Ian Sollom
MP for St Neots and Mid Cambridgeshire · Liberal Democrat · United Kingdom
“The Oxford-Cambridge growth corridor is one of the Government’s flagship regional growth priorities, with a ministerial champion in Lord Vallance to ensure joined-up delivery, yet if reports that option D is being taken forward for Cambridgeshire are correct, the Government will be choosing a structure with no realistic path to viability,…”
“The functional economic geography of Cambridge extends well beyond Cambridge city and South Cambridgeshire district, as the Cambridgeshire and Peterborough independent economic review established back in 2018. The boundary drawn here does not follow the task; it follows two administrative areas.”
“I will be voting against the order today, not because I oppose growth in Cambridge or the principle of strategic intervention where it is justified—I hope the Minister appreciates that I try to engage constructively with him on growth and infrastructure in my constituency; there are lots of brilliant opportunities there and it is a great…”
“The powers and functions order, which will determine what it actually does, including any planning powers, comes later in the autumn. We are being asked to vote on an institution before we know what it will be for. That is not just a procedural quibble; it goes to the heart of whether development corporations actually work.”
“We are establishing what will be the largest urban development corporation of its type, covering an area almost double that of all 17 previous urban development corporations combined, and the specific infrastructure it will deliver has not yet even been outlined, never mind detailed.”
“The greater Cambridge area already has planning permission for 37,000 homes that have not yet been built. The evidence is clear that planning is not the barrier at that level. Water, sewerage and transport—those are the barriers, and none of them is fixed by changing who determines a 250-home planning application.”
The complete record
Every one of 453 lines we hold for Ian Sollom, in date order, each linked to its source. Free to read, in full, without an account. Page 6 of 10.
“Terrified, anxious and angry—these are the words that Citizens Advice Rural Cambridgeshire has heard most since these changes were proposed. I recently hosted an emergency forum in St Neots that brought together those on the frontline—food banks, advice bureaux, charities and social organisations—to discuss the impact of these changes, and every organisation said the same thing: the Government’s proposals, as they stood, should not go ahead. The fact that the Government reached the same conclusion just yesterday does nothing to reassure people that they know what they are doing. Their last-minute changes may protect existing claimants, but they will create a fundamentally unjust two-tier system.”
“The causes of this situation are well documented, so I will not go into them, but a combination of factors makes it inevitable that more institutions will be forced to make difficult decisions on staffing across all jobs in the sector, and the economic consequences will extend beyond the campus. As we know, universities are often the largest employers in their area, and the knock-on economic benefits of students living in the area are substantial. On the doorstep of my constituency is Cambridge University, but we also have Anglia Ruskin University, which delivered over 5,000 degree apprenticeships between 2018 and 2023, as many Members will recognise. I urge the Government to look closely at further education and higher education funding, and to lay out their plans in more detail.”
“He has said: “It seems a little counterproductive that, given the drive to reduce immigration to the UK of social care workers by 2028 and the need to train and retrain people employed in areas such as digital skills and retrofit techniques, these priorities are not aligned with a fully joined up policy regarding adult skills funding to enable the need for trained and skilled workers to be met.” The disconnect between growth ambitions and the funding reality also extends to our universities, which face huge financial pressures and, in some cases, a growing risk of insolvency. Data released recently suggests that up to 72% of higher education providers could be in deficit by 2025-26 without mitigating action.”
“The Government have invested £625 million to train 60,000 skilled construction workers, recognising that targeted skills investment drives economic growth; that logic should surely apply across all sectors facing skills shortages. We have no clarity on any improvements in post-18 adult education funding. Mark Robertson, the principal of Cambridge Regional College, which serves my constituency, has said that the cuts in the adult skills fund will mean a £1 million drop in funding for his college, which is unable to meet demand for programmes including healthcare courses, employability training and adult English and maths skills courses because of the lack of available funding. He has warned that the position will be considerably worsened for 2025-26, because the college’s adult skills funding will fall by about 20%.”
“The Government have set themselves an ambitious and welcome growth mission, with targets including an 80% employment rate and support for 65,000 additional learners a year by 2028-29. However, some of the decisions made of late somewhat undermine those objectives. Along with Liberal Democrat colleagues, I recently wrote to the Government expressing grave concern about the cuts in the adult skills fund, and the impact that they will have on the Government’s economic growth plans. In her response, the Minister for Skills assured us that adult education was very much a priority. The Government’s recent announcements about skills funding in the spending review are most welcome, but there is a troubling contradiction in committing to supporting 65,000 additional learners a year while simultaneously cutting the adult skills fund.”
“My constituent Theo, who is blind and a Braillist, has not received a single useable Braille past paper, despite being nearly a year into his A-levels, and reports that his GCSE papers last year contained so many errors that they were nearly impossible to use. Will the Minister take immediate action to ensure that exam boards fulfil their legal duty under the Equality Act 2010 to provide accessible examination materials, and urgently review Ofqual’s monitoring?”
“Secondly, given that 20% of the UK population are directly or indirectly harmed by gambling, will the Government commit to monitoring harm rates following these changes and to adjusting the regulations if harm increases? The regulations are easing controls precisely when stronger controls are needed. They prioritise industry convenience over consumer protection and take a step back from the harm reduction principles that should guide gambling policy. For those reasons, the Liberal Democrats oppose the regulations.”
“We know that there are more than 400 gambling-related suicides annually and that 340,000 problem gamblers in the UK deserve better protection than these regulations provide. The stated aim is to help land-based operators compete with online gambling companies, but I suggest that that creates a race to the bottom. Instead of relaxing physical gambling regulation to match that online excess, maybe we should look at strengthening the online space. I have two questions for the Minister. First, what specific assessment has been made of whether increasing gaming machine ratios from 2:1 to 5:1, combined with that new extended entitlement for up to 80 machines, will increase gambling-related harm?”
“It is a pleasure to serve under your chairship, Mrs Hobhouse. The regulations before us today represent a change that runs directly counter to the Liberal Democrat approach to tackling problem gambling and gambling harm. Public Health England estimates that problem gambling costs the economy £1.27 billion annually in healthcare, criminal justice and other social costs. Over 420,000 online gamblers lose at least £2,000 a year, with those losses being disproportionately concentrated in our most deprived communities. Recent NHS data shows that gambling addiction referrals to specialist clinics more than doubled last year; that is partly why the Liberal Democrats have consistently called for a public health approach to gambling harm. We know that gambling affects not just individual players but families, communities and wider society.”
“The number of health visitors in England has reached an all-time low, with just 7,000 remaining, and there is a forecast shortfall of 37,000 community nurses by 2036. The Department’s own Skills England sectoral report shows that the health and social care sectors face the highest vacancy rates, at 41%. Has there been any specific assessment of how removing level 7 apprenticeship funding for those over 21 will impact the pipeline of specialist community public health nurses into critical shortage roles, and is Skills England working with the Department of Health on NHS workforce planning?”
“Philip Augar, the chair of the previous review into post-18 education funding, stated recently in the Financial Times that “a handful” of universities are receiving “secret bailouts”. Will the Secretary of State confirm what emergency financial support the Government have already provided to struggling institutions and commit to informing Parliament of any future emergency financial support for individual institutions?”
“The Government have set out ambitious goals for growth, innovation and improved living standards. Mathematics is not just relevant to these aims; it is absolutely integral to them, as I have argued. To achieve growth, we need mathematicians, and for the UK to develop the best mathematicians, the sector needs strategy, investment and sustained attention. That is my conjecture on my imaginary blackboard. I hope I have gone some way to providing the supporting evidence for it, and I hope the Government will take up the challenge of providing the proof.”
“It would ensure that our research base remains world leading, support our universities to maintain and expand mathematics provision, and give every child the mathematical foundation they need to thrive. It would recognise that mathematical skills are not just about producing more mathematicians, though we do desperately need them, but about maintaining our competitive edge in an increasingly quantitative world. My asks have been multiple, from strengthening foundational mathematical knowledge in primary and secondary schools and widening access to mathematical sciences courses in universities to funding our research sector for the years to come. The Government must urgently examine every stage of the mathematical skills pipeline in detail and introduce a national strategy for mathematics to secure our future.”
“If the UK is to remain a world-beating hub for research, innovation and growth, we must nurture mathematical excellence right from the beginning. The skills of logical reasoning, problem solving and analytical thinking that mathematics develops are not just useful for future mathematicians, but essential for all citizens in an increasingly complex world. Mathematics is too important to be left to chance or to be treated piecemeal. We need a national strategy for mathematics with a comprehensive approach that recognises the fundamental role of mathematical thinking in everything from personal finance right through to national security, and from healthcare innovation to other areas of science. Such a strategy would co-ordinate efforts across the three areas I have outlined.”
“The current pass rate for GCSE mathematics retakes is one area of concern, with only just over 17% of nearly 200,000 post-16 entrants achieving grade 4 or above. The Maths Horizons project recently found that 82% of polled teachers think that there is too much content on the national curriculum, and that that is impeding the success of many students. It argues the national curriculum still does not appropriately prioritise “teaching for mastery” and rigour, despite the efforts of the 2014 reforms to key stage 4 mathematics. On that basis, I hope that the Government will consider taking on board the findings of that Maths Horizons project research in its curriculum and assessment review and to find ways to rebalance—not cut down—the mathematics curriculum in schools.”
“To quote the hub “quality teaching is led by expert questioning, predicting, exposing and correcting misconceptions, and designing work that challenges students so they experience success when they apply their knowledge and think mathematically.” To me and many others, that could be reframed by saying that mathematics teaching is best performed by mathematics graduates. How will the Government work with universities to ensure that strong mathematics provision continues in every region? Could the Minister outline how mathematics teachers might be prioritised in the strategy to recruit 6,500 new teachers? Beyond that, I hope that the Government will examine what is being studied, as well as schools’ capacity to deliver the education.”
“Although I understand that it makes the best of difficult circumstances, will the Minister acknowledge that that refocusing represents a significant reduction in our national commitment to mathematics education at precisely the time that we need to be expanding it? Mathematics teaching is another pressing concern and the forecast decline in undergraduate numbers that I mentioned is even more rapid at mid and lower-tariff institutions. As I have said, those are the ones where it is far more likely that their students will become teachers post-graduation. I declare an interest as a governor of the Cambridge Maths Hub, a group that fosters professional dialogue about mathematics teaching between schools in Cambridgeshire, Peterborough, Norfolk and Suffolk.”
“In response to my written question, the Minister confirmed that with reduced funding of £8.2 million for 2025-26, the programme must now focus on narrower areas: “supporting schools with low girls’ progression to level 3 mathematics”, helping “disadvantaged students” and artificial intelligence-related skills. Although those priorities are extremely important, that nevertheless represents a fundamental reduction from the comprehensive programme that, since 2009, has increased A-level mathematics entries by nearly 40,000. The programme can no longer provide the broad-based support that it once did, and with funding beyond 2026 subject to spending review, there is ongoing uncertainty about its future.”
“The Campaign for Mathematical Sciences is also working to boost uptake of university mathematics courses through its maths degrees for the future scheme, which is rewarding universities that show genuine commitment to increasing the accessibility of their mathematics courses and those that commit to equipping undergraduates with the flexibility and foundational skills to move into a wide range of future careers. There are grants of up to £500,000, but that on its own will not be enough to support the sector. I hope that the Government will show the same commitment to the future of mathematical sciences that the universities winning those grants are demonstrating. To move further back in the pipeline, to mathematics in schools, the Government have significantly scaled back the advanced mathematics support programme.”
“Cambridge maths school runs an access and application support programme that funds travel bursaries, test preparation support and interview coaching to remove barriers for disadvantaged students from across the east of England, but that support is precarious without solid Government backing. The disappearance of the pupil premium post 16, the school reports, is a significant oversight at a critical stage of education, particularly in specialist settings. On that basis, might the Government consider the merits of providing some ringfenced funding for access and outreach initiatives to recognise and protect the role of specialist post-16 institutions in driving social mobility and mathematical excellence?”
“Through nurturing ambition, particularly among students from disadvantaged or underrepresented backgrounds, they are seeing impressive results, and I would like to share some of those: students with special educational needs and disabilities at the school represent double the national proportion of A-level further mathematics students; 8% of students have an autism spectrum disorder diagnosis compared with around 1% nationally, and those students are predicted to achieve an average grade of A*; and 46% of current year 12 students are female, which is remarkable given the national underrepresentation of women in advanced mathematics. It is through not just excellent teaching that these young people are excelling, but targeted initiatives for inclusion.”
“With a sharp drop in UK mathematics undergraduate entrants expected over the next 10 years, from just under 7,100 to just over 5,600 by 2035—that is the forecast difference between 2030 and 2035—we seem to face a crisis in the mathematical pipeline, and that trend particularly affects mid and lower tariff institutions, where it is over three times more likely that students will go on to become teachers post-graduation. When universities close maths departments, we do not just lose degree places; we lose the next generation of mathematics teachers. Specialist post-16 institutions, such as the Cambridge maths school, which serves many young people in my constituency, are fighting to increase access to science, technology, engineering and maths degrees. They recognise that investment in STEM education is vital to the UK’s future workforce.”
“Rather than continuing to pull the rug from under those who are constructing the backbone of our future technologies, would the Government consider exploring a new funding settlement that better reflects the value of the mathematical sciences and what they bring to the UK? Investment in mathematical sciences to fuel the UK’s growth needs to be far longer term than simply increasing postgraduate research funding contracts in the near term. That leads me to the second strand that I want to pick up: higher and post-16 education. Ensuring the best possible mathematics education for students post 16 is crucial to strengthening the wider graduate pipeline. Boosting progression to mathematics degrees should be a key part of the Government’s growth strategy, I would suggest.”
“To name just one crucial example, computer scientists are increasingly looking to pure mathematicians to help them understand their own machine learning models. Despite the Government’s determination that AI is vital to turbocharge every mission in its plan for change, from driving down NHS waiting lists to speeding up cancer diagnoses and saving time across the civil service, there appears to be a disconnect between that ambition and the long-term investment needed in the mathematical sciences to achieve those goals. The number of UK centres for doctoral training in the mathematical sciences has fallen from 11 to five, and the latest allocation of UKRI funding represents a real-terms funding cut, which will constrain the UK’s research output.”
“To that end, in 2020 the previous Government announced a welcome additional £300 million in Engineering and Physical Sciences Research Council funding for the mathematical sciences to be deployed over five years, but only about 40% of that total was ultimately allocated. At a glance, to the casual observer, it may not be obvious what £300 million of funding for PhD and postdoctoral study in such seemingly abstract disciplines as geometry, topology, algebra, combinatorics and number theory might mean for our country, but the impact of those studies is often much more long-term than successive Governments seem to realise. Once-abstract domains often become integral to new technologies in ways that have not been predicted.”
“I acknowledge that they span multiple Governments, but cumulatively they risk creating a mathematical recession just when the global economy is becoming increasingly mathematical. My asks for our mathematical future break down into three strands: research funding, higher education and mathematics in schools. The Government have ambitious and admirable aims, but real growth is simply not possible without an adequate pipeline of mathematicians and advanced mathematical skills. Continuing to attract the extremely productive researchers who bring so much economic benefit and soft power to our country should be a national priority.”
“In their plan for change, the Government promised growth. They promised to raise living standards, revive our NHS, drive research and innovation, and deliver economic stability. Yet if mathematics underlies so much of the innovation that will be key to delivering those aims, some of the recent policy decisions represent what Marcus du Sautoy, Simonyi professor for the public understanding of science at the University of Oxford, has called a “national miscalculation”. The cuts to the advanced mathematics support programme, universities across the country shrinking and closing mathematics departments, the cancellation of the exascale supercomputer in Edinburgh and real-terms cuts to the UK Research and Innovation budget for 2025-26 are just some of the concerning decisions.”
“From Newton’s laws to Turing’s machines, from Bayes’s theorem—a personal favourite to mine—to Hawking’s insights into black holes, which are possibly a personal favourite of the Chancellor’s, British mathematicians have repeatedly changed how we understand and interact with our world. Today, that tradition continues. Our cryptographers protect national security: GCHQ remains one of the UK’s largest recruiters of pure mathematicians. Our financial modellers help manage trillions in global assets, and our data scientists are revolutionising everything from drug discovery to climate science. However, despite that remarkable heritage and current strength, we risk undermining our mathematical future through policies that, I accept, reflect difficult choices but seem to work against our mathematical advantages on the global stage.”
“Those young people clearly see mathematics as part of the future, and rightly so. Britain has always been a mathematical powerhouse. We may be small by population on the global stage, but we are mighty—particularly in our research activity. The UK is home to 4% of the world’s mathematical sciences researchers, but their output represents 14% of highly cited articles. We are a global centre of excellence for mathematical sciences research, with top-ranked universities and research institutes, and some of the fastest-growing tech companies. In fact, according to the global innovation index, the UK is home to the world’s No. 1 science and technology cluster by intensity, in relation to its size: Cambridge. It is a privilege to represent part of that cluster.”
“According to research from the Campaign for Mathematical Sciences, between 2019 and 2023 there was a 6.2% increase in the proportion of jobs requiring undergraduate-level mathematics skills across all sectors, and 94% of employers anticipate placing at least as much emphasis on these skills, if not more, when hiring in the next couple of years. Whether it is the artificial intelligence revolution that will have an impact on healthcare, the quantum computing that will transform cybersecurity or the climate models guiding our path to net zero, mathematics is not just contributing to our present economy—it is building our future. There is every reason to be optimistic about the next generation. Mathematics remains the most popular A-level subject, with over 100,000 students choosing it last year. That is more than ever before.”
“In 2023, mathematical sciences contributed £495 billion to our economy: that is 20% of the UK’s total gross value added. To put that in context, mathematical sciences contribute more to our economy than the entire manufacturing sector. That figure is almost certainly an underestimate, as it does not capture the many downstream benefits of mathematics. The algorithms and encryption that empower and enable safe access to the internet, which are so fundamental to nearly every business across the country, are all built from mathematical foundations. The impact is accelerating.”
“I have a deep affection for mathematics, and that may have led me to prepare rather more material than is customary for a Westminster Hall debate, but given the numbers in attendance I hope that Members will indulge me. There is something profoundly satisfying—to me, at least—about how mathematical problems yield to patient reasoning and how seemingly unrelated concepts can connect in unexpected ways. While my days of wrestling with differential equations are largely behind me, the habits of mind that mathematics taught me—breaking down complex problems, testing assumptions and seeking elegant solutions—remain with me in every aspect of my work, including in Parliament. There is compelling evidence for my opening conjecture.”
“I beg to move, That this House has considered the contribution of maths to the UK. It is a pleasure, as always, to serve under you in the Chair, Mr Vickers. I thank the Backbench Business Committee for granting time for this debate, the Members who put their names to the application and those present today. I look forward to hearing their contributions. A mathematician often begins with a conjecture—a statement that they believe to be true, a theory that is perhaps well informed by evidence but has yet to be widely accepted, thoroughly proven and fully implemented. If I had a blackboard, this is the theory that I would write up: that a thriving maths ecosystem is fundamental to the Government’s growth ambitions.”
“The spokesperson for the official Opposition, the hon. Member for Harborough, Oadby and Wigston (Neil O'Brien), shared possibly the most obscure mathematics joke that the House has ever heard. However, his description of Hilbert space was totally apt. I will wrap up my comments now, so as not to go on infinitely. We have had a really good debate today. It reflects the importance of mathematics to the UK, and long may that contribution continue. I am reassured by some of what the Minister said, but we will continue to scrutinise the Government’s plans as we see them being put into action. Question put and agreed to. Resolved , That this House has considered the contribution of maths to the UK.”
“I could not agree more that getting the teaching of mathematics skills into vocational training will be a much better way forward. My hon. Friend the Member for Thornbury and Yate (Claire Young) spoke eloquently about how we are bombarded with information in the modern world. Understanding numbers is critical for decision making and understanding the world around us. She also touched on dyscalculia, which requires specialist understanding in schools. I look forward to hearing more about the Government’s plans for SEND in the future. My hon. Friend the Member for Harpenden and Berkhamsted (Victoria Collins) responded for the Lib Dems today. I, too, congratulate her on being a maths champion. I was not—I never achieved that particular accolade—but I hope that we are all maths champions today.”
“I thank the Minister for the Government’s response to this debate and I also thank all the Members who contributed. The hon. Member for Harlow (Chris Vince) rightly pulled me up on engineering, which I will squeeze into the mathematical sciences, and I apologise. He also shared his love of teaching maths. It was so wonderful to hear his excitement, for example, about communicating the idea of the golden ratio, the beauty of which is everywhere to be seen. The hon. Member for Dulwich and West Norwood (Helen Hayes) touched on an aspect of financial education that I did not get to, although I would have liked to. She also spoke about those who do not achieve grade 4 and have to go through endless rounds of resits.”
“I, too, welcome the adoption of a long-standing Liberal Democrat policy and the Minister’s encouragement of other Lib Dem policies in response to my hon. Friend the Member for Twickenham (Munira Wilson). There has been some discussion about the pupil premium. This policy seems to break the link between free school meals and the pupil premium, so can the Minister explain to those 2.2 million pupils currently in receipt of the pupil premium what safeguards will be put in place to protect it?”
“For a brief period, Declan seemed to settle into his new placement, but quite quickly staff at the care home raised concerns that they could not safely care for him owing to his behaviour, which had become particularly challenging. However, attempts to find an alternative single-space home for him, which he needed, failed. There was nothing available, not a single appropriate placement, so he remained in that placement for a further 10 months, with his mental and physical health worsening. I will not describe here what life was like for Declan and his family at this time, because it is too distressing.”
“Declan’s behaviour could be challenging, and at times he would injure himself—and sometimes, latterly, staff members caring for him. That is why it is so important that he was supported by those who knew him well, and who were able to understand his behaviour and therefore provide, as best they could, for his needs. His family were unable to provide him with the care he needed in their home, and had to put their trust in the system and specialist carers to make sure that he was looked after. Sadly, their trust was broken, with the most devastating consequences. Declan was moved into his final residential home in May 2021 after the previous placement had become unable to meet his needs, although in a subsequent independent safeguarding adult review following his death, that decision was called into question.”
“I wish to draw the House’s attention to the appalling case of a young man who was very badly failed by mental health services and, indeed, tragically lost his life as a result. Today I am representing his family, my constituents Graeme, Sam and Kaitlyn, who have been campaigning to ensure that no other family has to go through the distress that they have endured and continue to endure. Declan Morrison was 26 years old when he died. He had complex needs, and required some of the most specialist care and support throughout his life. He had autism, associated severe learning disabilities, bipolar disorder and attention deficit hyperactivity disorder. He was non-verbal and required 24-hour residential care, which he had needed and received since he was 11 years old.”
“For Declan and all those with autism and learning disabilities, who deserve better from our mental health system, we must make sure that the Bill delivers the change they need—not in 10 years, but now. Their lives depend on it.”
“I note with deep concern that the Government anticipate that full implementation of the Bill could take up to 10 years, which is too long for vulnerable people to continue to be at risk. In the light of the coroner’s findings in Declan’s case, will the Government commit to prioritising the provisions relating to autistic people and those with learning disabilities, particularly the development of appropriate crisis services, as outlined in the Bill? On behalf of Graeme, Sam, Kaitlyn and all those people like Declan, I ask the Government whether they are satisfied that the provisions set out in the Bill will prevent tragedies like this one from ever happening again. If not, I urge them to make changes to ensure that it will.”
“The Bill places new duties on integrated care boards and local authorities to provide community support for people with autism and learning disabilities, but how will the Government ensure that the duties it outlines translate into sustainable services that prevent cases like Declan’s from ever happening again? Duties without resources are merely words on paper. Although it is welcome that clause 49 removes police stations and prisons as places of safety, Declan’s case shows that even designated section 136 suites can be wholly inappropriate for individuals with complex needs. How will the Government ensure that appropriate alternatives are in place before the provisions commence?”
“As Declan’s father told me, in words that I hope will be heeded, the reliance on the section 136 suite to contain autistic individuals while they are in crisis is abhorrent, and must be seen as a breach of the Human Rights Act. Declan’s sister, Kaitlyn, has called for specific crisis provisions to be funded and created for individuals with autism who need a designated place of safety when experiencing a severe mental health crisis. Such provisions would need appropriately trained and experienced staff. In fact, one was created in Cambridgeshire following Declan’s death. Sadly, the funding was pulled and it closed, but it operated at 90% capacity when it was open, showing the very real and immediate need for this kind of provision to exist permanently and across the country.”
“The Bill would limit detention for treatment under section 3 of the Act, but I must ask the Minister: would these provisions have been enough to prevent Declan’s tragedy? His case highlights the critical importance of having appropriate crisis provisions and suitable community placements available, not just in theory but in reality. The coroner’s report on Declan’s death and the independent care review found major failings in the system that was supposed to protect and care for him. He was acknowledged to have been in crisis for months. Ultimately there was, and there remains, an enormous shortage of available placements for someone with Declan’s complex needs, both in the community and within the NHS.”
“Declan was there for 10 days—10 days in an emergency suite that was entirely unsuitable for a person with his severe needs; 10 days while more than 100 places were contacted; 10 days during which not one bed in suitable accommodation could be found locally, regionally or nationally for him. Finally, he simply could not cope, and he banged his head repeatedly against a wall, inflicting a catastrophic head injury on himself. He was taken to hospital and operated on, but he died some days later in April 2022, when his family made the heart-wrenching decision to turn off his life support. It is painfully relevant that we are debating the Mental Health Bill today, because clauses 3 and 4 specifically address the detention of people with autism and learning disabilities, like Declan.”
“I entirely agree, and I will come on to make that very point. Needless to say, events took a very dark and ultimately heartbreaking turn. In March 2022, a serious incident occurred: Declan became very distressed, and assaulted some staff members. Police were called, and a number of officers assisted staff to restrain Declan. As a last resort, he was detained under section 136 of the Mental Health Act and taken to the section 136 suite at Fulbourn hospital. Some may not be aware that under the law, patients who are placed in a section 136 suite should be there for no more than 24 hours, or 36 hours in extreme circumstances.”
“Can the Minister formally address the concerns of unregistered infected people from that period from 1991 to 1996, when we know people were still being infected, and commit to urgently recognising their suffering and the urgency of their compensation claims?”
“I thank the Minister for today’s update. Although I welcome the progress that has been made on the compensation scheme, as he has highlighted, I once again have to highlight the case of my constituent who was infected with hepatitis C during a transplant operation when she was 15. She has suffered terrible physical and mental illness throughout most of her life. The fact that she was infected in 1993, after the cut-off date for the support scheme, means that she has had no formal acknowledgment of her suffering from the Infected Blood Compensation Authority, and no support payments or interim payments.”
“We would extend free school meals to all children on universal credit, relieving pressure on family budgets, and place a dedicated mental health professional in every school, recognising that wellbeing and academic achievement are inextricably linked. Pupil needs have evolved dramatically and our funding system needs to evolve with them. The time for just tinkering at the edges of the formula has passed. We need comprehensive reform that guarantees an equal base level of funding for all pupils, with appropriate additional support reflecting specific school, pupil and area needs. Our children deserve nothing less.”