Georgia Gould
MP for Queen's Park and Maida Vale · Labour · United Kingdom
“The Children’s Wellbeing and Schools Act also replaces sections 10 and 11 and of the Education and Inspections Act with an amended section 10.”
“The current system means that there are real geographical discrepancies, and sometimes there is not a trust available to set something up quickly, so we want local authorities to have the flexibility to respond quickly to demands and to offer that provision where it is needed. The hon.”
“I thank Members for the range of important questions, although I think they are broader than the individual draft regulations we are discussing today. I will start with the question about special places in specialist schools and how we can ensure that there is consistency.”
“We want to have really strong standards and consistency in critically important areas. We know some of the real challenges that young people face in misinformation and the need for digital literacy in a changing world.”
“The statutory instrument makes consequential amendments arising from those provisions. The amendments, which are to both primary and secondary legislation, are necessary to ensure that references to the legislative framework for opening new schools are correct and consistent across the statute book, and to update provisions to ensure that…”
“Currently, where a new maintained school replaces an independent school, a teacher of the independent school transferring under transfer of undertakings legislation to the new school may choose to retain their existing terms and conditions or choose to opt in to the schoolteachers’ pay and conditions document.”
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“I know how hard students around the country work for their exams, and how important it is to ensure consistency and fairness. Ofqual, the qualifications regulator, secures the safe, fair and resilient delivery of qualifications by regulating awarding organisations. As Ministers, we work closely with Ofqual, when needed, to support its work.”
“I thank my hon. Friend for raising this issue; I am really sorry to hear about the uncertainty that it has caused students at West Notts college. He will understand that I cannot comment on individual cases, but I can say that Ofqual requires all awarding organisations to follow rigorous quality assurance procedures to ensure that marking is consistent and accurate. I understand that Ofqual issued enforcement action against three Pearson cases in December, resulting in a total of £2 million in fines.”
“I cannot believe that you were not at university when social media existed—you look young enough to have been around—and I am amazed that you are able to concentrate in this Chamber. In all seriousness, we take the safety of young people incredibly seriously, which is why we are implementing the Online Safety Act 2023. We want to ensure that the opportunities of the internet are available to young people, but that they are kept safe online.”
“Decisions about which GCSEs to offer are taken by independent awarding organisations, rather than central Government. My right hon. Friend the Secretary of State has written to these organisations to ask them to consider introducing a Ukrainian GCSE, and discussions are ongoing. Alongside that, we are also considering alternative ways of supporting Ukrainian language learning.”
“I am so grateful for all the brilliant educators who have worked so hard to welcome Ukrainian children to the UK, including the team at St Mary’s school. I was really pleased to hear about the positive conversations my hon. Friend has been leading, and I am grateful to him for championing this important issue. I would be delighted to meet him and educators to look at how we can support taking this forward.”
“I absolutely agree that all children should get to choose their GCSEs. I also agree about the importance of pushing forward with qualifications that support Ukrainian children, which is why my right hon. Friend the Secretary of State has written to exam boards asking them to consider this.”
“We absolutely support the development of a British Sign Language GCSE. As I have said, we also support the development of a Ukrainian GCSE. We are taking this up with exam boards, and we will continue to do so.”
“Where a council does not meet its special educational needs and disabilities duties, the Department will take action to prioritise children’s needs and support rapid improvement. The support and challenge offered are based on what works in SEND learnings and expertise from independent chairs, SEND advisers and SEND commissioners. The effectiveness of actions taken will be assessed by Ofsted monitoring inspections and robust monitoring by the Department.”
“I thank my hon. Friend for raising this issue. I have travelled around the country talking to parents and, sadly, the story he has set out in his constituency of parents having to battle for support is one we hear in too many communities. We want to ensure that the voices of children and their parents are at the heart of reform, and we want a system based on partnership and collaboration, but we know that it has to be underpinned by robust accountability. In the meantime, we will continue to work closely with Ofsted to ensure that performance is monitored and, where it drops, that we are taking action.”
“We have set out that that special school can continue. In most cases we have given local authorities a choice about whether they want to build a special school or come forward with places that would be fully funded. We can follow up with a letter, but our intention is to provide that support, which is why we have written to the right hon. Member.”
“The autumn Budget made it clear that future special educational needs and disabilities funding will be managed as part of overall Government departmental expenditure. We have subsequently set out new investment, including £3 billion for creating 50,000 new specialist places, and £200 million for SEND training for education staff.”
“We recognise that the size of deficits that councils are accruing while the statutory override is in place might not be manageable with local resources alone. We will be setting out more information in the local government settlement this year.”
“I was delighted to visit my hon. Friend’s constituency and to see some brilliant work, including a new SEND resource base that means children who would otherwise have to travel for miles are instead being educated in their community. As my hon. Friend sets out, I heard from teachers who wanted to put in more support but did not always have the tools to allow them to do so. I am delighted that we are able to invest in teacher training, which will support teachers in his constituency and across the country.”
“As I set out, we have heard that too many families across the country are having to fight for, and wait for, support. That is not acceptable, which is why we are bringing forward the investment in early intervention that we have talked about today: the £3 billion for specialist places, the £200 million for teacher training, and the Best Start hubs. But we know that more needs to be done, which is why we are having a national conversation about SEND and will be bringing forward reforms.”
“I will make sure that that oversight is corrected as soon as possible—although, I am not sure that my hon. Friend has actually invited me to Harlow yet , but I know the Prime Minister has been. My hon. Friend has written to me with stories of parents fighting the system—I have heard many like them—completely exhausted and often having to give up their jobs in order to fight for support for their children. It is just not good enough. We recognise that support needs to be available much earlier, we are investing in it, and that is the basis of the reforms that we will be bringing forward.”
“The Chancellor and the Secretary of State have been crystal clear that any remaining deficits will come from across Government. Opposition Members know that but are seeking to spread fear among parents. As we have heard across the House, there is already enough fear about the system. As I have travelled across the country, I have heard from so many families who have been failed—failed for years under the hon. Member’s Government. That is the reality. If I was them, I would come to this Chamber with an apology or with some answers, but we hear neither. We are acting. We are putting £3 billion into desperately needed specialist places. We are putting £200 million into teacher training, which is something that has been asked for across the House. We have changed Ofsted. We are putting money into early intervention for children.”
“Robust governance is crucial to achieving a strong schools system and helping every child to achieve and thrive. The Department has set out new guidance, including the academy trust handbook, setting out core expectations and providing essential support to governors, trustees and governance professionals in fulfilling their strategic and statutory roles.”
“I thank my hon. Friend and other colleagues who came to see me a few weeks ago about this issue and the impact it is having on their communities. We continue to work with the trust. The work of multi-academy trusts is crucial for children, families and school staff, and it is right that they are subject to transparent accountability. We are delivering our manifesto commitment by legislating to introduce Ofsted inspections of academy trusts and related intervention powers for the Secretary of State, which will support strong governance across the sector, ensuring that the interests of children always come first.”
“I have seen real benefits from collaboration in saving money and sharing best practice to support children in their learning. However, as I have just set out, it is crucial that there is strong accountability, and we are legislating to bring in inspections for multi-academy trusts to ensure that there is strong governance and accountability.”
“The Department for Education is currently reviewing the draft non-statutory guidance for schools and colleges on gender-questioning children, looking carefully at the consultation response. We are clear that children’s wellbeing must be at the heart of this guidance.”
“This is about the wellbeing of children and young people, and it is critical that we get it right. It is therefore important that we consider the consultation responses and evidence carefully alongside the view of stakeholders and the Cass review, in order to get the guidance right for young people.”
“This is a really serious issue that requires deep thought. We are working to ensure that we listen to the consultation and to experts to get this right for children. We make no apology for taking this decision carefully.”
“I thank my hon. Friend for her efforts in so brilliantly representing the interests of visually impaired young people and the time that she has spent with me on this important topic. I am delighted to be attending a roundtable this week that she has organised with the Royal National Institute of Blind People to hear the personal testimonies of young people. All schools have legal duties to make reasonable adjustments for disabled pupils, and special schools must ensure that they cater for those with complex needs. I am really pleased that the teacher training announcement includes support for visually impaired children.”
“We have commissioned research to strengthen the evidence base of what works to improve inclusive practice in mainstream settings, including for sensory impairment, and I look forward to discussing what more we can do together later this week.”
“Revenue funding for young people with complex SEND has increased by £1.8 billion since July 2024, bringing total high-needs funding to well over £12 billion. Will be setting out more in the schools White Paper around further funding and how that is distributed.”
“I thank my hon. Friend for our recent discussion about this issue. The £3 billion we are investing in schools is precisely for sensory rooms and other investments to make schools more accessible for young people. I would be delighted to join her on a visit.”
“The new guidance sets out inclusion for all children and the recognition of those relationships. As the hon. Member will know, that is mandatory in secondary school, and we continue to take that work forward.”
“We are committed to opening up access to school grounds and sports facilities; that is a key part of the school sport partnership work we are developing. I look forward to working with my hon. Friend to develop it.”
“It is a privilege to serve under your chairship, Ms Butler. I thank the hon. Member for Stratford-on-Avon (Manuela Perteghella) for securing a debate on this important matter. I share her commitment to investment in education; it is at the core of our opportunity mission, which is why we continue to invest in schools. We have heard from the hon. Member and others about the importance of rural schools. We recognise the essential role that rural schools play in their communities. We know that to preserve access for young children, local authorities may need to maintain more empty places in schools in rural areas than in urban areas. Small schools generally receive more funding per pupil than larger schools, in recognition of the circumstances that they face.”
“The Department has set out guidance to local authorities to support them in carefully considering whether school closure is appropriate. The local authority considers that it has followed the guidance and has actively sought to keep the school open. As the hon. Member for Stratford-on-Avon knows, the local authority has now progressed to the stage of consulting stakeholders on potential closure proposals. Local authorities must ensure sufficient school places and manage the school estate efficiently. When school capacity data shows limited capacity in the immediate area for some year groups, the local authority has confirmed that spaces are available in neighbouring areas for any displaced pupils.”
“It is known for its small class sizes and close-knit environment and offers a setting in which pupils receive individual attention. Its ethos, “responsible, respectful, ready”, reflects a commitment to nurturing well-rounded learners and positive values. We believe that decisions about school closures always need careful reflection. They affect pupils, families and communities deeply. As part of this Government’s commitment to supporting every child to achieve and thrive, we want to ensure that every child has access to high-quality education in a sustainable setting. Great Alne primary school serves children aged between four and 11. It has an operational capacity of 105 places, but currently only 21 pupils are on roll, so just 20% of the available places are being used.”
“The national funding formula accounts for the challenges faced by small schools in rural areas, both through the lump sum and through the sparsity factor. In 2025-26, primary schools eligible for sparsity funding attract up to £57,400, and all other schools eligible for sparsity funding attract up to £83,400. However, if the hon. Gentleman writes to me about the particular circumstances he raises, I will be very happy to look into them. Today’s discussion has focused on the future of Great Alne primary school, a small rural school located on the edge of Great Alne, a village in Warwickshire. As I think the hon. Member for Stratford-on-Avon pointed out, it has been at the heart of the village for over 180 years, educating generations of families.”
“This includes collaborating with academy trusts and partners to balance supply and demand in line with changing demographics.”
“As the hon. Member will be aware, local authorities have a responsibility to ensure that all children have a sufficient place. The Children’s Wellbeing and Schools Bill, which is progressing through the House of Lords, has some changes around admissions that we think will ensure that children get a place at a school that meets their needs. The Department for Education recognises the importance of supporting rural schools and the educational offer in Warwickshire. We have worked in partnership with Warwickshire local authorities since Ofsted published an inspection report of “inadequate” in January 2023. Local authorities hold the statutory place-planning function, ensuring that there are sufficient schools to meet pupil needs.”
“I also want to respond to the points that have been made about home-to-school transport. We believe that it is critical for supporting children into education. I understand that Warwickshire county council has written to the Secretary of State with proposals to ask children to walk a greater distance, and the Secretary of State has responded very strongly against those proposals.”
“I thank the hon. Member for raising that critical issue. I would be happy to raise it to ensure that the impact on school places is taken into account as part of the decision making. I thank him for championing it. We recognise these challenges. That is why we published “Running rural primary schools efficiently”, which examines how to run small rural schools effectively. Alongside it, “Opening and closing maintained schools” sets out statutory guidance for local authorities considering school closures. The guidance includes a presumption against the closure of rural schools. That does not, however, mean that a rural school will never close, but the case for closure must be strong and it must be clearly in the best interests of educational provision in the area.”
“Our priority remains ensuring that every child receives the highest-quality education, and we will continue to work closely with Warwickshire county council throughout this process to achieve that goal. I welcome the specific points that have been made, and I will follow up on everything that has been discussed today. Question put and agreed to.”
“I thank the hon. Member for raising that issue, on which we are working with colleagues in the Ministry of Housing, Communities and Local Government. If he writes to me about his specific concerns, I will make sure that they are raised as part of our ongoing work. Ministers have no direct role in the local statutory process or decision-making arrangements for changes to maintained rural schools. These decisions rest with the local authority. We understand that Warwickshire county council has begun the pre-statutory process for a potential closure by 31 August 2026, which includes full consultation with parents, staff and the wider community. This is a significant decision, and we recognise the strength of local feeling.”
“There is school-specific guidance that includes considerations for mobility-impaired people, and it makes it clear that effective management arrangements must be put in place for those needing help to escape. A well-prepared PEEP ensures that everyone understands their role, making the evacuation process efficient and effective. A number of other ideas and issues have been raised today, which I will look into further, and I am also happy to take meetings to discuss them. The Ministry of Housing, Communities and Local Government is rewriting its guidance to ensure that we continue to do all we can to protect children and young people in the event of fires.”
“It is the responsibility of those who run our schools, such as academy trusts and local authorities, to ensure that they can be safely operated and to carry out necessary maintenance, including ensuring that a fire risk assessment is undertaken and kept up to date. Since 2010, the Department’s standards require staircases to be wide enough to allow for carry-down evacuation where necessary, and from November 2021, the Department has required that all new schools with more than one storey must have an evacuation lift as standard, providing means of escape from the building for disabled people in the unlikely event of a fire. The Government have published guidance on fire safety risk assessments for organisations responsible for providing means of escape for disabled people.”
“The Department’s health and safety guidance sets out clearly what schools must do, and the Health and Safety Executive provides additional guidance on managing health and safety in schools. Additionally, as we have heard, all schools must comply with the Regulatory Reform (Fire Safety) Order 2005, which requires schools to have an up-to-date fire risk assessment, appropriate fire alarms and regular fire drills to ensure that they are as safe as possible and well prepared in the event of a fire. The Department provides comprehensive supporting guidance to schools in the “Good estate management for schools” guide, which covers all aspects of estate management, including fire safety.”
“That is why it is important the provision and use of an evacuation chair should be determined on a case-by-case basis at a local level based on the specific needs and preferences of the individual concerned. Government guidance is clear that in any school or college where a personal emergency evacuation plan of a student or member of staff requires an evacuation chair, it must be provided. Fire marshals or nominated evacuation staff and the person needing the chair must be trained in its use. Under school premises regulations, each school’s responsible body must ensure that schools are maintained so that pupils’ health, safety and welfare is ensured. The responsible body is usually an academy trust or a local authority. Schools and responsible bodies have duties as employers under health and safety legislation.”
“In most instances, training need not include the person with the PEEP, although some may wish to practice being moved in the evacuation chair. It may be appropriate for the group of people trained to operate the evacuation chair to take it in turns during the practices, so that they are ready for an incident. That will increase their confidence in using the equipment and reduce their risk of injury to others. As hon. Members may imagine, not all people with mobility impairments feel comfortable using evacuation chairs, and it is not always possible for wheelchair users to transfer into an evacuation chair or to maintain a seated position once seated in one. Almost half of schools in England are single-storey buildings, with no stairways on which to operate an evacuation chair.”
“It is important to stress that a PEEP is a personal document relating to a specific individual. The requirements and preferences of individuals may vary even when their disability is similar. While some people with mobility impairments will require the use of an evacuation chair, others would not welcome using one to escape and may prefer other options to be available. An evacuation chair looks like a deck chair with skis and wheels underneath. When placed at the top of the stairway, it slides down the stairs. Although there are wheels on the back that facilitate movement on flat surfaces, they are not suitable for long distances. An evacuation chair is operated by one or two people and it requires training and regular practice to use one safely, as we have heard from hon. Members.”
“It is designed for individuals with disabilities and other permanent or temporary conditions that might make it difficult for them to evacuate on their own. Ideally, a PEEP should be developed as part of a school enrolment or staff induction process for students or staff with disabilities or otherwise requiring assistance in an emergence evacuation situation. If students have an education, health and care plan or an individual healthcare plan, their PEEP should capture any requirements. PEEPs are developed collaboratively between the individual and relevant staff, such as managers, fire safety officers or disability advisers, to ensure the plan is effective and meets their needs. A well-prepared PEEP ensures that everyone understands their role, making the evacuation process efficient and effective.”
“A school’s fire safety risk assessment should include an emergency evacuation plan for all people likely to be in the premises, as part of its fire safety strategy. Risk assessments include disabled people or anyone needing particular consideration or help during an evacuation, for example because of temporary injuries or pregnancy. Schools and colleges have a duty under the Equality Act 2010 to make reasonable adjustments where necessary for anyone who has a disability or needs special consideration because of pregnancy or age. All students or staff who need one should have a personal emergency evacuation plan. As we have heard, a PEEP is a tailored plan to ensure someone who may need assistance in a building evacuation can safely reach a place of safety.”
“I would be happy to meet him, Lucas and Lucas’s mum to talk through this in more detail, and about some of the ideas we have discussed today. The safety of all pupils, students and staff at schools and colleges is paramount. Educational premises are workplaces and public buildings, and they are therefore already subject to national health and safety legislation, fire safety legislation and other statutory duties around their use, access and safety. Under current fire safety legislation, those who have responsibility for the building must ensure that everyone in the building can leave safely in the event of a fire. Schools and colleges need to have an up-to-date fire-risk assessment, appropriate fire alarms and regular fire drills to ensure they are as safe as possible and well prepared in the event of a fire.”
“It is a pleasure to serve under your chairmanship, Sir Alec. I am really pleased to have the opportunity to discuss fire safety and the provision of evacuation chairs in our schools and colleges. I thank the Petitions Committee for granting time for this important debate, and I join everyone across this House in congratulating Lucas on his campaign and his leadership. It is because of that leadership, and the national attention he has brought to this issue, that we are having this debate. No one listening to the poem that Lucas wrote can fail to be moved by his words. The fact that we are here discussing it shows the difference that Lucas is already making, and has made, in his own school. I listened with interest to my hon. Friend the Member for Burton and Uttoxeter (Jacob Collier), who spoke really powerfully on Lucas’s behalf.”
“With huge thanks to the work of Professor Becky Francis and the wider team, we are reforming the national curriculum to ensure that it sets up young people for success in a changing world. We are raising standards in oracy, reading, writing and maths, equipping every young person with the knowledge, skills and breadth of education they need to succeed. We will also deliver a digital national curriculum to ensure that teachers can teach a broad and rich curriculum, linking subjects and knowledge.”
“I can absolutely reassure Mr Jones that drama is included within English in the current national curriculum and is compulsory up to the age of 16. The Government plan to strengthen curriculum content for drama and English and ensure that GCSEs and arts subjects are fit for purpose. I know how much brilliant work drama teachers do, and how that supports children with self-expression and confidence, hopefully setting them up for many careers, including the one we are all here doing today.”