Janet Daby
MP for Lewisham East · Labour · United Kingdom
“A constituent’s 11-year-old autistic daughter attempted suicide last year, and she continues to experience severe anxiety and autistic burnout. The family still have no clarity about her education provision for this new term.”
“Surprisingly, I will not try to persuade hon. Members how to vote today, because I think they know by now how they will vote and why. However, I feel I need to share my thoughts and views with my constituents, and to set out why I am voting the way I am. I say this because there is a significant change from how I voted previously.”
“Alongside that are the additional pressures on the broader health service and the legal sector resulting from this Bill; they reinforce my decision to vote against it. I implore the Government to invest in hospices and palliative care across the country, to make them the best they can be for all postcodes.”
“When I previously voted for assisted dying, the way I voted on the amendments to the Bill varied, as I was trying to navigate my way through this issue while ensuring that I was considered in my approach, but the question of inequality was always on my mind, and how this would impact poorer communities, isolated individuals, people with m…”
“The impact assessment states that as a result of those pressures, ethnic minority people could disproportionately choose “to have an assisted death to avoid financial hardship or escape abuse.” This relates to broader concerns regarding the availability and quality of social and palliative care, particularly for already disadvantaged comm…”
“As chair of the APPG on sickle cell and thalassaemia, I am constantly reminded of the health inequalities and suffering that people with this disorder continue to experience. They are constantly undermined and ignored, and their disorder is grossly lacking in research funding.”
The complete record
Every one of 600 lines we hold for Janet Daby, in date order, each linked to its source. Free to read, in full, without an account. Page 4 of 12.
“Friend the Member for Hemel Hempstead (David Taylor) gave some case studies, and like other Members mentioned these precious children and their experiences, which were all very vital and pertinent to this debate. I thank them for those case studies about Grace, Olivia, Hermione and others, which I really appreciate and acknowledge. My hon. Friend the Member for Wolverhampton West (Warinder Juss) spoke about the Government investing in early years, and that is absolutely what we are doing. I will seek to address as many as possible of the issues and challenges that have been raised and brought to my attention, but I again thank my hon. Friend the Member for South Dorset (Lloyd Hatton) for his strong advocacy for SEN provision in his area, which has been noted. However, I will push back against the hon.”
“I congratulate the right hon. Member for Beverley and Holderness (Graham Stuart) on securing this debate on this important subject. I know he has a strong interest in special educational needs and disability, and I commend him for his 20 years of advocating for change. He spoke widely about many areas, but especially about distribution. I also thank the many Members across this Chamber for their passionate and sincere speeches, which all advocated for their constituents and the children they care about. Among the many Members who have spoken, my hon. Friend the Member for Huddersfield (Harpreet Uppal) talked about the difficulties for parents navigating SEND. The hon. Member for Huntingdon (Ben Obese-Jecty) spoke about the challenges involving EHCPs. My hon.”
“I would like to make some progress before I begin to give way. Members from across the House will be aware of the challenges facing the SEND system—a system that is difficult for parents, carers and young people to navigate, and where outcomes for children are often poor. That has been mentioned by many Members. The Education Committee has undertaken its own inquiry aimed at solving the SEND crisis, which underscores the significant challenges we face. Improving the SEND system is a priority for this Government. We want all children to receive the right support to succeed in their education, and to lead happy, healthy and productive adult lives. The hon. Member for Harpenden and Berkhamsted (Victoria Collins) quoted Hermione, who said that SEND needs to work for all, and I just wanted to acknowledge that.”
“We are continuing to develop the ways in which we protect support for the children who will always need specialist placements and make accessing that support less bureaucratic and adversarial.”
“EHC plans should be issued within 20 weeks and are quality assured for a combination of statutory requirements, local authority frameworks and best practice guidelines, but the latest publication data showed that just half of new EHC plans were issued within the time limit in 2023. Where a local authority does not meet its duty on timeliness and quality of plans, we can take action that prioritises children’s needs and supports local areas to bring about rapid improvement. This Government believe that a complex legal process should not be necessary to access good, early support for children and young people, which is why we need to focus on addressing the overall systemic issues to make SEND support easier to access.”
“Member for Beverley and Holderness, of that total, East Riding of Yorkshire council is being allocated over £42 million through the high needs funding block of the dedicated schools grant—an increase of £3.5 million on 2024-25. The high needs block is calculated using the high needs national funding formula. The NFF allocation is a 9.1% increase per head for the two to 18-year-old population on the equivalent 2024-25 NFF allocation. I will turn to the many issues raised by other Members. We know that families face issues with education, health and care plans, and that even after fighting to secure the entitlement, support is not always delivered quickly enough.”
“All that work forms part of the Government’s opportunity mission, which will break down the unfair link between background and opportunity. We will continue to work with the sector as essential and valued partners to deliver our shared mission and to respect parents’ trust. As my hon. Friend the Member for Cannock Chase (Josh Newbury) mentioned, parents need to be respected, not exhausted. The Department is providing an increase of £1 billion for the high needs budget in England in the 2025-26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion for the year 2025-26. Returning to the right hon.”
“We launched new training resources to support early years educators to meet emerging needs, and announced 1,000 further funded training places for early years special educational needs co-ordinators in the 2025-26 financial year, which will be targeted at settings in the most disadvantaged areas. We have extended the partnerships for inclusion of neurodiversity in schools programme to support an additional 1,200 mainstream primary schools to better meet the needs of neurodiverse children in the financial year 2025-26. That investment builds on the success of the programme, which was delivered to over 1,650 primary schools last year. We have already established an expert advisory group for inclusion to improve the mainstream educational outcomes and experiences of those with SEND.”
“I hear the right hon. Gentleman’s point, but he does need to allow me time to proceed. It would be wrong of me not to also respond to other Members from across the Chamber who have mentioned concerns with regard to the reason we are here. Members across the House will be aware of the challenges facing the SEND system. Improving the SEND system is a priority for this Government. As I said, we want all children to receive the right support. We are prioritising early intervention and inclusive provision in mainstream settings. We know that early intervention prevents unmet needs from escalating, and that it supports all children and young people to achieve their goals alongside their peers. These are complex issues that need a considered approach to deliver sustainable change, and we have already begun that work.”
“The Government will also set out further details on supporting local authorities as we transition to a reformed system as part of the upcoming local authority funding reform consultation.”
“We are reviewing early years SEND funding arrangements to assess how suitable the current arrangements are for supporting the needs of children with SEND. The additional funding for schools of more than £4 billion a year over the next three years announced in the spending review will provide an above real-terms per-pupil increase in the core schools budget, taking per-pupil funding to its highest ever level and enabling us to transform the SEND system. We will improve support for children, stop parents having to fight for support and protect the support that is currently in place. Details of the Government’s intended approach to SEND reform will be set out in the schools White Paper in the autumn.”
“As far as I am aware, EHC plans will continue. We know that children’s earliest years make the biggest difference to their life chances. As I have already said, we believe in early intervention and recognise the importance of high-quality early years education and care, which can lead to better outcomes for children. Having access to a formal childcare setting allows children’s needs to be identified at the earliest opportunity, so that the appropriate support and intervention can be put in place to allow children with SEND to thrive. Arrangements are in place to support children with SEND to access Government funding in early education, including funding for disability access and special educational needs inclusion and the high needs NFF allocations to support local authorities.”
“Members can rest assured that our approach is rooted in partnership, and that all our work will be guided by what children, their families, experts, leaders and frontline professionals tell us. We can transform the outcomes of young people with SEND only if we listen and work together on solutions.”
“We have committed to improving inclusivity and expertise in mainstream schools, so that more children can attend a local school with their peers. This will mean that fewer children will need to travel long distances to a school that can meet their needs, which will reduce pressure on home-to-school travel over time, meaning that we will be better able to meet the needs of those who still need to rely on it. Madam Deputy Speaker, I am sure you want me to draw to a close. I reiterate that the Government are urgently looking at reforming the SEND system, so that it better serves children and young people and their families. We have noted all the contributions that have been made this afternoon. This will take time, but we are working at pace and will be setting out our plans to do that in the White Paper in the autumn.”
“There are additional rights to free travel for low-income households to help them exercise school choice. Where a child has an EHCP, the school named in the plan will usually be considered their nearest to home for school travel purposes. We know how challenging home-to-school travel is for local authorities at the moment. That is due in large part to the pressures in the SEND system itself. Central Government funding for home-to-school travel is provided through the local government finance settlement, administered by the Ministry of Housing, Communities and Local Government. The final settlement for 2025-26 makes available over £69 billion for local government, which is a 6.8% cash-terms increase in councils’ core spending power for 2024-25.”
“I thank the right hon. Gentleman for his question. As I have already said, the Government intend to set out our SEND reforms in the schools White Paper in the autumn. I will make sure that a further response is also provided to the right hon. Gentleman on that point. The investment in the spending review is a critical step forward in our mission to support all children and young people to achieve and thrive, and to support teachers and leaders to deliver high and rising standards across every school for every pupil. On travel, which has been raised by many Members across the Chamber, local authorities must arrange free travel for children of compulsory school age who attend their nearest school and cannot walk there because of the distance, their SEND or a mobility problem, or because the route is not safe.”
“It is always good to find common ground and consensus across the House on important matters. The steps we have taken underline the importance of maths to individuals, to employers and indeed to the country.”
“We have a series of bursaries and scholarships, and we are also focusing on how we retain teachers. We will continue to focus on that, because we recognise that we need to meet that target of 6,500 teachers. I also reassure Members that we have had an increase in the number of teachers of maths at secondary schools and in SEND. I am grateful to the hon. Member for St Neots and Mid Cambridgeshire for securing the debate and for speaking about the importance of maths. I am also grateful to all the other Members who participated in the debate for the significant points that they made. Everyone has made very valuable points about the importance of maths, so I hope that Members are happy that the Government share their views and the concerns they have raised.”
“Internationally, England has performed well in recent studies. However, there is still work to do and there is a significant difference in performance between different pupil groups, including a gap associated with disadvantage. In 2022, pupils in England achieved a mean PISA mathematics score of 492, which is significantly higher than the OECD average of 472. In 2023, pupils in England performed on average significantly above the TIMSS centre point in mathematics and science in both year 5 and year 9. They also performed significantly above the 2023 international mean in both subjects and in both year groups. Many Members have talked today about teaching, teaching recruitment and our focus on that area. I will just reassure Members that we remain extremely focused on recruiting teachers, including maths teachers.”
“We fully recognise the critical importance of sustaining a strong pipeline of mathematics graduates to meet the evolving need of the economy, research and innovation sectors. Maths underpins a wide range of disciplines and industries. Ensuring a steady flow of skilled graduates is essential to maintaining the UK’s global competitiveness, as was mentioned by the hon. Member for Harborough, Oadby and Wigston (Neil O'Brien). It is encouraging to see that in 2023-24, 9,105 undergraduates qualified in maths, which is up 2.2% from the previous year, despite that figure being lower than in earlier years. It is also good to note that in 2024 there were more than 55,000 applications to main scheme full-time undergraduate courses in mathematics, an increase of 5.5% from 2023 and 10% from 2019.”
“Although A-level maths is the single most popular A-level, we are not taking that for granted in our plan for change. We are investing £8.2 million to improve participation in and the teaching of advanced maths. The funding for the advanced maths support programme will support teacher career progression development and student enrichment, with a focus on girls and students from disadvantaged backgrounds, breaking down the barriers to success, so that all young people have the chance to progress to STEM and AI careers in the future. The hon. Member for St Neots and Mid Cambridgeshire spoke about long-term investment in mathematics and mathematical science. I would like to talk briefly about the importance of undergraduate-level maths and the significant growth in demand for jobs requiring undergraduate maths skills.”
“Unfortunately, the numbers do not make good reading. Some 8.5 million adults have low maths or English skills, or both. That is why we fund adults aged 19 and above to study maths for free through our essential skills legal entitlements. This allows adults without level 2 maths skills to study high-quality qualifications such as GCSEs and functional skills qualifications and to gain the skills they need to succeed in life. In 2023-24, we funded more than 100,000 adults to study maths through the legal entitlement. However, the number of adults studying maths has declined in recent years, so it is important to turn that around. Adults undertaking apprenticeships continue to benefit from the job-specific maths and English skills they need to do the job.”
“A-level maths remains the most popular A-level subject, as it has been since 2014. But there will also be those young people who did not get the grades they needed at school. Any young person who has not yet attained GCSE grade 4 in maths must continue to study maths under the maths and English condition of funding. We support young people who are aged 16 to18 at the start of their apprenticeships to continue to develop vital maths and English skills during their apprenticeships, either through GCSE or functional skills qualifications. Gaining level 2 skills in these areas is important, giving young people the opportunity to progress in life, in learning and in work. We do not stop with young people either. There are many adults who missed out earlier in life for whatever reason and need the right maths skills or qualifications to get on.”
“I welcome the Education Committee’s keen interest in this topic, and I am sure there are many other views as well. Maths does not stop when someone leaves school. The study of maths post-16 is important to ensure the future workforce is skilled, competitive and productive. Skills developed while studying maths help adults with everyday life. There is an expectation that students will continue to study maths if they need to and, of course, if they choose to. From what I have heard from Members in this room, I am sure we all encourage those students who have an aptitude for maths to continue at A-level and Higher maths. It is good to know that last year almost 100,000 students took A-level maths, and there was a 20% increase in students of A-level further maths.”
“The programme of study for key stage 3 is organised into apparently distinct domains, but pupils should build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competency in solving increasingly sophisticated problems. The mathematical content set out in the key stage 3 and key stage 4 programmes of study covers a full range of material contained in the GCSE mathematics qualifications. In 2024, 72% of pupils achieved a GCSE grade 9 to 4 in mathematics by the end of key stage 4. I should point out that that is based on the current national curriculum, but there is an ongoing independent curriculum assessment review, as has been mentioned by my hon. Friend the Member for Dulwich and West Norwood.”
“Advanced mathematics underpins the development of cutting edge AI, which the Prime Minister has set out as a key driver in the plan for change, helping to turbocharge growth and boost living standards. In schools, all key stages play an essential part in maths knowledge. Under the current curriculum, in key stage 1 pupils are taught a basic underpinning of mathematics, ensuring they develop confidence and mental fluency with whole numbers, counting and place value. The principal focus of mathematics teaching in key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts. The percentage of pupils meeting the key stage 2 expected standards in maths in the 2023-24 academic year was 73%.”
“Such skills can increase individual productivity, earnings and employment opportunities and are important in everyday life and activities. Many careers require maths skills, which change over time. I think it is safe to say that for most of us in this Chamber, the need for maths when we were starting out was different to the needs for maths today. We only need to mention the words artificial intelligence—it has already been mentioned—to recognise that. Excellence in maths is one of the many skills needed to drive growth in the AI industry, and we want to ensure that all children and young people have the foundational maths knowledge and equal opportunities to progress in their careers.”
“I thank all those involved in maths and the teachers in our schools, colleges and universities for doing such an excellent job in teaching our children, our young people and adults about this most important subject. I do not perceive the debate as contentious. Nobody here today would say that maths is not important, because it absolutely is. We all agree on that. I loved maths when I was at school. It was one of my favourite subjects and it remains so. But why is it so important? It has a critical role to play in the future of the UK economy. Higher levels of achievement are usually associated with higher earnings and productivity, which are a key determining factor of economic growth. There is a strong demand for mathematical skills in the labour market.”
“I enjoyed maths when I was at school and I still do it with my children, helping them through their own education; it is with us everywhere. I thank my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) for her contribution and wish her daughter every success with her results. I agree that we need to celebrate, encourage and have a love for learning maths. I will of course attempt to respond to the many areas of the subject that Members have mentioned so far. I thank the hon. Member for Thornbury and Yate (Claire Young) for speaking so eloquently about the significance of number-based information and how relevant that is for our life in general and for life skills. I congratulate the hon. Member for Harpenden and Berkhamsted (Victoria Collins) on being a maths champion and on the many points that she raised.”
“It is a real pleasure to speak under your chairship, Mr Vickers. I thank the many hon. Members for participating in this debate on an important subject. I am sure that you would agree with me, Mr Vickers, that their enthusiasm and passion means we can rest assured that this all adds up and that there is a level of agreement. I thank the hon. Member for St Neots and Mid Cambridgeshire (Ian Sollom) for securing this important debate and for his optimistic thoughts on mathematics and its being a significant part of our present and future society, especially for our young people, teachers and institutions, as well as economically. I want to acknowledge what my hon. Friend the Member for Harlow (Chris Vince) said about maths being a beautiful thing—it is indeed.”
“We have decided to stop match funding and the separate funding of special assessments, but, as I said, such assessments can continue out of that £3,000.”
“Although funding has been confirmed at £50 million this year, we know that it will not be enough to meet the expected demand, and we are therefore making these decisions now to enable us to support the maximum number of children. Families will still receive a good standard of support through the fund: £3,000-worth of therapy each year is a substantial amount of support, and will fund an average of 19 to 20 hours of therapy on current costings. Where needed, local authorities and regional adoption agencies can use their own funding to increase the amount of therapy, if needed. Both multidisciplinary assessments and specialist assessments will be able to continue, but the money for that will have to come from that £3,000.”
“Some will have experienced in utero damage, which can result in foetal alcohol spectrum disorder and other conditions. That is why the Government have continued to provide funding to support these children through the adoption and special guardianship support fund and other ways. There have been no cuts in the overall budget of the adoption and special guardianship support fund. When that announcement was made, I said that further information would follow. The further announcement was made during recess so that the fund could be opened and therapy could be accessed. We had to announce that so that the new criteria were available and the funding could be opened.”
“I recognise that there are many champions of children and families in Westminster Hall this afternoon. Indeed, there are many passionate Members who really want the right outcomes for children who are adopted and who are in kinship care through special guardianship or child arrangements orders and others. I thank the hon. Member for South West Devon (Rebecca Smith) for securing this important debate. I too want the best support for adopted and kinship children, and I acknowledge her sincere interest in the subject. There have been many interventions, questions and speeches. Because of time I will not refer to each Member by their constituency, but I will do my best to respond to the many questions that have rightly been put. We recognise the particular needs of adopted and kinship children, many of whom have experienced trauma.”
“When assessed as having a need, families can approach their local authorities and regional adoption agencies. Adoption England is obviously working with regional adoption agencies. We also have specialist centres of excellence—a multidisciplinary approach to ensuring the essential provision that adopted children need.”
“The main reason that the fund is available only to previously looked-after children living under special guardianship or child arrangements orders is that previously looked-after children, such as those who have been in foster care or residential care, may face higher levels of vulnerability and disadvantage than their peers. These funds aim to provide targeted support to address the specific challenges associated with their prior experiences. I was asked many questions about the kinship pilot and kinship funding, and I want to say more about the adoption and special guardianship support fund. On 14 April, the Department announced that the fund would be open to applications with changed criteria and a fair access limit of £3,000 per child per year, and that match funding and the separate funding of specialist assessments would be stopped.”
“I absolutely recognise that the threshold and criteria have changed to enable us to reach as many children as possible under the current funding of £50 million. It is crucial that assessments continue for those children to enable them to have the right types of therapy. If Members allow me to press on, I will be able to respond a bit further to the many things they raised. I turn to the point about adoption and special guardianship support funding not being available to all children living under special guardianship orders.”
“We have invested a further £8.8 million in Adoption England, £5 million of which will go towards centres of excellence. On local authorities, Members will be aware of the Children’s Wellbeing and Schools Bill. They will also be aware that we are investing in early prevention and intervention work in local authorities. In doing so, we are trying to support families through kinship arrangements. Members will also be aware that we have committed £40 million to a pilot for kinship care.”
“My hon. Friend the Member for Reading West and Mid Berkshire (Olivia Bailey) mentioned the joy that adopted children and kinship children bring to their families. I want to acknowledge that, and to thank all those parents and carers who continue to demonstrate compassion, resilience and dedication.”
“On match funding for assessments, match funding applications accounted for less than 2% of all applications in the last financial year. It is important to put it in that wider context. There was wide disparity in the country on match funding but, as I have said, there are other avenues that adoptive parents and kinship carers can pursue to ensure that they get the additional support they need for their children. I have listened carefully to Members’ remarks and I know that many outside this House will be very keen to follow up on what has been said. I am sure there will be opportunities to further question me and this Government on these issues, and a Backbench Business debate has been mentioned. I am sure that hon. Members will agree that the biggest tribute must very much go to the parents and carers of adopted and kinship children.”
“We will fully update the statutory guidance for virtual school heads, including sections on supporting educational outcomes. Through the Children’s Wellbeing and Schools Bill, we are seeking to mandate local authorities to appoint at least one person to promote the educational achievement of children who live in kinship care, regardless of whether they have been in local authority care. These duties will ensure that they receive consistent support to improve their outcomes. There is much more to be said on all this and in response to all the questions. I am grateful to hon. Members for raising the important subject of adoption and kinship care support today, and for such a thoughtful and wide-ranging debate. I will take away many points from today’s debate.”
“That will be launched this summer, and it will identify which local authorities will be best placed to deliver the pilot from autumn 2025. Unfortunately, I cannot guarantee that it will be local authorities that have already put in bids to me. Adopted children and those in kinship care should be supported to obtain good educational outcomes. However, many do not do so, as this cohort has poorer GCSE results than the overall population and higher exclusion rates. Adopted children are entitled to priority school admissions, plus advice and support from designated teachers. Schools also receive £2,630 in pupil premium plus funding for every adopted child in their school. Both adopted children and children in kinship care can receive advice and support from local authority virtual school heads.”
“The Government are in a challenging situation, but we will continue to ensure that provision is in place for adopted and kinship children. We will always make sure there are certain provisions in place, and we will continue to look at the different types of therapy that are needed. Obviously, I will continue to have conversations with the Treasury about the essential funding that is needed in this area. I am very conscious of time, and the hon. Member for South West Devon needs to respond. On the £40 million package to trial a new kinship allowance from kinship carers, hon. Members across the Chamber have put in bids for their local authorities, but we will make sure that there is a call to all local authorities for expressions of interest.”
“We will also continue to work with North Kent College to ensure that the land-based and general further education provision in Hadlow continues to succeed for the benefit of its learners and for the right hon. Member’s constituency. Question put and agreed to .”
“The Department has priority security on all these remaining land assets, and any realisations directly offset the costs of the education administration process and are effectively a return to the Department and the taxpayer. Those assets, which were not surplus and were required by either North Kent College or East Kent College, were transferred to those respective colleges as part of the transactions to take on the learners and provision of Hadlow College and West Kent and Ashford College and achieve the objectives of the education administration to protect those learners. I know that the right hon. Member has requested a meeting, and I understand that that is in progress. I can assure him that we will continue to work with the joint liquidators to ensure the best possible outcome for taxpayers.”
“Indeed, the school has recently suggested a new option, which officials have agreed to consider. The liquidations of both Hadlow College and West Kent and Ashford College remain open while the liquidators realise the remaining surplus non-educational assets. Again, the details of those assets are in the joint liquidators’ progress reports, available at Companies House, but, in summary, they relate to surplus plots of land in Hadlow. The liquidators’ strategy to realise the surplus land involves planning applications for its inclusion in Tonbridge and Malling borough council’s local plan, which would, if successful, enhance its value.”
“Given those facilities at Hadlow College, our view is that, rather than replicating such specialist and expensive facilities next door, it is worth exploring whether an agreement can be reached between the college and the school on shared use of the college’s facilities. We understand that there will be complexities to that, and that it will be important to the school for any solution to offer security for the long term. Should the two organisations agree to negotiate, we have offered support from officials to try to help broker that, and, at the moment, this seems very likely. To be clear, we understand the school’s desire for independence, and the Department has no intention of forcing the school to change its governance arrangements. We remain open to considering alternative proposals from the school.”
“To be clear, Ministers value the school’s land-based specialism and appreciate the challenges this situation has caused for the school, and we remain open to considering ways to support the school to ensure it can continue to offer a high-quality and broad land-based curriculum. The recent decision the right hon. Gentleman refers related not only to the Court Lane land, but to potentially significant capital investment to develop facilities on that land, particularly with high-quality specialist facilities at the neighbouring college. In the context of constrained public finances, Ministers decided that it did not offer good value for money.”
“I appreciate that the school has undertaken extensive work on proposals to the Department over a number of years to inform the officials’ assessment, and I pay tribute to headteacher Paul Boxall, his team and the Hadlow rural community school trust board for all the work they have done and for the passion they have shown in seeking to ensure the very best for their pupils. However, this is a complex case and it is critical that any support the Department may provide offers value for taxpayers’ money. It is, of course, important that the school has clarity so that it can move forward with certainty and thrive.”
“The two organisations had governance links, and the school accessed the college’s extensive land-based facility to deliver its offer. During the process of the college’s education administration, separate governance arrangements for the school were established and the Department worked with the school to ensure that these arrangements were robust. The price for Hadlow rural community school to access the college’s facilities rose to the extent that it was no longer sustainable within the school’s budget, and the school has requested departmental support to help it develop its own land-based facilities.”