Ian Sollom

IN THEIR OWN WORDS

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496 held · 484 searchable for Ian Sollom. The searchable lines are below in date order, each linked to its source. Free to read, in full, without an account. Page 6 of 10.

This is not an official version of UK Parliament proceedings. It reproduces the published record and links to it; the official version is the one UK Parliament publishes.

1. “T2. A constituent with muscular dystrophy reports facing a wait of eight to 12 months for AJM Healthcare to deliver a new wheelchair, which is far beyond the 18-week target. What steps will the Minister take with her health colleagues to address the really poor performance by AJM Healthcare nationwide, particularly its equalities implications?”

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2. “We risk having three different bodies in each area producing conflicting skills priorities with no clear co-ordination mechanism. That is a recipe for confusion, waste and ultimately a failure to address the skills shortages that our economy desperately needs to resolve. I wanted to draw a contrast, so here it is. On community assets, the Bill trusts local people and provides clear, enforceable rights. However, on skills—one of the most critical challenges facing our economy—it creates institutional complexity and lacks accountability and clear lines of responsibility. I hope the Government will go away and think again, and come back with a more coherent approach that actually delivers the local responsiveness on skills that communities and our economy so desperately need.”

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3. “It is difficult to see how democratically accountable bodies can be responsible for outcomes when they lack control over the full planning process. Furthermore, current LSIP boundaries do not align with the proposed strategic authority boundaries, and the Government’s solution appears to be to hope that it all works out in the end. The Bill provides no mechanism for resolving conflicts and no timeline for achieving the geographical coherence that effective planning requires. Possibly most troubling is the absence of any performance framework linking those different institutional layers. Strategic authorities must produce local growth plans, but there is no requirement for them to align with LSIPs or with Skills England workforce forecasting.”

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4. “The Bill devolves responsibility for adult education to strategic authorities but leaves 16-to-19 education with central Government and provides no clear role at all for universities in local economic development. This is despite the Education Secretary herself calling for universities to make a stronger contribution to economic growth through closer alignment to skills needs and economic growth plans. How can we develop coherent local skills strategies when we artificially separate the pipeline that feeds skilled employment? The funding arrangements are also concerning. Strategic authorities will hold the adult skills budgets but have only joint ownership of the LSIPs that should guide their spending priorities.”

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5. “Just as the Bill gets community empowerment right in one policy area, it misses the opportunity to do so in many others. I draw a contrast with one in particular: the skills architecture. The Bill creates new skills responsibilities for strategic authorities without clarifying how they will co-ordinate with the national role of Skills England—another new body—or the existing employer-led local skills improvement plans, or LSIPs. We have a system in which Skills England sets national priorities, LSIPs identify local employer needs and strategic authorities deliver adult education funding, but the Bill has no clear mechanisms for ensuring that those layers align or avoid costly duplication. This fragmentation is compounded by the separation of adult skills from the broader skills and education ecosystem.”

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6. “When the Government get something right, it is important to acknowledge that. The community right-to-buy provisions in the Bill represent the genuine empowerment that constituents need. I therefore acknowledge that. In my constituency, I have a village community that is desperate to buy the local pub—an asset of community value that has been up for sale for some time. They have raised the funds for the asking price and they have community support, but the owner simply refuses to sell to them. Under the current system, they have no right of purchase and no right of refusal, and although they have raised the money, more time to organise the complex legal and financial arrangement required for community ownership would have been appreciated. The new community right-to-buy provisions in the Bill are therefore welcome.”

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7. “I, too, thank the Minister for his statement, in particular the fact that IBCA will design and introduce a process for registration. Sir Brian Langstaff concluded that the current approach to compensation perpetuates harm by creating different treatment for registered and unregistered victims. Can the Minister confirm whether that includes interim payments for unregistered victims, which was another recommendation in Sir Brian Langstaff’s additional report?”

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8. “In fact, I would suggest that they work hand in hand in many ways. Many fundamental mathematical discoveries came from those who first had musical inclinations. Pythagoras identified the harmonic series through an interest in the sounds that a water-filled urn made when struck. Leibniz once stated: “Music is the pleasure the human mind experiences from counting without being aware that it is counting.””

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9. “It is a pleasure to serve under your chairmanship this afternoon, Ms Vaz. I congratulate the hon. Member for Southgate and Wood Green (Bambos Charalambous) on securing this important debate. I say that as someone who, just a few weeks ago, stood in this hall and led a debate on the contribution of maths to the UK, where I argued that investment in science, technology, engineering and maths education was crucial to the UK’s future. To some, it may seem a little odd that I am about to make the same argument for the creative arts, which sadly are often pitted against STEM, as though we must choose to side with one versus the other when devising education policy. I would argue that that is a false dichotomy. There is no reason why we cannot afford appropriate time and funding to both areas.”

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10. “Pink Floyd were wrong, because we do need education—perhaps not the restrictive, authoritarian education that they were railing against, but fair and inclusive education, of which music is absolutely part.”

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11. “It was left high and dry with a shortfall of £1 million over three years. Cutting the budget of Arts Council England is just one example of the way that the previous Government neglected the social, economic and mental health benefits that the arts can bring. I strongly urge the current Government to do better with the funding. When Pink Floyd claimed, “We don’t need no education,” they wrote a great song but were very wrong. Some suggest that they actually wrote the song about what is now Hills Road sixth form college, which serves my constituency; it is a brilliant institution with a clear track record of producing excellent musicians.”

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12. “That is part of the reason why the Liberal Democrats believe that art subjects, such as music, fine art and photography, should be included in the English baccalaureate, so that students do not have to choose between that false dichotomy of STEM and creative subjects, particularly music, and do not have to narrow down their options so early in school. The Britten Sinfonia in Cambridge is the only professional orchestra in the east of England. It has historically done some excellent outreach work at schools in the area, including at Impington Village college in my constituency, leading workshops and mentoring to improve the standard of the school’s orchestra and, in doing so, widen access. In 2023, it had its Arts Council England funding completely cut. It was not a small cut; it was totally removed.”

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13. “The Sutton Trust has found that music as a university subject has a far larger percentage of privately educated students than any other subject, with more than 50% of music students at Oxford, Cambridge and King’s College London coming from upper-middle-class backgrounds. That is not the case with STEM. Some might question why that matters, but it is a fundamental question of fairness. If children are interested in music or show talent, they should be able to pursue that just like they would in any other subject.”

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14. “Liberal Democrats have long campaigned to ensure all teachers are paid a fair wage for the work they do and are empowered to deliver high quality education to their pupils. In many previous debates on education, I and many other colleagues have made the point to the Minister that, because inequalities in the arts are not tackled at their root in schools, they continue into universities. The decline in the further study of music can therefore be seen working its way up through the education system, with several high-profile cuts to music degree programmes over the past few years, including the well-regarded department at Oxford Brookes University.”

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15. “Budget cuts have had a disproportionate impact on music and arts departments, leading to fewer resources, less specialised teaching staff and reduced opportunities for students. I have heard from one music teacher who told me of his regret about leaving his state school post for an independent one. He felt that in the state school he was not just a teacher, but a shoulder to cry on, because music sessions were sometimes the only chance for students to talk to someone one on one. However, the pay difference between an independent school and a maintained school was just too much to turn down. It is clear from this that the lack of opportunity is not only shrinking our children’s future options, but having an impact on their wellbeing.”

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16. “The Cambourne sixth form has found itself unable to offer either music or music tech A-levels, despite there being more than enough enthusiasm, at least from teachers. [ Official Report, 10 July 2025; Vol. 770, c. 10WC.] (Correction) Yearly school budgets also expose the inequalities faced across the country. To repeat some of the statistics cited by the hon. Member for Rugby (John Slinger), there was an average of £1,865 per year allocated to music departments in maintained schools and around £2,000 in academies and free schools, in 2022. That contrasts with the £10,000 spent in independent schools. For maintained schools, that is sometimes around only £1 per student each year, so the cuts really make a big difference.”

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17. “Has the Minister considered giving Ofsted the power to monitor curriculum breadth, ensuring that schools are offering a rich and diverse programme that gives equal weight to academic, creative and practical learning? In my constituency, Cambourne Village college, in particular, is an example of great music education, where students are entitled to three sessions of music a fortnight, as opposed to only once a fortnight in a carousel with other performing arts subjects, as is often the case in other schools. As such, the school’s GCSE music numbers have remained stable and healthy for many years, but real-terms per-pupil cuts have led to a narrowing of the curriculum that is felt acutely at key stage 5, where subjects attracting small numbers are not financially viable.”

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18. “Like any other subject, everyone should have fair access to participation in music education. Unfortunately, as hon. Members have observed today, music education in the UK is currently one of the poorest performing subjects for fair access and inclusion. Although music forms part of the national curriculum from key stages 1 to 3, meaning that all maintained schools must teach music from ages five to 14, a 2022 survey by the Independent Society of Musicians found that there was significant variability in the quality of teaching across the country. Whether a child is lucky enough to attend a school with good musical provision is a complete postcode lottery, and that is stifling the pipeline of future creative professionals, which will impact industries such as film, theatre, music and design.”

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19. “I could not agree more. This absolutely goes beyond the practicalities of learning an instrument or understanding music theory. It is about those soft skills that we so regularly talk about in sport, but less so in music for some reason, and that is a cultural challenge. Beyond that, music can also be hugely pleasurable as an activity that does wonders for mental health and stress relief. Certainly, I most reliably relax when I sit down in front of the piano or pick up the guitar, although I do not think the people I live with relax quite as much. Above all, music brings value to our society, and the UK’s thriving cultural sector is a national treasure. The creative industries are crucial to our economy and are worth £126 billion. Too often, they have been neglected, and they will decline without appropriate attention.”

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20. “The trial saw waiting times reduced dramatically: 95% of patients were managed safely within primary care, and it cut unnecessary referrals to secondary care to just 5%. The Liberal Democrats believe that these kinds of pilots, which invest in public health and early access to community services, reduce the spend on NHS crisis firefighting and ultimately save money in the long term. Therefore, I hope that the Government will take account of the evidence from the Allergy UK trial and look to roll that pilot out nationally in a bid to bring about positive change in schools and beyond. Surely we owe it to children, parents, carers and staff working in schools to make sure that those schools are safe places for everyone.”

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21. “Research carried out last year by the Benedict Blythe Foundation found that 70% of schools—as has been mentioned—did not have spare allergy pens, allergy trained staff or a school allergy policy. There is no current requirement for schools to provide those, even for pupils at high risk. School staff look after our children day in and day out, which is a huge responsibility on their shoulders. Expecting them to act in an emergency without the proper equipment or training is just not reasonable. Finally, I draw attention to Allergy UK’s trial, which embedded specialist allergy nurses and dietitians in primary care settings. It has been mentioned already, but with that earlier support for families and clearer clinical guidance to inform school-based care, we get safer day-to-day management for children with complex allergy needs.”

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22. “On top of that, when it came to training on administering an adrenalin pen, only 28% of teachers said that they had received training in the current academic year; 20% had received training last year; 34% said that they had received training but not in the last two academic years; and 17.5% said that they had never received any training at all. I found those figures fascinating—just the distribution and the inconsistency across that. There were also questions about broader allergy training, such as on adapting classroom practices to reduce the risk and ensuring that activities are safe but inclusive. The survey found that two thirds of respondents had never received any training on those elements.”

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23. “Although there is Department for Education guidance on school food standards and allergy guidance, there is now lots of research showing that it is not enough just to have the guidance; we really need to go further. In collaboration with the Natasha Allergy Research Foundation, the national teachers’ union, the NASUWT, surveyed nearly 2,000 teachers across the UK and revealed really concerning findings. I will go into just a few of those and I hope that Members find them interesting. Despite 95% of the teachers saying that there were pupils at their school with allergies, only 40% said that their school had an allergy policy; 46% said that they did not know whether there was a policy; and 13% said definitively that their school had no allergy policy.”

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24. “There then comes the time when children move schools, from primary to secondary, or even head off to further or higher education, which brings further stress because there is not a standardised process for reviewing or updating allergy care plans across those transitions, which can lead to gaps in provision and inconsistent safety protocols. Again, that just increases stress and anxiety all the time. We know that, in some cases, allergies can lead to severe and life-threatening reactions, so it is essential that schools have the right level of equipment to deal with those emergencies and that staff have received sufficient training. However, as many Members have observed, that is simply not happening in schools.”

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25. “Allergy UK’s research shows that 61% of children with food allergies avoid social situations, such as birthday parties, to reduce risk. When we consider that number, it is really sad to know that there are so many children missing out on playing with friends or making new ones, and just enjoying what ought to be care-free moments outside school life. Occasions such as school trips and cultural celebrations in school can lead to increased levels of stress for children, parents and carers, due to uncertainty over allergen exposure and inconsistent implementation of safety practices.”

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26. “Studies have shown that the incidence of food allergies nearly doubled between 2008 and 2018, and we can see from an increase of 161% in hospital admissions over the last two decades that the problem is getting worse. There has been some welcome progress on research into prevention, but we have to make sure that young people are safe in schools. In addition to the effect on physical health, it is also important to look at the other ways in which having an allergy affects children. It can have a huge impact on key areas of their lives, including disrupting their education and limiting their social lives. Again, I refer to the lived experience shared by the hon. Members for Clwyd East (Becky Gittins) and for Nuneaton (Jodie Gosling) of the psychological stress and anxiety from living with this.”

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27. “Sadly, there have been a number of tragic cases in the last few years, and our thoughts in this debate are surely with those families. It is important to recognise that the coroners’ reports in those cases have cited a lack of in-date adrenalin devices, inadequate training of staff and confusion about the process, with those delays ultimately resulting in deaths. It needs to be a given that parents can feel assured that their children’s school can deal with any allergy incidents, whether minor or life-threatening. It is estimated that around two children in every classroom have an allergy of some kind. Food allergies, which can be life-threatening, are particularly concerning in young children, between 5% and 8% of whom are affected, compared with 1% or 2% of adults.”

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28. “It is a pleasure to see you in the Chair, Ms Lewell. I thank the hon. Member for Redditch (Chris Bloore) for securing this debate and for his forthcoming introduction of the school allergy safety Bill to Parliament. As a parent, I understand the concerns when a child starts their school life. We hope that they settle well, are happy making friends and enjoy learning. The anxiety that comes when our children have an allergy, particularly a severe one, must be enormous. It is one that I cannot truly understand, not having experienced it, but I have been really moved by what I have heard today from Members who have. There are 680,000 pupils in England with an allergy, so there are also many more anxious parents. The hon. Member said that he would not talk about specific cases, and I will also respect that.”

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29. “Yesterday, the Secretary of State dismissed concerns about the two-tier system, but that is patently absurd. The Government are creating different levels of support for identical conditions purely based on application dates. Disabled people should not be shouldering the burden of fixing our public finances. They and the disability groups that represent them must be meaningfully consulted on any changes that will affect them. I will be voting against these changes and I urge anyone who cares about disabled people and fundamental fairness to do the same.”

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30. “Hundreds of thousands like him will still face these barriers, even after yesterday’s changes. A 23-year-old autistic person applying next year will be treated differently from one applying today—not because their needs differ, but because of political timing. If the Government now accept that changes are necessary, why are we voting before the Timms review concludes? Why implement a four-point threshold on criteria that the Government admit need to be reviewed? The Government’s approach exposes a lack of compassion. How will they encourage the back-to-work culture that I know the Secretary of State wants? Every person who might have a future lifeline taken away by these reforms is a human, but it is difficult to see that the Government are treating them that way.”

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31. “Through education, health and care plan funding, he receives a full-time education and would be supported to progress into employment by next summer. Switch Now has a brilliant record of success, and I would welcome the opportunity to talk to the Secretary of State more about its work. However, his PIP was unexpectedly cut a few months ago with little notice, from around £100 a week to just £20. With that reduction, he cannot afford to feed himself through the week, let alone afford the transport to get to his programme every day or the care that he needs elsewhere. My constituent and many others like him are doing exactly what the Government claim they want them to do: working hard, completing training and looking to the future where they can join the workforce with that support. They need that help.”

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32. “As we have heard from my Liberal Democrat colleagues, we understand that the system needs reform, and we understand concerns that the welfare bill is currently too high. However, we also understand disabled people and their carers, which is a claim the Government cannot possibly make for themselves when they have yet meaningfully to consult those whose lives will be so significantly altered by the proposed changes. The figures that many Members have mentioned help us to see the scale, but they do not tell the stories of the millions of real people whose lives will be changed by these reforms, so let me share the story of a 23-year-old autistic man on the Switch Now learning programme based in my constituency.”

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33. “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.”

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34. “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.”

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35. “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.”

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36. “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%.”

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37. “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.”

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38. “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?”

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39. “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.”

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40. “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?”

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41. “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.”

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42. “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?”

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43. “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?”

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44. “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.”

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45. “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.”

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46. “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.”

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47. “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.”

    House of Commons5 June 2025Contains Parliamentary information licensed under the Open Parliament Licence v3.0Source ↗

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48. “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.”

    House of Commons5 June 2025Contains Parliamentary information licensed under the Open Parliament Licence v3.0Source ↗

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49. “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.”

    House of Commons5 June 2025Contains Parliamentary information licensed under the Open Parliament Licence v3.0Source ↗

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50. “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.”

    House of Commons5 June 2025Contains Parliamentary information licensed under the Open Parliament Licence v3.0Source ↗

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