds. Many amazing things are happening in music education. Last week, I saw work that the London Sinfonietta had done in getting local schools in Enfield to create their own musical composition, which was then performed by the London Sinfonietta’s excellent musicians—many thanks to the Enfield music service for co-ordinating that performance. I know that the Minister is a big music fan, as she and I recently attended the wonderful BrightSparks key stage 1 lunchtime concert performed by the London Philharmonic Orchestra in front of a packed house of children at the Royal Festival Hall. It was a wonderful concert, as I am sure the Minister will agree.”
“Many in the sector suggest that, as a minimum, a creative or vocational qualification should be introduced in Progress 8, as was previously pledged in the “Creating growth” plan in the Government’s manifesto. I was recently visiting friends in France and was surprised to discover that philosophy is a compulsory subject there until the age of 18, as part of the baccalaureate. If it can be done in France for philosophy, we should be able to do it in the UK for music and creative subjects. The curriculum assessment review is due to report later this year, and although it is narrowly focused, it is vital that it address the issue. I am sure that Professor Becky Francis and her team are doing great work, but I hope that as a result of the curriculum review, creative subjects will be given greater prominence in the school curriculum.”
“However, the uncertainty about what it is, what funding will be made available and who will run it is undermining its credibility. The Government are undertaking public engagement on the national centre, but greater clarity would be welcome. Most people involved in music education cite the EBacc and the Progress 8 measure as a barrier to music education and in urgent need of reform. Since the introduction of those accountability measures, schools have been under significant pressure to prioritise other subjects, and music education has been left behind. Research shows a decline in the uptake and provision of music education in schools since the EBacc was introduced, with disadvantaged students most affected.”
“Additionally, music hubs need the certainty of long-term funding. I know that the Government are looking to give local authorities financial settlements that go beyond a year; perhaps the same can be applied to hubs. To truly reform music hubs, we need improved, detailed and long-term data collection that reflects the diverse musical experiences of young people and local contexts, enabling strategic, targeted funding to support meaningful, high-quality music education across all regions. The announcement of a new national centre for arts and music education presents a good opportunity to make a positive contribution to the development of music education across the state sector, particularly in secondary schools.”
“Funding levels for music education have been roughly the same for the last decade, which represents a significant real-terms cut. The Government’s plans to increase spending for state schools are welcome, but they must make it clear how much additional funding will be allocated to music. Music hubs need urgent reform and better funding, because without sustainable support they simply cannot provide equitable access to music education for all children, especially those from disadvantaged backgrounds. Many hubs that cover more than one local authority area complain about the duplication of paperwork, which is adding to the pressures of ensuring that quality music services are delivered at a local level. The lack of central co-ordination means that any data collected by the hubs is not properly collated.”
“Arts Council England’s guidance made it clear that there would be no additional ringfenced funding for pensions, effectively slashing over £1 million in crucial support. On top of that, the rushed consultation process for the plan led to a reduction from 80 hubs to just 43, increasing administrative burdens without evidence that access to music education would improve. The delayed announcement of successful funding bids, which came only in April 2024, left hubs with a mere four months to implement major changes, further straining limited resources. The ongoing uncertainty and underfunding risk undermining the vital role that music hubs play in enabling access to music education across the country. I am sure we all agree that the current situation cannot be allowed to continue, so what needs to be done?”
“I have had the pleasure of seeing that work at first hand at the Haringey music service’s “Mini Massive” concert, at which year 4 children from schools across Haringey come together and perform at Alexandra Palace every year at the end of 30 weeks of whole-class instrumental lessons. However, since the publication of the second national plan for music education in 2022, music hubs have faced significant funding challenges. The plan promised to maintain funding levels until August 2025, yet no additional resources were allocated to cover rising costs, including teacher pension contributions, despite a clear Government commitment in 2019 to supporting them. There are many good things in the national plan for music, but it is in urgent need of an update. A clear steer is needed from the new Government.”
“The mechanism for calculating school league tables, Progress 8, heavily incentivises schools to prioritise English baccalaureate subjects at GCSE, which exclude arts subjects entirely. This is creating a two-tier system within schools, with subjects like music deprioritised in the curriculum. The evidence supports this: GCSE music entries have fallen by 30% and A-level music entries have fallen by 43% since the EBacc was introduced in 2010. Music hubs are another key area in need of reform. They support music teaching in schools, typically through instrumental lessons and whole-class instrument tuition, but they also do incredible work outside the school curriculum.”
“The Education Policy Institute found that disadvantaged pupils are 39% less likely than non-disadvantaged pupils to take music at GCSE. Funding for music education in English state schools is severely lagging behind the independent sector. The Independent Society of Musicians report on music education found that the mean yearly budget in maintained schools’ music departments was just £1,865; in independent schools it was nearly £10,000. It is clear that music in state schools, where the majority of children are educated, is facing significant difficulties with access and inclusion. That is made worse by the fact that there is no accountability mechanism for schools to teach music.”
“Access to continuing professional development for music teachers in state schools is a serious challenge and is crucial to the quality of music education offered, yet recruitment is struggling badly. In 2024-25, only 331 of the 820 training places for secondary music teachers were filled, leaving a massive 60% shortfall. There are nearly 600 fewer music teachers than there were a decade ago. Investing in focused, reflective CPD is a vital step to bridging that gap and improving music education for all students. With recruitment falling, and with an exodus of specialist music teachers, there is a severe inequality between state and independent schools in children’s access to music education. According to UK Music, 50% of children in independent schools receive substantial music tuition, compared with just 15% in state schools.”
“On recruitment, the Government should commit to increasing the size of the initial teacher training bursary so that it is in line with other subjects. Currently, the initial teacher training bursaries for trainee music teachers are nearly a third of what is offered to trainee chemistry, maths or computing teachers. Being a music teacher should once again be an attractive career option for music graduates. I have been working closely with the Ed Sheeran Foundation over the past few months. One of its key asks is that we urgently train 1,000 specialist music teachers to close the recruitment gap and make sure that students across the country can access music tuition. We need to make sure that there is at least one specialist music teacher in every school by the end of this Parliament.”
“Key stage 5 music has experienced a workforce decline of 35% in the past 13 years, while taught hours have fallen by 40%, indicating that qualifications such as A-level music are not being offered in school as key stage 5 options for young people. That is why Ofsted’s 2023 music subject report says that some schools have dropped music altogether because they cannot recruit specialist teachers. In other schools, music is now taught by a non-specialist, which is a very worrying trend. One suggestion to improve the recruitment and retention of music teachers is to implement strategies to bridge the gap between trainee music teachers and early career teachers, given the significant recruitment shortfalls over the past 12 years.”
“In 2011 there were 8,000 music teachers, but in 2023 the number was 7,184—a decrease of nearly 1,000. The situation is even worse for peripatetic music teachers, who are on low pay and precarious contracts. We have also struggled to meet the recruitment target for postgraduate initial teacher training in music: we have met it only once since 2015. Last year, just 27% of the target was met. Additionally, the financial incentives to train as a music teacher are severely lacking. While trainee geography teachers receive a bursary of £25,000, trainee music teachers are entitled to a bursary of just £10,000. The retention of teachers is also an issue.”
“Music education should be accessible for everyone, but at present it is becoming inaccessible to those who cannot afford to take private lessons or take part in extracurricular music activities. It is no accident that the finalists in this year’s BBC young musician contest were all privately educated. Many older musicians tell me that they became musicians because of the encouragement and inspiration that they received from music teachers when they were young, and the pathways that were open to them to progress and pursue their talent. We are struggling to meet recruitment targets for music teachers, however, and many teachers are leaving the profession altogether. The Department for Education has missed its recruitment targets for music teachers in 11 of the past 12 years.”
“It brings many benefits to students, aside from the ability to play an instrument or make music: building confidence, improving learning skills, fostering teamwork, increasing concentration, strengthening discipline, inspiring creativity and equipping individuals with the transferable skills necessary to succeed in life. But there is a crisis in music education in our schools, and if we are to reverse it we need to start with the basics. The number of students who receive music tuition in schools is falling rapidly, and schools are no longer encouraging students to pursue a music GCSE. There is a worrying decline in the recruitment and retention of music teachers. Music hubs are being financially stretched, and music education funding remains at a standstill.”
“I beg to move, That this House has considered the future of music education. It is a pleasure to serve under your chairship, Ms Vaz. I declare an interest as the co-chair of the all-party parliamentary group on music education. Music has the power to move us and stir our soul. We marvel at a captivating song or composition when we hear it for the first time, and we are transported back in time when we hear a long-forgotten evocative melody. A world without music would be empty and barren: that is why we need to value music and do everything we can to protect its long-term future. Key to that is music education.”
“It has been a delight to take part in this debate. We have had cross-party unanimity about the need for better music education, and I am heartened to hear the Minister’s remarks. All the speakers today thanked their music teachers; we should all say a big thank you to all music teachers for the service that they provide, whether they are at school or peripatetic—many thanks to them all. I hope that the Minister will look at recruitment of teachers. If things are not working, we will need to put things in place. I was not quite sure about the national plan for music, but I will catch up—”
“Thank you. Bearing in mind that we have so many talented musicians both in this room and in the Cabinet—including the Chief Secretary to the Treasury, who is a saxophonist, and the Prime Minister, who is a flautist—the future is bright. We must make sure that we have these discussions and get the best future we can for music education. Question put and agreed to. Resolved , That this House has considered the future of music education.”
“I congratulate my hon. Friend on securing this important debate and making such a great speech. He is absolutely right that treating people differently based on how they arrived in this country affects community cohesion, which has a detrimental effect on our society. What we need are safe routes that allow people to come here legally rather than risk coming via irregular routes, which is why the policy was introduced in the first place.”
“My hon. Friend is making an excellent speech and I congratulate her on securing the debate. Gavi has been one of the most successful development initiatives ever; more than 1 billion children are being routinely immunised against some of the world’s deadliest diseases. Despite its success, however, each year more than 1.5 million children continue to die from vaccine-preventable diseases. Does she agree that the UK needs to show leadership in ensuring that immunisation remains a funding priority for the UK, and that the Government, as a board member and a strong donor, should continue to fund Gavi and prioritise life-saving vaccinations?”
“My hon. Friend is making an excellent speech. I congratulate him on securing this important debate. He mentioned community spaces. My borough of Haringey uses libraries as community spaces to encourage more people to use them, with various innovative ideas, such as the library late scheme. Libraries open later and get artists and musicians to make use of the community space that libraries are there to serve. Does he agree that is a good way to encourage diverse communities to access library spaces?”
“T4. Alawite, Druze and Christian minority communities in Syria are still living in fear of attacks from militiamen. What steps are the Government taking to put pressure on the Syrian Government to prevent any further attacks?”
“Although the extra sitting days to reduce court delays announced by the Secretary of State are welcome, does the Minister agree that the state of the court estate needs some attention, as some courts are out of action due to disrepair issues?”
“I congratulate my hon. Friend on securing this important debate. She is making an excellent speech. My constituent Susan Cole is in the Public Gallery. Her daughter was affected by sodium valproate. It is now 14 months since the Hughes report was published. The time for the payment of compensation is now. Does my hon. Friend agree that the Government could provide interim compensation even if they do not have the timeline for implementing in full the measures in the Hughes report?”