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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“She highlighted a number of the issues where the Government have been listening and responding, not least with regard to the children not in school register, where we have tabled a number of amendments to the Children’s Wellbeing and Schools Bill to address the specific points around burdens for families. On funding, the hon. Lady quoted my report at me, so I will quote it back at her. I called for £2.6 billion of funding over a four-year reform programme. I am really proud to say that the Government have invested and met that and, in some cases, exceeded it. The Families First programme has received £2.4 billion on top of previous spending, and hundreds of millions of pounds will be spent to improve the care system. The job now is to make sure that that investment is spent well and has a lasting effect.”
“Member for Brecon, Radnor and Cwm Tawe (David Chadwick) was absolutely right to highlight the improvements not just in English local authorities, but in his own Welsh constituency in Powys. He rightly highlighted the centrality of advocacy for children, in particular for those in care. The hon. Member for Strangford (Jim Shannon) was right to highlight the dimensions beyond just England. In fact, the UK Government have brazenly stolen Northern Ireland innovations in support of children in residential care. We look to bring the model of step-down care in fostering in Northern Ireland to the rest of the UK. I will now answer directly some of the concerns expressed by the Liberal Democrat spokesperson, the hon. Member for Twickenham (Munira Wilson). I appreciate the spirit in which she offered to work collaboratively with the Government.”
“I encourage local partners in the Tees valley and across the whole north-east to come forward with proposals for a regional care co-operative, which the Government will certainly consider. The hon. Member for West Dorset (Edward Morello) was right to highlight the rural dimension of much of the debate. I, too, represent a rural constituency, and the way in which children’s social care is delivered needs to reflect the benefits of dispersed access to services. On the adoption and special guardianship support fund, the Government will set out very soon actions to give more certainty and improvements to that fund into the future. I shall keep Members abreast of those updates. The hon.”
“In the coming days, I urge him to keep a close eye on any announcements that may be welcomed positively on both those fronts. The hon. Member for Dewsbury and Batley (Iqbal Mohamed) rightly highlighted the progress that has been made in Kirklees council and stressed the need to fund further reform, which is the action that the Government are taking with £2.4 billion to roll out the Families First programme. He made a point about off-rolling and children not on the school register, which I will return to directly in a moment. I join my hon. Friend the Member for Middlesbrough South and East Cleveland (Luke Myer) in congratulating the local Labour team and the children’s social care staff there on their work to turn around those services. Like him, I want to take action to disrupt the broken care market.”
“Similarly, with Ofsted, I wish to ensure that its inspection framework and the chief inspector’s approach are totally in line with the Government reform programme. I am pleased to confirm that such work is very much under way. The hon. Member for Guildford (Zöe Franklin) wants to write to me about the situations that she raised. I am happy to look into them. She is also right to raise the crucial role of education as part of that partnership for safeguarding children. As a foster carer, my hon. Friend the Member for Derbyshire Dales (John Whitby) knows better than anyone the importance of getting fostering right, so that we do not need to rely unnecessarily on residential care, with all the consequences of that. He was right to highlight the amazing work of Mockingbird constellations to support foster carers.”
“Friend the Member for Stoke-on-Trent Central (Gareth Snell) was absolutely right to highlight the situation in which more than 1,000 children are in care. If we were to take a step back and ask whether some of those children could have grown up with people who already loved them and could keep them safe, if we had the resources and intervention available to support the family network, I am convinced, as he is, that the answer would be yes. I welcome the spirit in which his offer was given; he has raised that offer with me before, which is not being defensive about the challenges that the city faces, but asks whether the Department will take a proactive approach in offering improvement support, doing it in a slightly different way. I confirm to him that yes, we will, and I am happy to have further conversations with him.”
“Devon’s performance is an ongoing concern—for far too many years, it has not been able to reach a level of providing good enough services for children and families. I welcome his summary of some of the progress that has been made, in particular in workforce stability. I will keep a close eye on that to ensure that we get Devon to the point where it is no longer under an intervention by the Department—but that intervention will continue for as long as necessary to get services to the place where his residents and the children he represents need them to be. Like many other hon. Members, he mentioned residential care and the concerns about profiteering, which I will return to in a moment. My hon.”
“The transformational change for children and families in that city is down to that team’s brilliant work. My hon. Friend also rightly identified the concept of safe uncertainty. As we have heard, we are trying to legislate for and resource a system that needs to act decisively when there is significant harm, and support families where there is not significant harm, but there are concerns. Getting that balance right requires practitioners to occupy a very difficult position of safe uncertainty: not knowing, but holding competing hypotheses and ideas in mind about what might be going on for a family, and doing so in a calm, methodical and skilled way. The hon. Member for Honiton and Sidmouth (Richard Foord) made a point about social work judgment, which neatly summarised that reflection.”
“I pay tribute to all who gave evidence that ultimately proved beyond doubt that her death was the result of lengthy and increasingly sadistic abuse. We in this place must also reflect on the fact that, as set out in the local child safeguarding practice review, there were opportunities where Sara’s appalling mistreatment could have been identified and stopped. I have already committed to write to the hon. Member for Woking, setting out the Government’s full range of actions in direct response to the recommendations of the LCSPR. I will take a moment to recognise the hon. Members who have contributed to the debate. My hon. Friend the Member for York Central (Rachael Maskell) rightly praised the fantastic work of Martin Kelly and his team in turning around services in York, beyond simply looking at the Ofsted inspection results.”
“It is a pleasure to serve under your chairmanship, Mr Western. I thank the hon. Member for Woking (Mr Forster) for securing the debate and for his powerful and heartfelt contribution. I have met him on a number of occasions, and I am sure we will continue to meet to discuss these and other related issues. I express my own deep sorrow at the tragic death of Sara Sharif. By all accounts, Sara was a bright happy girl who should have gone on to enjoy all the things in life she had ahead of her. Instead, her life was brought to a brutal and painful end by the actions of her father and stepmother. In such circumstances, it is small comfort to know that those directly responsible for Sara’s death have been brought to justice and will spend most of the rest of their lives in prison.”
“More than 260,000 state-funded pupils took at least one A-level in the summer of 2025, and we expect that to remain steady in the future. T-levels continue to grow: at the last count more than 25,000 students embarked on them, which represents an increase of nearly 60% on the previous year’s figure. We are committed to offering post-16 students even more choice through V-levels, a new vocational qualification sitting alongside A-levels and T-levels.”
“I thank the hon. Member for his leadership on these issues through the all-party parliamentary group on sixth form education, and for his local leadership as a constituency MP. I can reassure him that we will manage the transition carefully as these changes are introduced. We stand behind T-levels, which are a good option for many students, and we want to see the numbers increase. We have run a consultation which has now closed, and we are analysing the responses to ensure that all students experience a smooth transition.”
“I thank the right hon. Member for his read-out of the discussion that took place during the most recent shadow Cabinet meeting, where this was a lively topic of debate. Britain is not broken; it has huge and deep potential, best found in our children. We were pleased to see the last Conservative Government take forward many of the reforms initiated under the last Labour Government, and this Labour Government will be doubling down on the measures that are needed to break down barriers to opportunity at every stage.”
“The Children’s Wellbeing and Schools Bill will introduce a financial oversight scheme for children’s social care. That will increase the transparency of children’s social care providers so that we can make accurate, real-time assessments of financial risk so that local authorities can step in and take swift action in the interests of children.”
“I welcome the hon. Member’s interest in this issue, and the reports from the National Audit Office and the Public Accounts Committee. Children’s social care issues looked at through the prism of profit making in children’s homes demonstrate how much radical reform we need for children’s social care. That is why we are putting £2.4 billion into resetting the system overall so that it intervenes earlier. We will also bring forward plans very soon to set out an expansion of fostering. That is in addition to measures in the Bill that is currently going through the other place to introduce a financial oversight mechanism and a profit cap to address the issues that the hon. Member has mentioned.”
“The hospitality industry is hugely important. Nothing has been decided on defunding apprenticeships yet. I recognise all my hon. Friend’s points, and we share her ambition that the apprenticeship system in the future is entirely designed around progression, as well as one-off learning.”
“I compliment my hon. Friend’s local leadership in High Peak. To support our ambition of 50,000 more young people into apprenticeships, we are expanding foundation apprenticeships, launching a £140 million pilot with mayors to better connect young people with local apprenticeships, and fully funding small and medium-sized enterprises to deliver apprenticeships for eligible 16 to 24-year-olds.”
“My hon. Friend has been leading local efforts on this issue, for which I pay tribute to him. The Government stand ready to support local higher education institutions where challenges are present, and I will of course extend the offer to continue that support, as will my noble Friend the Minister for Skills. The Office for Students has responsibility for ensuring that such transitions are managed carefully.”
“I share some of those concerns; this is an important issue. I have asked officials to meet the Local Government and Social Care Ombudsman to better understand the issues in the current complaints process, and I would be happy to meet the hon. Lady. Separately, we will soon publish updated statutory guidance on advocacy services for children. The points the hon. Lady raised are important.”
“I thank my hon. Friend for raising that important point. The Government are focused on protecting support and increasing it for those who need it most, which is why we are increasing loans in line with inflation, reintroducing maintenance grants and, crucially—something I am very proud of and which the Secretary of State recently announced—giving care-experienced students automatic access to the full loan entitlement.”
“To ensure that the review’s recommendations are turned into action, we have extended the higher education mental health implementation taskforce, which brings together students, families and the sector to work with and challenge institutions to improve student mental health and wellbeing services.”
“Friend the Member for Bolton West (Phil Brickell) rightly highlighted governance concerns and the centrality of accountability. The Government remain committed to improving students’ health and wellbeing. Since the previous debate on this matter, we have published the findings from the national review of higher education student suicides. That landmark review examined serious incident and prevention of future deaths reports, identified patterns and risk factors, and looked at institutional responses in depth. The sector’s response was notable. Many universities engaged openly and honestly, showing a clear commitment to share lessons and learn together.”
“Friend the Member for Wolverhampton West (Warinder Juss) raised important issues about general duties, to which I will turn later. My hon. Friend the Member for York Central (Rachael Maskell) highlighted the link to the cost of living pressures that many students face, and the issues for international students. My hon. Friend the Member for Bournemouth East (Tom Hayes) spoke about the tragic stories of Paul, Callum and Alec, and highlighted the really good practice taking place at Bournemouth University, which is part of the answer to what needs to change. My hon. Friend the Member for City of Durham (Mary Kelly Foy) highlighted the brilliant work of the Unite Foundation, which I know well, and spoke about cohorts such as care-experienced students and estranged students. My hon.”
“Our approach is to act on the evidence and work with the sector to embed best practice and strengthen institutional accountability. Members should be in no doubt that this Government believe that change in that regard is needed. I pay tribute to the hon. Member for Ynys Môn (Llinos Medi), who highlighted Mared’s story: the tragic loss of the life of someone who had a bright future as a pharmacist ahead of them. My hon. Friend the Member for Morecambe and Lunesdale (Lizzi Collinge) highlighted Oskar’s story. I recognise that improvement in higher education is needed. The hon. Member for Strangford (Jim Shannon) highlighted the UK-wide nature of these concerns and the growing prevalence of mental health conditions. My hon.”
“It is a pleasure to serve under your chairmanship, Sir Christopher. I recognise the profound pain felt by families who have lost loved ones in higher education. I thank my hon. Friend the Member for Rushcliffe (James Naish) for securing this debate, and I pay tribute to his constituents Bob and Maggie Abrahart, whose tireless work for better student support has inspired so many. I want to acknowledge all the families who have campaigned with courage and determination, including those from the LEARN Network—Lived Experience for Action Right Now—who continue to work alongside us to drive change. Our duty now is clear: we must turn grief into learning and action. The Government share the determination to do just that. We want safer campuses and better support for every student.”
“I urge universities that are not already part of such partnerships to study those models and explore how they can forge an approach that works for their local context. To stress it again: the taskforce is looking at how to better hold institutions to account and will make recommendations accordingly.”
“Mental health care rightly sits with the NHS. The Government recognise that and the pressures on services, which is why we are recruiting 8,500 additional NHS mental health staff by the end of this Parliament. As my hon. Friend the Member for Bournemouth East highlighted, many universities are already delivering to bridge the gap, providing counselling, wellbeing services and crisis support, while working closely with local health partners to ensure that students get the right care. The taskforce will shortly publish a report showcasing five successful higher education and NHS partnerships. Those examples will demonstrate how greater collaboration can transform support for students while helping to drive efficiencies across health services.”
“I thank my hon. Friend for highlighting that. I welcome his intervention, given that he has not had a chance to mention Kieran’s story and Manjo’s experience as his mum in a speech. We want to move fast, which is why we published updated terms of reference for the taskforce just last month. They set out the priorities for the taskforce for the next phase of work, which includes exploring the most effective mechanisms for holding the sector to account. We have also recently appointed Professor Sir Steve West as the new higher education student support champion, to maintain momentum on these matters. Sir Steve will steer the taskforce through the next phase of work. Although universities play an important role in creating supportive environments, they are not, and should not become, substitute mental health services.”
“Right now, the fastest and most effective route to support safer campuses is for universities to embed the recommendations from the national review and best practice identified through the taskforce’s outputs, to strengthen their partnerships with local health services and to ensure full compliance with duties that already exist. Together, I believe we can ensure that higher education remains a place of opportunity, enrichment and safety for every student. I know that those views are wholly shared by my noble Friend Baroness Smith, the Minister for Skills.”
“When we talk about the risk of unintended consequences, this is what we mean: confusion about boundaries, reduced ambition and the risk of resources being diverted from proactive support. Almost all students are adults. Introducing a special statutory duty for them could be disproportionate, when the evidence shows that students in higher education have a lower suicide rate than others of the same age in the general population. That is not to minimise the problem at universities, which I recognise, but to highlight the need for a proportionate response that strikes the right balance. We will continue to monitor the evidence, listen deeply to bereaved families and hold providers to account.”
“We also need to be clear about what introducing a statutory duty would mean in practice. It is not just a question of drafting; it would require defining a minimum legal standard for universities, which risks becoming a ceiling rather than a floor. I draw Members’ attention to some of the evidence provided in the 2023 Petitions Committee hearing on a statutory duty of care, at which a number of stakeholders expressed a range of concerns and scepticism about the unintended effects of a statutory duty of care. A ceiling rather than a floor could drive providers towards defensive compliance and litigation, instead of focusing on what really matters: spotting problems early, making timely adjustments and learning from serious incidents.”
“Providers should plan ahead to remove barriers and act promptly when there are signs of mental health deterioration. Equality and Human Rights Commission guidance makes clear what good practice looks like. Student-facing staff should be trained to recognise signs of mental health crisis or deterioration and should know what steps to take, including helping the student to access support. Where a severe or urgent condition is apparent, reasonable adjustments should be made without waiting for a formal diagnosis or medical evidence. If a student has no diagnosis but staff are concerned, for example because of disengagement, missed deadlines or marked changes in behaviour, staff should consider whether the Equality Act criteria may be met and whether adjustments are appropriate.”
“The taskforce’s job is to look at the whole system that sits around universities, and the OfS is a crucial part of that, so it will be in scope of that work. Let me turn to the question of a statutory duty of care. As has been highlighted in this debate, higher education providers have a general duty of care to deliver educational and pastoral services to the standard of an ordinary competent institution. In carrying out those duties, they are expected to act reasonably. In addition to general and common-law duties, universities also have explicit statutory obligations. For instance, under the Equality Act, they must make reasonable adjustments for disabled students, which includes those with qualifying mental health conditions.”
“Friends the Members for Southend East and Rochford, and for Southend West and Leigh, for their continued championing of the needs of local students, and reassure them that the Government will support their efforts to manage campus changes in a way that minimises disruption for students and ensures that the area has a bright future. Question put and agreed to.”
“Friends the Members for Southend East and Rochford, and for Southend West and Leigh, have spoken directly with my noble Friend the Minister for Skills, and have been working proactively with Ministers in the Department of Health and Social Care, NHS England, and local partners. My hon. Friends’ local leadership on seeking early local collaboration will play a vital part in minimising disruption for students. My Department will continue to work closely with the Office for Students, the university and others in the area, including Members of Parliament, as the situation relating to the University of Essex develops. I thank my hon.”
“The Department’s priority is to protect students’ interests by ensuring continuity of study, and access to clear information, support and practical options. When a campus closes, providers are expected to act in the best interests of students, including by enabling transfers, where that is a student’s choice. Hon. Members rightly expect good-quality communication from the institution about how the change is implemented. The change should support improved value for money for all, and should be backed by a stronger focus on increasing participation for disadvantaged learners. My hon.”
“To help students from the most disadvantaged backgrounds, we will future-proof financial support by increasing maintenance loans in line with forecast inflation every academic year. Furthermore, I am particularly proud that we will provide extra support for care leavers, who will automatically become eligible to receive the maximum rate of maintenance loan from academic year 2026-27. I am aware of the concerns raised about the University of Essex’s decision regarding its Southend campus, and I assure my hon. Friends that the Department is working closely with the Office for Students, the university and local partners to understand the effect on students, and to secure practical options.”
“We will make future fee uplifts conditional on higher education providers achieving a higher quality threshold under the Office for Students’ quality regime, and will restrict fee income where that cannot be demonstrated. That will protect taxpayers’ investment and reward providers for higher quality. We are also committed to supporting the aspirations of every person who meets the requirements and wants to attend higher education. We will introduce targeted means-tested maintenance grants of up to £1,000 a year from academic year 2028-29, providing vital extra support for students from low-income households without increasing their debt. Those grants will be funded by the introduction of a levy on income from international students.”
“597.] Our skills White Paper provides the blueprint for delivering the Prime Minister’s new target of two thirds of young people participating in higher-level learning—academic, technical or apprenticeships—by age 25, up from 50% today. But we can only deliver this by putting the sector on a secure financial footing. That is why we will increase tuition fee caps for all higher education providers in line with forecast inflation in academic years 2026-27 and 2027-28. We will then legislate, when parliamentary time allows, to increase caps automatically for future academic years. That is crucial for getting to the root of some of the challenges that our higher education institutions face regarding sustainability. This increased investment must be matched by a commitment to excellence.”
“This Government share that ambition and are focused on delivering the structural changes required to make it a reality. I was personally struck by the remarks of my hon. Friend the Member for Southend East and Rochford on Second Reading of the English Devolution and Community Empowerment Bill; he stated that his constituency is a “proud coastal community” that has too often been “left behind when it comes to connectivity, educational outcomes and investment in skills.” —[ Official Report , 2 September 2025; Vol. 772, c. 185.] Our post-16 education and skills White Paper sets out our vision for a world-leading skills system that breaks down barriers. We are determined to ensure that, as my hon. Friend said, “Where someone lives should not negatively impact their future.” —[ Official Report , 20 March 2025; Vol. 764, c.”
“I would like to express my gratitude to my hon. Friend the Member for Southend East and Rochford (Mr Alaba) for securing the debate. He has a dedicated record of 15 years of service as a youth mentor, and has worked as a school governor, overseeing the education of young people, so he provides an invaluable perspective on these matters, and particularly on the transition to higher education. I also note the contribution and efforts of my hon. Friend the Member for Southend West and Leigh (David Burton-Sampson) on this matter. The work of both Southend Members in supporting students in their area demonstrates their clear commitment to the principle that education must be the primary engine for breaking down barriers to opportunity.”
“High standards, equal access and sufficient time in school are essential if we are to deliver on our commitment to give every child the opportunity to achieve and thrive. That is why this Government stand firmly by the principle of a minimum 32.5-hour school week delivered across five days, which ensures consistency, fairness and opportunity for every child in this country. Considering the wider benefits of time in school, I am afraid to say that the Government therefore have no plans to reduce the school week from five to four days, but I thank all the petitioners for engaging in this process so fully, and thank my colleagues from across the House for contributing to the debate.”
“My Department is also backing 10 ambassador schools across the country to test and share the best flexible working approaches and solutions. Teacher workloads have been a challenge for schools, too often leading to high rates of teacher turnover. That is why it is so positive to see teachers working fewer hours now than in recent years according to the most recent working lives survey, which was published in November. There is certainly more work to do to ensure that teaching is a balanced and achievable long-term career, but positive progress is being made, as it is on retention and recruitment. However, that is probably a subject for a longer and separate Westminster Hall debate. To conclude, reducing the school week would undermine pupil learning and development, and place unnecessary strain on working families.”
“Insisting on schools being open and educating pupils five days a week should not negate the importance of testing new approaches to embedding flexible working practices for teachers. In fact, expanding and promoting flexible working opportunities in schools can help to recruit, retain and motivate teachers, as a number of Members have mentioned. There are many positive examples of schools embracing flexible working policies for teachers and the freedom that comes with that. Dixons Academies Trust offers a nine-day fortnight for all teachers without impacting pupil contact time; it achieves that through innovative methods in large group teaching and by using its senior leadership team in different ways. The results look very encouraging.”
“Meeting that expectation is essential to delivering fairness and high standards for every child. Our published guidance encourages schools to consider extending their hours beyond the minimum and focus on how that time can best support pupil development and deliver school priorities. Reducing time spent in school risks having the opposite effect. High-quality time in school is about far more than being in lessons: it is also about creating opportunities for social interaction, enrichment and personal growth. As well as supporting academic achievement, a broad and balanced education plays a vital role in supporting the mental health and wellbeing of children and young people; being in school across the working week ensures that they benefit from the full range of support that a high-quality education offers to help them thrive.”
“Evidence, including research by the Education Policy Institute published in 2024, has shown that additional time in school, when used effectively, can have a positive impact on pupil attainment, particularly for the most vulnerable. Schools need enough time to deliver the curriculum to a high standard while ensuring appropriate breaks and opportunities for wider enrichment. Shortening the school week would upset that balance, making it harder for pupils to secure the knowledge and skills they need to go on to lead rich and fulfilling lives. Compressing more hours into fewer days would squeeze out valuable time for school clubs, sport or homework. For those reasons, the Government have recently restated our commitment to all state-funded mainstream schools delivering a minimum school week of 32.5 hours.”
“The success of new freedoms and responsibilities for schools, starting with the city academies programme in the 2000s, our new-found discipline in the pursuit of evidence in the education system in England and the professional development that means we now have the most expert teaching workforce ever have all been hard fought for and are now delivering real results for children. Although I understand why a four-day school week would appeal to some, it is essential that we do not compromise the great progress that has been made over recent years by reducing the amount of time that pupils spend at school, either in total or spread over a five-day week.”
“It is a pleasure to serve under your chairship, Mrs Hobhouse. Happy new year to one and all. I congratulate the young person who started this petition for securing this debate; it is always good to see pupils actively involved in thinking about the world around them and campaigning for the change that they want to see. I started my career as a secondary school citizenship teacher, so I welcome seeing young people using the instruments of their democracy in such a way. I also thank my hon. Friend the Member for Lichfield (Dave Robertson) for opening the debate. High and rising standards are at the heart of this Government’s mission to break down barriers to opportunity at every stage. Schools in England have made excellent progress in recent years and our brilliant teachers provide high-quality education to millions of children.”
“I thank the hon. Member for South West Devon (Rebecca Smith) for securing this debate and highlighting these important issues. Having spoken to her in our first week in this place as newly elected Members of Parliament, I know she cares deeply about these issues, and I welcome her bringing them to the attention of the House in this Adjournment debate. I will open my remarks with a word of special thanks to everybody in our country who has stepped up to adopt children. It is an extraordinary act that makes a transformational difference for children and families right across this country. I recognise that self-employed adopters do not have access to statutory adoption pay. I appreciate, too, that they do not qualify for statutory maternity pay or maternity allowance.”
“I am pleased that the parental leave and pay review is looking at these issues as part of its work, and I encourage Members to engage with the review as it continues. The Department for Education’s statutory guidance is clear that where self-employed adopters do not qualify for any statutory payment, local authorities can consider making a payment that is equivalent to the maternity allowance.”