Josh MacAlister
MP for Whitehaven and Workington · Labour · United Kingdom
“Just this Saturday, as a constituency MP, I saw the amazing impact of Kells in bringing the community together, especially children. That community building comes down to great characters, such as Peter Smith at Kells or Vince and Lana at Derwent Park Rangers, who have all been getting into schools to teach rugby league for well over 20 y…”
“The changes that we are making will address the objectives that the hon. Member set out in his questions. In closing, I place on the record my thanks to teachers, volunteers, coaches, school leaders, local clubs and national governing bodies for the work they do every day to create sporting opportunities for young people across our countr…”
“It is a pleasure to serve under your chairmanship, Mr Vickers. I thank the hon. Member for West Dorset (Edward Morello) for securing this important debate on rugby in schools. When I was asked to sub in for the Minister for School Standards in responding to this debate, I knew that it would not be trying.”
“That is exactly what we are trying to do with the school sport partnerships model. We recognise that despite the funding of recent years, participation in school sport has remained fairly flat; it is well below what we need as a country in order to have a healthy population of young people who benefit from all that sport has to offer.”
“We must ensure that girls in every community have access to high-quality rugby opportunities through curriculum PE, extracurricular activity and inclusive formats that allow them to build confidence, develop skills and enjoy being active.”
“Their contribution can help schools to achieve the right balance between participation and competition. We know that those are not competing priorities, as every child should have the opportunity to participate, develop competence and build confidence through the sport.”
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“The changes that we are making will address the objectives that the hon. Member set out in his questions. In closing, I place on the record my thanks to teachers, volunteers, coaches, school leaders, local clubs and national governing bodies for the work they do every day to create sporting opportunities for young people across our country. Their efforts ensure that sports like rugby continue to enrich the lives of children and young people across the country, not only by developing future players but by helping to develop future citizens equipped with the teamwork, communication, resilience and respect that will serve them throughout their lives. Rugby also has a crucial role to play at the heart of so many communities, so I thank the hon. Member for bringing this debate to Westminster Hall. Question put and agreed to.”
“That is exactly what we are trying to do with the school sport partnerships model. We recognise that despite the funding of recent years, participation in school sport has remained fairly flat; it is well below what we need as a country in order to have a healthy population of young people who benefit from all that sport has to offer. We have worked closely with the national governing bodies in this space. They are at the heart of the plan, and the partnership model is designed around bringing their expertise in to support schools, rather than relying on very busy teachers and schools to do the heavy lifting themselves. For small primary schools especially, it is a challenge to navigate the whole range of different sports and national governing bodies, and local competitions can be overwhelming.”
“Their contribution can help schools to achieve the right balance between participation and competition. We know that those are not competing priorities, as every child should have the opportunity to participate, develop competence and build confidence through the sport. At the same time, pupils should be able to pursue competitive opportunities built around safety and fairness. Rugby is particularly well placed to support both of those aims through inclusive programmes, strong local partnerships and clear pathways into competition. Rugby can continue to reach more young people while providing opportunities for those who wish to take the sport further. The hon. Member for West Dorset is right to describe the need to change the model of school sports in this country.”
“We must ensure that girls in every community have access to high-quality rugby opportunities through curriculum PE, extracurricular activity and inclusive formats that allow them to build confidence, develop skills and enjoy being active. Those approaches can help introduce rugby to pupils who may never have previously considered the sport to be for them, while also supporting broader participation among girls and young people from a wider range of backgrounds and communities. As the Government develop our new PE partnership approach, the expertise of organisations such as the RFU and RFL will be invaluable, as is already proving to be the case. National governing bodies have a vital role to play in supporting schools through resources, workforce development and sporting expertise.”
“They provide engaging, non-contact ways for pupils to experience the values and enjoyment of rugby, while helping teachers to deliver the sport confidently and safely. Importantly, those approaches ensure that the future of rugby in schools is not simply about reproducing the adult game; it is about ensuring that every child has the opportunity to participate in a way that is enjoyable, accessible and appropriate. That principle of equal access is especially important for girls. As the hon. Member has already highlighted, the recent success of the Red Roses has inspired a new generation of young women to demonstrate what they can achieve when girls are given the opportunity to participate fully. However, inspiration alone is not enough.”
“Through resources, training and support for schools and teachers, they help ensure that young people from all backgrounds have the opportunity to experience and enjoy the sport. Recent work across both codes has highlighted the importance of ensuring that rugby remains accessible, inclusive and relevant to today’s schools. We know that some schools can face barriers to participation, whether through concerns about safety, confidence in delivery or access to expertise. The response from both governing bodies has been to broaden opportunities and provide formats that are easier for schools to adopt and deliver. Programmes such as T1 rugby and tag rugby, which the hon. Member for West Dorset mentioned, are excellent examples.”
“However, the success of rugby should not be measured only by what happens on professional pitches; it should also be measured by the opportunities available to children and young people in schools and local communities at the grassroots level. Alongside other team sports, rugby helps young people to develop physically, socially and emotionally. Through participation, pupils learn teamwork, communication, leadership, resilience and respect for others. Those are not simply sporting skills; they are life skills that help prepare young people for further education, employment and adult life. A key reason why rugby supports children to thrive is the contribution of the Rugby Football Union and the Rugby Football League.”
“Just this Saturday, as a constituency MP, I saw the amazing impact of Kells in bringing the community together, especially children. That community building comes down to great characters, such as Peter Smith at Kells or Vince and Lana at Derwent Park Rangers, who have all been getting into schools to teach rugby league for well over 20 years. There are so many others I could mention in just my constituency, which reflects the scale of volunteer hours involved—the amazing adults who spend a chunk of their week giving young people the length and breadth of our country an opportunity to do exercise, to build teams and to develop a passion for rugby. There is so much to celebrate about rugby. At the elite level, both rugby union and league continue to inspire through their outstanding athletes, strong traditions and thriving communities.”
“It is a pleasure to serve under your chairmanship, Mr Vickers. I thank the hon. Member for West Dorset (Edward Morello) for securing this important debate on rugby in schools. When I was asked to sub in for the Minister for School Standards in responding to this debate, I knew that it would not be trying. I should start with a brief disclaimer. We will talk about rugby in generic terms in this debate, but as a west Cumbrian MP, I have a particular obligation to recognise the role of rugby league in many communities in our country. Rugby league has a long and proud history, with deep roots in towns and communities across the north of England. It is part of local identity and community pride, and it helps form connections between schools, families and local clubs in much the same way as rugby union.”
“But it is essential that everyone—whatever their background and circumstances and wherever they live—can access the opportunities of excellent further education.”
“I am grateful to the hon. Member for Runcorn and Helsby (Sarah Pochin) for securing this timely and important debate. I have not had the chance to speak to her since her powerful and moving contribution earlier. FE colleges are engines of economic growth and social justice. They are anchor institutions, bridging talent with opportunities. While often overlooked, they are central to our very success and prosperity as a country. I know full well the power of further education from my own local college, Lakes college in Cumbria, which, with the power of the Dispatch Box, I will declare is the best in the country. It has a distinctive national specialism in nuclear skills and engineering.”
“I am just relieved, Madam Deputy Speaker, that you were not ticking me off for something else. [ Interruption. ] Okay. It is a growing list. It is essential that everyone, wherever their background and wherever they live, has access to excellent further education funding. That point was made by a number of Members in the debate. Just yesterday, the Government announced an additional £120 million for further education in 2026-27, rising to £365 million in 2027-28.”
“Member for Gorton and Denton (Hannah Spencer) was right to highlight the problems with the apprenticeship levy as was. We are making big changes to make it less bureaucratic for small businesses, in particular with the growth and skills levy. My hon. Friend the Member for Camborne and Redruth (Perran Moon) highlighted issues with transport, as did many other Members. He was right to say that bus access is integral to opportunities at further education colleges. I know that from my own constituency.”
“Member for Runcorn and Helsby highlighted the need for capacity in FE. Demographics mean that this is a national challenge, but we expect 67,000 additional 16-year-olds and 17-year-olds to enter the post-16 system in 2028, which is very soon. That means we are investing £570 million to create the space that is needed in FE. Post-16 providers that are not in mayoral strategic combined authorities—I believe that the hon. Member’s constituency is not—have been able to bid for the construction skills capacity fund, the outcome of which will be revealed very shortly. My hon. Friend the Member for Stafford (Leigh Ingham) raised the variation in the cost of payments per pupil. High-cost 16 to 19 courses do receive more money. For example, engineering attracts 73% more funding than base cost classroom courses. The hon.”
“As well as technical excellence colleges—specialist further education colleges in England designed to deliver high-quality training in priority sectors—we are introducing the new V-levels, which will sit alongside T-levels as the technical route and A-levels as the academic route, which Members will be familiar with. The youth guarantee is this Government’s commitment to ensure that all young people can access education, training and apprenticeships, employment support or work opportunities. We are supporting 50,000 more young people into apprenticeships and offering a £2,000 hiring payment for small businesses. This is complemented by the jobs guarantee, which provides eligible young people with a guaranteed six-month paid job, helping them gain work experience, skills and a route into sustained employment. The hon.”
“I do, and it is only possible with the funding that I was setting out that the Government have secured. Funding per student aged 16 to 19 will have increased by over 12% in two years. That comes at a time of significant growth in student numbers. As a result, total 16-to-19 funding will increase from £7.6 billion in 2024-25 to over £9 billion in 2026-27, which is a material increase. This is timely because of the current challenge we face of the rising number of young people not in education, employment or training. The number is too high, and the consequences are serious. The Government have a comprehensive plan for further education and post-16 education and skills overall to support young people into rewarding careers and tackle high rates of young people not in education, employment or training.”
“As a Cumbrian MP, I know that problem all too well, and I know that many in Cornwall experience that too. We are building back our bus system in this country. There have been significant increases in funding for local authorities to build back that bus system. We do need to go further on it, and I completely recognise the connection that has been drawn by my hon. Friend. The hon. Member for Harrogate and Knaresborough (Tom Gordon) asked about funding. About 70% of FE funding comes from the Department for Education through the funding for post-16 courses. Earlier in my speech I set out the 12% increase over the last two years. Because that is such a large proportion, I recognise the other issues with adult skills budgets, but overall FE college funding is going up as a result of all of that.”
“I do not have time to tackle the hypocrisy of the Conservative party’s student loans plan, because I have been asked to wrap up. With that in mind, let me finish by saying that further education colleges are a manifestation of so much that we value as a Government and as a country. We back them with the money, reform and status they rightly deserve. There will be more to come, but change is already afoot. I thank the hon. Member for Runcorn and Helsby for securing the debate and all Members for contributing.”
“I believe I have covered that in relation to yesterday’s excellent news on FE teacher pay, overall funding and the population at post-16 settings; there will be a 12% increase over the next two years. The hon. Member and I spend quite a bit of time exchanging ideas and comments about each other’s plans; I have stopped keeping a tally of spending commitments from the Liberal Democrats, because they are racking up. I congratulate the spokesperson for the official Opposition, the hon. Member for Bromsgrove (Bradley Thomas), on his first time at the Dispatch Box. I can tell him that my right hon. and learned Friend the Member for Holborn and St Pancras (Keir Starmer) and my right hon. Friend the Member for Makerfield (Andy Burnham) are of one mind on the need for a transformation in further education.”
“I was about to turn to my hon. Friend’s question. He is right to recognise the limits of my knowledge, given that my noble Friend in the other place has responsibility for that issue. I will happily ask for officials to write to my hon. Friend about that concern. He is also right to highlight the need for care in handling the transition in qualifications—a point he has made many times and on which he has helped the Government get to a sensible place. I will also ask my noble Friend, given her responsibility for this brief, to contact my hon. Friend the Member for Mid Cheshire (Andrew Cooper) about the issue in his constituency. The Lib Dem spokesperson, the hon. Member for St Neots and Mid Cambridgeshire (Ian Sollom), rightly highlights issues around funding.”
“Criticism of the Government of Israel, like criticism of any Government, is legitimate; holding British Jews collectively responsible is not. Tackling antisemitism cannot be left to Jewish communities alone. It requires a whole-society response and education is among our most powerful tools in doing so. That is why we are investing £7 million to tackle antisemitism across education and helping schools, colleges and universities prevent incidents, respond effectively when they occur, and foster environments where Jewish students feel safe, welcome and valued.”
“Antisemitism is not an historical issue; it remains a present and persistent threat, and we must challenge the ideas and narratives that give rise to these incidents. Too often, antisemitism is expressed through familiar tropes and conspiracy theories: allegations of secret influence, dual loyalty, collective responsibility or hidden power. Those claims can sometimes appear superficially innocuous, but they draw on centuries-old racist myths used to marginalise, persecute and dehumanise Jewish people. We should be clear that those ideas are antisemitic and we should have the confidence to speak out against them, and the Government must provide leadership on that. It is never acceptable to hold Jewish people or Jewish communities responsible for the actions of a foreign state.”
“Instead, we create the conditions in which robust debate can flourish and everyone can participate with confidence. That must be our ambition for higher education. The rise in antisemitism reported by Jewish students is not simply a challenge for one community; it is a test of whether our universities can remain places of inclusion, academic freedom and respect for all. When Jewish students feel unable to speak openly, participate fully or express their identity without fear, something fundamental is at stake. The scale of the problem is clear, and has been set out by many hon. Members in this debate. In 2025, CST recorded 3,700 antisemitic incidents in the UK—the second highest annual total on record.”
“That is particularly important in the light of the significant rise of antisemitism. Too many Jewish students have been subject to abuse, exclusion and hostility because of their Jewish identity. Although robust debate, including on controversial political issues, is a vital part of academic life, freedom of expression is not a cover for antisemitic harassment, discrimination or abuse. Universities must therefore both uphold the freedom of speech and take effective action to ensure that Jewish students can study, participate and thrive, free from antisemitism. Our task is not to choose between those principles, but to uphold both. In a liberal democracy, we do not resolve disagreement by shutting down debate, nor do we accept intimidation as the price of free expression.”
“Member for Strangford (Jim Shannon) powerfully brought to life the harrowing experiences of Jewish students, and I thank him for taking the time in his speech to make sure that their voices have been heard here. Universities are places where ideas are tested, challenged and, where necessary, shown to be wanting, through evidence, scrutiny and debate. Exposure to different viewpoints, including those with which we strongly disagree, is an essential part of higher education. Students should leave university having had their assumptions challenged and their perspectives broadened. Freedom of speech and academic freedom are therefore central to the university experience. At the same time, universities have a duty to ensure that all students can participate fully in university life without fear of intimidation, harassment or discrimination.”
“Friend the Member for Northampton South (Mike Reader) for praising the leadership of UJS, of which many representatives are here today, and for highlighting the leadership of Michael Necus. In setting out the historical context, the hon. Member for Beaconsfield (Joy Morrissey) reminded me of Baron Finkelstein’s excellent foreword to the UJS “Time for Change” report, highlighting that antisemitism can be taken as a warning sign of moral collapse. The hon. Member for Dewsbury and Batley (Iqbal Mohamed) rightly stated that we must not conflate the action of the Government of Israel with the Jewish community, and I thank him for making that point so clearly. The hon.”
“It is a pleasure to serve under your chairmanship, Sir John. I start by congratulating my hon. Friend the Member for Leeds South West and Morley (Mark Sewards) on securing this important and timely debate. I will turn to a few of the remarks made by Members in this debate, starting with my constituency neighbour, the hon. Member for Westmorland and Lonsdale (Tim Farron). He is right to highlight the number of former student sabbatical officers in this place, present company included, and the important history of the Windermere children. I am keen to do what I can to support the case he is making to find ways to both rebuild the school and bring greater Holocaust education to the north of England, and I share many of his aspirations in that respect. I thank my hon.”
“We are also working with Universities UK to undertake a rapid assessment of institutional disciplinary and incident reporting processes and we will develop recommendations and priority actions in autumn this year.”
“We are also developing a new community cohesion framework with students in partnership with the University of Salford and the National Union of Students. Alongside that work, we continue to support University Jewish Chaplaincy to provide pastoral wellbeing and practical support to Jewish students across the country. In his opening speech, my hon. Friend the Member for Leeds South West and Morley asked about the statutory framework. Given the time remaining, I will give the brief update that the Office of the Independent Adjudicator is due to update its good practice framework for higher education providers in handling reports of harassment later this year. In addition, we are working with the sector to improve transparency and accountability for tackling antisemitic abuse.”
“The hon. Member is absolutely right to make that point. To pick up one thread of today’s debate, a number of hon. Members have raised the power of algorithms, which feed off people’s fury and anger and the differences that exist between them. Many of the themes highlighted in this debate could equally apply to other groups in society where our attention is also needed. Government-funded training is already supporting university staff and leaders to recognise antisemitism, support Jewish students and respond appropriately when concerns arise. Last week, we agreed to fund projects through our innovation fund to help students navigate misinformation, engage constructively with difficult issues and develop a deeper understanding of different faiths and communities.”
“That is why, through our wider Protecting What Matters programme, we are taking action to challenge antisemitism and extremism wherever they arise. We are strengthening oversight of universities’ Prevent duties; updating guidance on external speakers and events, which is due to come out very soon; improving our ability to identify emerging extremist activity; enhancing whistleblowing protections; and increasing transparency around incidents of antisemitism.”
“Left unchallenged, they can create an environment in which radicalisation becomes more likely. At their most serious, they can form part of a pathway towards terrorism. Prevent data shows that in the year to March 2025, there were 8,778 referrals, 21% of which were linked to extreme right-wing concerns and 10% to Islamist extremism. Although Prevent does not record antisemitism as a stand-alone category, those figures illustrate how antisemitic narratives can, and often do, form part of extremist worldviews that carry a risk of terrorism or serious harm. Most antisemitic incidents fall well below the threshold for Prevent intervention. Nevertheless, the data demonstrates that, in the most serious cases, ideas rooted in historical antisemitic prejudice can become part of a trajectory towards terrorism.”
“The hon. Member is right to highlight the essential aspect of accountability. The Office for Students has been given additional powers in recent years. It is also true that the scale of the challenge that we see with antisemitism on university campuses, and the challenge that many universities are facing in meeting their obligations to uphold the freedom of speech while also creating the climate and culture necessary for freedom from intimidation, may lead a Select Committee to hold an inquiry on that. It would, of course, be a matter for Parliament and a Select Committee to do so, but if that were to happen, the Department for Education would be very interested in its findings. We know that many of the conspiracy theories and hateful tropes that underpin antisemitism are also features of extremist ideologies.”
“Our message is simple and unequivocal: there is no place for antisemitism, extremism or hostile state interference in our universities or our society. We will defend lawful free speech, protect students from intimidation and ensure that campuses remain places where learning, debate and mutual respect can thrive.”
“I reviewed a draft of that guidance a matter of days ago, and it is due to be published very shortly. The issue is probably more that there is a queue of things to be published, rather than it not being ready to go. We must remain alert to the actions of hostile state actors who seek to exploit social tensions, spread disinformation and undermine community cohesion. The Government are therefore strengthening their response to state threats through tougher powers to identify and disrupt hostile activity, greater transparency around foreign influence, and stronger measures against those acting on behalf of foreign states. Where there is evidence of unacceptable activity linked to foreign actors, including Iran, we will not hesitate to act.”
“They put in place the new approach to applying fee limits, which is needed to support a more flexible approach to student finance that better serves young people and adult learners. That will allow people to study in ways that fit around their lives, support providers to respond to evolving skills needs, and help individuals across the country to access the education and training that they need to succeed.”
“That does not change overall fee caps—most students will not see any difference in what they pay—but applies them more fairly across full courses and shorter study, linking fees to learning volume. Subject to Parliament’s approval of the regulations, we intend to lay two further instruments needed to establish the LLE. Those instruments, on student support and repayments, have been published in draft to give the House full visibility and to help the sector prepare. Both will be subject to the negative procedure. As they depend on the regulations before the Committee, they will be made only if these regulations are approved. The regulations mark an important step in delivering the LLE and transforming our skills system.”
“Those fixed annual fee limits suit traditional degrees, regardless of the volume of study undertaken, but do not work for shorter courses or modules. The regulations introduce a credit-based system to change that. Credits are a widely recognised measure of learning, with one credit typically equivalent to around 10 hours of learning. To illustrate that, the standard fee limit for a typical higher education course in the 2026-27 academic year is £9,790, and a full year of study usually comprises 120 credits. Dividing £9,790 by 120 produces a per-credit fee limit of around £82. The regulations mean that tuition fee limits can be apportioned in line with the credit size of any given course.”
“It will support people to learn, upskill and retrain throughout their working lives, and will deliver one of the core commitments in our post-16 education and skills White Paper, underpinning the growth and skills missions. The concept of a lifelong learning entitlement stems from the recommendations made by Sir Philip Augar’s independent panel to the post-18 education and funding review back in 2019. Primary legislation enacted in 2022 and 2023 by the previous Government established the framework, and these regulations are the next step in delivering it—this is a true cross-party effort. The regulations set out how tuition fee limits will apply under the LLE. A tuition fee limit is the maximum amount that a provider can charge per year if it is subject to a fee cap. Currently, that limit is £9,790 for standard full-time courses.”
“I beg to move, That the Committee has considered the draft Lifelong Learning (Fee Limits) Regulations 2026. It is a pleasure to serve under your chairmanship, Mr Stringer. The draft regulations were laid before the House on 18 May. This statutory instrument is the first of three pieces of secondary legislation needed to implement the lifelong learning entitlement, or LLE, which establishes a new system of tuition fee limits for higher education courses and modules that begin on or after 1 January 2027. The LLE is a major reform to student finance, creating a single flexible funding system for levels 4 to 6 across further and higher education.”
“The changes aim not to overhaul the entire system but to tackle a key weakness in the current model, which is too rigid and focused on the traditional three-year degree, limiting opportunities for adults to retrain or upskill across their working lives. I commend the regulations to the Committee. Question put and agreed to.”
“Again, I will write to him about why we are using a different figure from the one that he mentioned. Finally, the former Secretary of State for Education, the right hon. Member for East Hampshire, was heavily involved in the inception of this measure and the review that led to its recommendation. Again, I am happy to share the Department’s assessments of behavioural impacts. The Committee will know that this SI is a critical step towards delivering the lifelong learning entitlement. It will bring further and higher education closer together and support the growth of more flexible modular study. It sets tuition fee limits for LLE-funded courses and modules, marking a transformation of our higher and further education systems that will start this January.”
“The changes described are cultural for the country, affecting how adult learners look to access lifelong learning and do courses that will be shorter or compressed. The regulations allow for that. I think they will take some time to bed in, so it seems reasonable to give a five-year time horizon, but of course there will be a great deal of scrutiny from Parliament and elsewhere on their implementation. I am happy to come back to the hon. Member for St Neots and Mid Cambridgeshire on foundation degree fees and our plans for them. The question on credit fee amounts was very detailed, and I thank him for his scrutiny of the rounding convention that we are using—there may well be a future dormant asset fund to be raided by a Government in 20 or 30 years’ time as a result of it.”
“Greater visibility of the quality is important, and that should come from the teaching excellence framework. A number of Members asked about the various impacts of the changes. Impact assessments have been published as part of this process. I will ask for copies of them to be sent to Members in the coming days. I hope that they will answer a number of questions. The hon. Member for St Neots and Mid Cambridgeshire and I have had several exchanges about student finance and student funding. I have a great deal of affection for the Liberal Democrats, but it is a system that was partly designed by them in office. His Majesty’s Opposition had affection for the Liberal Democrats at a certain point in time as well, so perhaps that is something that we can share.”
“I thank Committee members for their contributions to the debate. I will endeavour to answer as many questions as I can. The first set of questions came from the Opposition spokesperson, the hon. Member for Windsor, about face-to-face teaching. The system allows for credit funding flexibility, which is down to providers, but I recognise the importance of face-to-face teaching. That is one of the reasons why, earlier this week, my noble Friend the Minister for Skills set out the intention to link the outcomes of the teaching excellence framework scores to future access to fee increases. That is why, over different Governments, we have built a system that allows competition so that students can pick and select from a range of providers and, in essence, shop around for the best option.”
“Together we have moved from the challenge of RAAC and fear about the future of the school building to delivering one of the most exciting school rebuilding programmes in the country, which the people of Stockport and his constituents rightly deserve. More important than anything else is ensuring that pupils have the inspiring classroom facilities they need for the future. I am sure that there will be matters that he will continue to want to raise with me, and I will be glad to speak to him. This is a good example of the investment that we are making as a Government and as a country because of the choices we have made. Question put and agreed to.”
“For example, the school will get a new kitchen, all classrooms will be integrated with ICT equipment, drama will get the lighting rigs that it needs, and so on. However, we do not normally provide new standard loose furniture, such as tables and chairs, as schools should have an ongoing programme to replace them as they reach the end of their life. That is part of a school’s normal management of capital. I acknowledge the strong partnership that has driven progress so far. I thank the headteacher, Paul Williams, and his staff; the chair of the school’s governing body, Sarah Brown; Stockport council; and Willmott Dixon for the work they have done together alongside the Department’s programme management team. I reassure the hon. Member that this Government remain committed to delivering a safe, modern and high-quality school in Bramhall.”
“The plans include a dedicated area for pupils with special educational needs. Sports and leisure provision will also be improved with a new four-court sports hall, activity studio and changing facilities. That includes two multi-use games areas—one for school use and one intended for community use. This is a substantial and exciting investment into a school that is modern, energy-efficient and designed to support excellent teaching, learning and sport. The hon. Member mentioned the fixtures and fittings of the school. All fixed furniture, fixtures and equipment are provided in a school rebuilding project. That means that schools receive a huge amount of money for new furniture and equipment.”
“In the context of a schools estate of 22,000 schools across the country, it is important that public funds are not used to replace buildings that are still well within their lifespan. I regularly look at lists of schools from the ’60s and ’70s that are not yet in any school rebuilding programme. They are well beyond their lifespan, and we are doing the job of clearing up that backlog. It does mean, however, that we need to prioritise investment in those buildings that absolutely do need to be replaced. Through the school rebuilding programme, Bramhall high school will benefit from 25 general classrooms and a full range of specialist teaching spaces. That includes 10 science laboratories, computing and ICT rooms, workshops, a drama studio and an art and design classroom.”
“A new modern three-storey building will give Bramhall high school the facilities it needs for the decades ahead. Every building apart from the maths block will be replaced. That building was built post-2000 and has solar panels on the roof and other modern features. Detailed surveys have been conducted, which show it is in good condition and does not warrant demolishing or rebuilding. We are working with the school to remodel the block to integrate it with the new buildings that will be created. In response to the hon. Member’s point, 90% of the school will be rebuilt. I understand that when there is a new school project like this—I have visited a number of them—the desire is to have the whole shebang and for the whole school to be completely rebuilt.”