Young Carers: Educational Opportunities

13:30:00

I beg to move, That this House has considered educational opportunities for young carers. It is a pleasure to serve under your chairmanship, Ms Furniss. I am pleased to see so many hon. Members from across the House here today, and I thank them for attending. I know that some have personal stories to tell, and I look forward to hearing them. As many hon. Members will be aware, yesterday was Young Carers Action Day. We have held a number of events in Parliament with the support of the Carers Trust. This week, young carers visited No. 10 and wrote directly to the Prime Minister to ask for his support in ensuring that young carers and young adult carers are the golden thread that goes through everything his Government do. Students from Mark Hall academy in Harlow visited Parliament, and the hon. Member for Mid Sussex (Alison Bennett) and I took part in an open-top bus trip around London, which went very well until we were unfortunately attacked by hail. A recent report by the Carers Trust has identified a number of issues that young carers face in educational settings: “Caring has a significant negative impact on education…Awareness, identification and recording of young carers in educational settings is still too low…Support for young carers in education is worryingly inconsistent.” Here are a few statistics: almost half of young carers—48%—reported being bullied in the past year; more than two in five—44%—frequently struggle to study for tests or exams because of the demands of their caring situation; and almost a third of young carers are regularly late for school because of those demands. Almost one in four young carers say there is no support at all for young carers in their school, college or university.

It is estimated that there are around 2,000 young carers in Staffordshire, many of whom are hesitant to come forward for fear of disrupting their home lives. For those flying under the radar, it is even harder to get proper support. Does my hon. Friend agree that the Department for Education’s commitment to creating a more comprehensive register of young people will ensure that resources can be distributed more effectively, so that problem areas can be identified?

I thank my hon. Friend for her useful and thoughtful intervention. She is absolutely right. One of the biggest issues for young carers is identifying them. First, young carers do not recognise themselves as being young carers. Secondly, as she rightly says, some young carers are worried about coming forward, as they feel that identifying themselves as young carers would somehow make it seem as though their parents are failing them, which is absolutely not the case. I welcome the DFE’s commitment to better identifying young carers—it is great that young carers are now part of the school census—but we have to recognise that there is much more to do. In the most recent school census, 72% of schools said that they do not have any young carers, which cannot be right. Although we have made strides in this area, there is obviously much more we need to do. I look forward to the Minister’s comments on that. As many hon. Members will be aware, since I mention it in most of my speeches, I spent the first 15 years of my working life as a secondary school maths teacher, teaching in various schools across Essex and working with students aged 11 to 18 with a variety of abilities. I have recalled to the House many times one parents’ evening in which a student of mine arrived with both his parents, who were severely physically disabled. To my shame—this is something I have carried with me— I had no idea, until that point, that he and his older sister were young carers. Since then, I have worked to ensure that I am more knowledgeable about young carers and young adult carers. Before my election in July, I worked for a wonderful charity in Harlow and Essex called Action for Family Carers. It provides respite care and in-school support for children and young people who care for family members and loved ones with physical and mental disabilities. Young carers and young adult carers play a hugely important role for their families and their communities, giving to the NHS in an invaluable way. We must recognise their impact in saving money for the NHS and in helping the economy, but too often, they do not get the recognition they deserve. There is an urgent need for better identification of young carers in the education system, as many do not even realise that they are young carers until it has already impacted their lives, as my hon. Friend the Member for Stafford (Leigh Ingham) said. For them, it is just normal—caring for a family member or a loved one. I have visited several schools in my Harlow constituency that do a great job of supporting young carers, and I pay special tribute to Mark Hall academy, which allowed me to meet and talk to its young carers club. I also pay tribute to Purford Green and Holy Cross primary schools for their great work in identifying young carers, and to the many other schools across Essex where I have previously worked. Some, but not all, schools do great work to identify young carers and have a designated young carers lead. It is vital that all teachers have knowledge of young carers and young adult carers, so my first ask of the Minister is to make training on young carers a mandatory part of teacher training. It is important that schools have a designated young carers lead. Having spoken to young carers in my previous job and as chair of the all-party parliamentary group for young carers and young adult carers, I know how much anxiety is caused by having to tell at least five different teachers why they are late or have not done their homework. One young carer recently told me that he feels embarrassed to tell people, and that he has to ask peers to keep the noise down in the school library because, for him, it is the only quiet place where he can get his studies done. He does not have that option at home.

The hon. Member makes a valid and important point about schools having a young carers lead, and I am proud to say that every school in Gloucestershire has one. My constituent Christian, who I met yesterday, has been caring for his grandmother from the age of six, but it was not until he was 11 that he was identified by his school as a young carer. Does the hon. Member therefore agree that, although it is an excellent endeavour to have more leads, more still needs to be done?

As soon as the hon. Member mentioned Gloucestershire, I thought of the fantastic young carers from Gloucestershire I met yesterday. He is right that having a young carers lead is useful where a school has identified a student as a young carer, but we need to do more to identify young carers in the first place. I was previously a teacher, and teachers have a key role in identifying young carers. There is also a lack of structured support in schools, particularly during the transitions from primary to secondary or from secondary to further education. One of our young carers told the APPG about his experience of applying to university, and how the university website did not provide any case studies that were relevant to him. When we talk about transitions, we are not just talking about moving through stages of education; we are talking about how the caring role can change—often, sadly, for the worse. It is the responsibility of people in positions of authority to recognise that and to act. As a former teacher, I know only too well how easily young people can slip through the cracks. I am committed to changing that, which is why we need targeted training for educators to better identify young carers and to equip them with the tools to make their lives more manageable. Other professionals can help, too. Action for Family Carers, for example, ran a project to reach out to GPs. It seems nonsensical that when a parent visits a doctor’s surgery with an acute medical condition, the question of their children’s caring responsibility is not even broached. To support young carers, there should be a dedicated point of contact in education—a trusted person in authority who students can approach to discuss any caring responsibilities that might affect their studies. Whether it is about missing a deadline or arriving late to class, having one person to communicate with would ensure that the right people are informed and the student’s needs are met. This simple addition could make a world of difference, and there are some great examples of schools that do just that, but it is not universal. There should be mandatory training for teachers, so that they can all help with the task of identifying young carers. Finally, transition periods, especially from primary to secondary school and on to college or university, are tough enough for everyone but even more so for young carers without support. As young carers highlighted to the all-party group, the leap to university feels unattainable due to the lack of provision. We know that a number of young carers do not go to university because they are concerned about leaving those they care for behind, and when they do go, they choose universities that are close to home, which potentially limits their options. Education should provide hope and opportunity for all, regardless of background or circumstance. Resources must be in place for those facing disadvantage, ensuring that those challenges do not become insurmountable barriers. It is important that young carers have the opportunity to be children as well.

I remind Members that they should bob if they wish to be called to speak.

13:41:00

It is a pleasure to serve under your chairship, Ms Furniss. I thank my hon. Friend the Member for Harlow (Chris Vince) for raising this important issue. I know it is a passion close to his heart, and he knows it is a passion close to mine too, as a parent of a young carer—I will come to that in due course. Fewer than 1% of pupils are young carers, but it is important to remember that there will be many more we are unaware of who do not receive the support that they desperately need. Too often, the sacrifices and hard work of young carers go unnoticed and unsupported. Many children will be unaware of the burden their peers face as young carers. Many young carers will feel as if their friends are unable to relate to their home life and the extra pressures they experience outside the school gates. Again, that is something that I know, very close to home. I pay tribute to the all-party parliamentary group for young carers and young adult carers. Its inquiry in the last Parliament, whose report was published in November 2023, found that young carers are struggling to balance their education with their caring responsibilities. Young carers are at risk of poor attendance, low attainment and more challenging experiences in education settings, such as bullying or social isolation. Young carers told the inquiry that they find it challenging to ask for help with their education at home and do not want to add extra stress to their family members, who are often also undertaking caring responsibilities. There is no doubt that pupils’ school experiences, both inside and outside the classroom, are fundamental in shaping their first steps into the workplace. Evidence to the inquiry highlighted how issues with attendance, attainment and experiences in educational settings have a distinct effect on the likelihood of young carers pursuing or continuing their studies beyond 18, as my hon. Friend the Member for Harlow mentioned. It also affects young carers’ and young adult carers’ ability to enter and remain in employment, as well as their experiences in the workplace. The recent report “Caring and classes: the education gap for young carers”, published by the Carers Trust, found that almost half of young carers at secondary school in England were persistently absent in 2022-23, which means that they missed at least 10% of their education. That is equivalent to one day off school every fortnight, and because they are missing school due to their caring responsibilities, it can be difficult for teachers to recognise when a pupil is struggling and to identify the support and help they need. I therefore welcome the work of the Young Carers in Schools programme, run by the Carers Trust and the Children’s Society. The programme helps schools to support young carers by ensuring that they attend and by helping to improve their wellbeing. More importantly, the programme provides schools and teachers with a comprehensive guide to identifying young carers. As a result of the programme, 94% of the schools involved said that staff were more likely to know what to do if they identified a young carer, and 94% had a better understanding of the support required by young carers. I hope that with the combined support of teachers, schools, parents and carers, young carers will be able to reach their full educational potential, and I commend the organisations, charities and schools that support young carers throughout their childhood, both inside and outside school. I want to mention two other matters. First, I was lucky recently to attend the Bromley Rotary club’s youth awards in my neighbouring borough, which is in the constituency of my hon. Friend the Member for Beckenham and Penge (Liam Conlon). The awards recognised 36 people from 17 schools for their outstanding contributions to the community. I was hugely impressed that the majority of those young people received awards because they are young carers—they care for family members and in many cases also raise money for local charities associated with their family member’s disability. I know my hon. Friend the Member for Beckenham and Penge would welcome it if I paid tribute to those awards, which started 10 years ago with only four schools participating. They have now grown, with 20 schools participating. Lastly, closer to home, I am the parent of twins who are 11. My eldest daughter has cerebral palsy and a range of very complex disabilities. Her twin—two minutes younger—is the carer in many respects, because they have that doting twin bond. During covid they were six and their mum was undergoing chemotherapy, so it was a very intense period for my youngest daughter. Her sister needed full-time care support and no carers were allowed in the house. She dealt with that admirably. My daughter is lucky, as my hon. Friend the Member for Harlow said. We got by, and she was certainly my No. 2 during that period in keeping things going in the house. We got through it, and her secondary school, where she started last September, recognises carers—it recognises the contribution that she makes and the support that she may sometimes need. Particularly with twins, the issues become more predominant as they get older; my daughter has a sister who speaks 12 words, while she speaks about 20,000, frankly. As the gap between them gets bigger, there is still the doting bond, and the feeling of, “That is my twin, and I will be there most probably forever to support them,”—even after I’ve gone. Being a young carer is so important to her life, so I see that situation first hand. I pay tribute to my hon. Friend the Member for Harlow for his work as chair of the all-party parliamentary group for young carers, and for securing the debate. It is a subject very close to both of our hearts, as he knows. I look forward to hearing the Minister’s response.

13:47:00

It is a privilege to serve under your chairmanship, Ms Furniss. I thank my hon. Friend the Member for Harlow (Chris Vince) for securing this important debate. Yesterday, I had the opportunity to drop into his young carers event, which did an excellent job at increasing awareness. For example, it shared key findings, such as the fact that fewer than half of teachers agree that their school provides the support that young carers need. In a previous job I had in the NHS, I used to meet young carers from time to time, and they always really impressed me in how they dealt with multiple issues. I highlight the work of a great group of young carers who are part of North Ayrshire Young Carers, which is a local group in North Ayrshire that helps young carers meet each other, organise fun activities and have a break together—letting young people be young people. Services for young carers often offer a range of support for anything a young carer might need, from walking groups and group stress management to guidance on how to apply for financial support if required. The group reports that young carers say year on year that education is one of the biggest barriers that they face, and young carers feel that teachers do not understand their caring responsibilities, as we heard earlier. The Scottish Government estimated that there are at least 44,000 young carers in Scotland, and that 29,000 of them are under 16. Young carers can have a range of extra responsibilities, as we all know, whether that means giving medication, looking after their other siblings, or providing emotional and physical care for the adults. Many young carers rely on local groups such as North Ayrshire Young Carers, not only for time out and breaks but for one-to-one advice and information on how to access funding and school support. There is still so much more that can be done to support young carers in the classroom: we can help educational practitioners to identify them, and help groups of young carers to continue their education by moving into further or higher education. Many young carers report feeling stressed, lonely or tired, and they feel they are missing out on time with their friends or things at school. It is important that we do all we can here in Westminster to support young carers in education to combat that situation. I am delighted to see the debate taking place and highlighting what needs to be done to ensure that young carers get the right support as well as the educational opportunities that they deserve. I look forward to hearing other Members’ contributions.

13:50:00

It is a pleasure to serve under your chairmanship, Ms Furniss. I thank the hon. Member for Harlow (Chris Vince) for securing this important debate. It is fair to say that he has timed it well following Young Carers Action Day, which, as he mentioned, we both enjoyed yesterday, despite the hail on the open-top bus. What struck me about that trip around central London, talking to carers like Holly and Olly, is just how strong they have to be, because they have no choice. I find that humbling. Every time I talk to young carers, it is deeply humbling to realise what they are contending with at home, what they are managing to achieve at school and how they hold all that together. It is absolutely right that we should do more to try to support them and to put the framework in place, through all the arms of government, to ensure that they can achieve their potential and feel that they are not letting down their families at the same time. Something that comes through loud and clear is that sense of guilt. I was talking to Holly about deciding whether to go to university, and she felt incredibly guilty about leaving her mum and her sister, who she cares for. But she went ahead and did it. She got into Oxford, and she is in her final year studying French and linguistics. She is an incredible young woman, and I think she will go far in life. As the Liberal Democrat spokesperson for care and carers, when I speak to young carers—and old carers— I feel very fortunate indeed. It is always a privilege to hear their stories. I am always reminded about how much more there is to do to support them. They make extraordinary sacrifices for their loved ones, but, as we have heard from hon. Members, they quite often do so to the detriment of their education and their futures. In the 2022-23 school year, young carers missed an average of 23 days of school, compared with just 14 days for children without caring responsibilities. Perhaps even more concerning is that 39% of young carers in secondary school were considered persistently absent, meaning they missed at least 10% of school days. Those high levels of absenteeism are alarming, and the consequences are hugely damaging. Research shows a clear link between school absence and academic performance. Only 40% of absent pupils achieve their expected standards in reading, writing and maths at the end of key stage 2, compared with 65% of all pupils nationally. For young carers, the gap only widens as they move further through their education, and they fall further and further behind. They are 37% less likely to achieve high A-level grades and 38% less likely to obtain a university degree than their peers. If they care for a loved one for more than 35 hours a week, they are an astonishing 86% less likely to graduate from university. Although some support is available in the form of discretionary bursaries for further education, it often comes far too late down the line, when the damage has already been done. The young carers school programme, run by the Carers Trust and the Children’s Society, is an essential initiative that works to reduce barriers by training local authorities and carers’ services. That is making a difference, but I hope that most Members agree that it is not enough. Carers, teachers and local authorities all agree that support for young carers is lacking, particularly when it comes to understanding and identifying them in the first place, even before we get into looking at what their needs are. I hear time and again from carers that the lack of recognition is perhaps the most fundamental problem they face—not only recognition of them by others but realising in themselves that they count as a carer and that the support they provide is above and beyond what is normal. Too often when we talk to young carers they say, “I was just helping out my sister at school. She was having a meltdown and the teachers called me. I did not realise I was a carer.” Although the previous Government committed to developing training modules for educators to better spot young carers, charities and schools, as we all know, are stretched far too thin to ensure consistent coverage across all schools. A key theme that came up on the open-top bus tour yesterday was how different parts of the country have a very different offer for young carers. I firmly believe that young carers deserve more. No child should be forced to choose between their future and helping their family. The previous Government left young carers behind, struggling with school absences, lack of support and barriers to higher education. On top of that we layer the impacts of the pandemic, and, as the hon. Member for Bexleyheath and Crayford (Daniel Francis) said, that put extra pressure on his family. I commend him for what he has said this afternoon and for everything that he and his daughter do to help the family. We must ensure that young carers are recognised, supported and given the same opportunities as their peers. The Government have a real opportunity to do the right thing. Schools must play a more proactive role in identifying young carers, which is why I back our Liberal Democrat policy that requires every school to have an appointed, dedicated young carers lead. Meanwhile, higher education must be put within reach of young carers. To make that a reality, my Liberal Democrat colleagues and I believe we need to introduce a young carers pupil premium with targeted funding to support schools in offering academic and pastoral help for student carers. As with so many things, we must identify early and support early. This helps carers and it helps society as a whole, stopping problems before they have even begun and saving money in the process. My Liberal Democrat colleagues and I believe that young carers deserve better. With the right support, they can thrive in education, achieve their ambitions and build bright futures, all while continuing to provide the support that they need and want to provide for their loved ones. It is time to give young carers the recognition and opportunities that they deserve.

13:57:00

It is a pleasure to serve under your chairship, Ms Furniss. I pay tribute to the hon. Member for Harlow (Chris Vince) for securing the debate, for his very good speech and also for the work he has done in support of young carers over the years. It was good to hear about that. I also pay tribute to other hon. Members who have spoken today and brought a wealth of insight to our debate, particularly the hon. Member for Bexleyheath and Crayford (Daniel Francis). He and I serve on a certain Bill Committee and I feel I am getting to know his family very well. The more I hear of them, the more I like them. I pay enormous tribute to him and his family for what they do in often very difficult circumstances and I am grateful to him for what he said. I particularly pay tribute to young carers across our country. As the hon. Member for Mid Sussex (Alison Bennett) has just said, it is absolutely inspiring and humbling when we hear the testimonies of the unsung, often unacknowledged work—even by themselves, as she says—that they do. It is always great to have the opportunity to hear about them and from them. If any of the young people in the Gallery today are young carers, I pay tribute to them and thank them for what they do. I hope they feel that they are being properly acknowledged in Parliament today. As we have heard, it is not just the additional responsibility and the weight of caring for a family member or relative that is all-consuming for young people. It is the sacrifices that come with that. For young carers, it often means missing out on social plans with their friends, not being able to commit to extracurricular activities outside the school day, and too often having to miss school in order to fulfil their duty as a carer. We have heard that point made. The Carers Trust surveyed over 1,000 young carers and the results were saddening. A key finding was that almost a third of young carers reported that they always or usually struggle to balance their caring responsibilities with school, college or university work. We understand that there are 54,000 young carers in England and Wales, and their overall absence rate is 12%, compared with just 7% for pupils who are not young carers. That means that a young carer misses more than one school day per fortnight on average. This commonly leads to persistent absence: 39% of young carers were persistently absent in 2022-23, compared with 21% of those who are not young carers. That is twice as many. The impact is undeniable, not only on the educational attainment and opportunities of young carers, but on their sense of being included in the school community, which is so important. I was saddened to read in the survey that 28% of young carers report that they either never had, or did not often have, someone at school, college or university who understood that they were an unpaid carer. An even higher rate—40%—said that they never got, or did not often get, help from their school, college or university, so even when it is acknowledged that they have caring responsibilities, many of them do not feel that they get any support from their institution. As hon. Members have said, there is no doubt that more support needs to be instilled in schools, local authorities and communities. A point was made about the record of the last Government. I do not want to go too much into defensive mode, because I very much acknowledge the points made by the hon. Member for Mid Sussex—she is clearly speaking the truth on behalf of young carers, as other hon. Members have—but in government, we were determined that all young carers should receive the support they need to succeed in all stages of education. The pupil premium, which was introduced under the last Government in 2011, gave schools in England additional funding to improve outcomes for children facing disadvantages. It has supported the roll-out of support for many young carers. I take the hon. Lady’s point—she may well be right—that it would be appropriate to have a targeted pupil premium for young carers, by making them automatically eligible for the pupil premium, and I would be interested in the Minister’s view. I understand that 60% of young carers are eligible for the pupil premium at the moment—that speaks to the disadvantage that many of them face—but it might be appropriate to be more targeted and specific about their eligibility.

It struck me as the hon. Member was speaking that an advantage of the proposal is that it would incentivise schools to identify carers. One of the problems we have spoken about this afternoon is the fact that many schools say they have no young carers. Does he agree that it would provide that incentive?

The hon. Lady is absolutely right: it would be a helpful incentive to identify young carers among the school population. I will come in a moment to further support that schools need to do that work. As has been mentioned, there are bursaries, introduced by the last Government, to help with the costs of education, such as travel and books, childcare and residential costs when required. In the 2023-24 academic year, more than £160 million of bursary funding was allocated to institutions to help disadvantaged 16 to 19-year-olds with the cost of taking part in education. I recognise the hon. Lady’s point that those bursaries can come quite late in a child’s education, and that it would be good to be more proactive. It might well be that more work can be done to ensure that children and their families get the opportunity to apply for the bursaries, and to encourage schools to support them to apply earlier on, because I bet loads of families do not know that these bursary opportunities exist. Another programme introduced by the last Government, in 2014, was the Young Carers in Schools programme, which addresses the need to ensure that schools do more to identify young carers and increase their engagement in school. The programme set out 10 key steps to help schools to identify and support young carers. Each step provides key practical tools that can be adapted to support the individual school. The hon. Lady made the point that provision can be quite patchy across the country, and I dare say she is right. Again, national schemes are great, but only in so far as they are properly applied, uniformly, to the best possible standard. I hope that the Department is working on ensuring that there is greater coverage of that useful programme. The Young Carers in Schools award allows schools to gain recognition for their success in supporting young carers. I would be interested to hear from the Minister to what extent that programme has been successful. It also enables schools to share good practice. My understanding is that its impact is positive: 94% of schools said in response to a survey that their staff were more likely to know what to do if they identified a young carer and how to support them. That sounds improbably good, and it might be that that is a somewhat superficial response; nevertheless, it is encouraging to hear that schools are positive about that programme. There is also encouraging evidence about the impact on young carers themselves. On higher education, there is depressing research, cited by the hon. Member for Mid Sussex, that shows that young carers are significantly less likely to graduate than young people without caring responsibilities. I understand that the Office for Students launched an equality of opportunity risk register, which identified 12 sector-wide risks that may affect a student’s opportunity to access and succeed in higher education. It made reference to young carers in six of those key sector risks, so there is obviously recognition of the extent to which caring responsibilities can impact on one’s opportunities in higher education. More needs to be done to set out how education providers will improve equality of opportunity for students from disadvantaged backgrounds so that they succeed and progress in higher education and onwards. There is clearly more to do to ensure that all young carers get the support they need to succeed. I urge the Minister to engage with young carers—I am sure she is doing so—schools and local authorities to identify what additional support young carers need, to ensure true equality of opportunity for every pupil.

14:06:00

It is an honour and a pleasure to serve with you as Chair, Ms Furniss. I am grateful to my hon. Friend the Member for Harlow (Chris Vince) for securing this debate on such an important subject. I thank him for his continued contribution to improving the lives of young carers and for sharing his professional experience and expertise. Much as we lament that he is no longer a maths teacher, we celebrate the fact that he is here in this place putting his insight and experience to such valuable use. I thank each and every child and young person across the country who selflessly cares for members of their family. Our Government will do everything we can to ensure that you and your families have the support you need at home and in your education. We are determined, through our opportunity mission, to break the link between a child’s background and their future success. We want every child, including young carers, to be set up for the best start in life so that they succeed and thrive at school. We will tackle the disadvantage that we know persists in far too many places through excellent teaching, high standards and the generational challenge of improving school standards. We will build on the opportunities for growth that every young person should have, so that they can follow the pathway that is right for them, whether through a high-quality apprenticeship or by going to college or university. Hon. Members have rightly drawn out those points in the debate. Underpinning all that, the Government are determined to build family security and ensure that every child, whether a carer or not, has a safe and loving home. To do that, we must tackle the scar of child poverty, which impacts far too many children and young people and their families. The impact of caring on children and young people’s education, which has been rightly highlighted today, has been hidden for far too long. Too many young carers continue to be invisible to their schools and wider agencies. They fall behind their peers and fail to reach their full potential and unlock opportunities, despite improvements in the assessment of their need for support. It is unacceptable that any child or young person who selflessly dedicates themselves to supporting ill or disabled family members goes through childhood without support themselves. We must ensure that no child faces these disadvantages alone. Adding those young children to the schools census has, for the first time, shone a light on their education. It has raised awareness in schools and given us much of the evidence that we have used for this debate, but we know that not enough schools are identifying and accurately recording the information on young carers in the census, as my hon. Friend the Member for Harlow pointed out, with 72% not recording any young carers in 2024. We expect that data to improve over time, as the data collection becomes better established, but we are looking at the ways in which the data is entered and whether we can bring in technical changes to support more accurate reporting. We obviously have to do that without overly burdening schools, and we are determined to get that right. We also want to undertake further analysis of the data, and develop and publish young carers’ data on attainment measures alongside the data that we already publish on population, absence, exclusions and suspensions. We will continue to work with organisations such as the Carers Trust, which I know works directly with schools, to raise awareness of these new data requirements and maximise the impact. I agree with my hon. Friend the Member for Harlow that schools should consider how they are recognising and meeting the needs of young carers. As set out in the “Keeping children safe in education” guidance, we require designated safeguarding leads to undergo training to provide them with the knowledge and skills to carry out their roles, and that includes being alert to, and having good knowledge, understanding and awareness of the needs of young carers. On training for teachers specifically, the mandatory initial teacher training core content framework sets out the minimum entitlement of knowledge, skills and experience that all trainee teachers need in order to be in the best position to teach and support the pupils in their schools. Courses have to be designed so that trainee teachers can respond in the best way possible to the strengths and the needs of all their pupils. From September 2025, all trainee and early-career teachers will receive a training programme that is underpinned by the initial teacher training and early career framework. That will set out the core body of knowledge, skills and behaviours that defines great teaching. That includes teachers learning that pupils’ experiences at school, and their readiness to learn, can be impacted by their home and life circumstances, and it will include an awareness of young carers. We recognise that continuous improvement is important in this area, which is why we have committed to review the early-career teacher entitlement in 2027, including the content of the initial teacher training and the early career framework, to make sure that it is providing that best possible support for new teachers. As part of that, we will obviously consider the issues raised in today’s debate. Responsibility for young carers cuts across education and health into both children and adult social care. The Children Act 1989 and the Care Act 2014 place clear duties on both of those social care services to assess and support the needs of young carers. Being a young carer was identified as a factor in almost 18,000 children’s social care assessments in the year ending March 2024. The needs of those young carers and their families must therefore be fully recognised within the “Children’s social care national framework” statutory guidance on the purpose and principles of practice for social workers.

I congratulate my hon. Friend the Member for Harlow (Chris Vince) on securing this debate. The Minister is developing a really important point. When researching this topic, one of the things that terrified me was that 38% of carers report having had a mental health challenge while in an education setting. I therefore really welcome the Government’s promise to deliver a mental health professional or counsellor in every school. I just wonder whether the Minister could indicate when she thinks that might happen.

My hon. Friend is absolutely right that people with mental health issues, including young carers and indeed the family members who they are caring for, are just not getting the help, support or care that they need. We are absolutely determined to fix the broken system. We are already recruiting 8,500 more mental health workers, introducing access to specialist mental health professionals in every school, rolling out Young Futures hubs in every community, and looking to modernise the Mental Health Act 1983. We recognise that we must address the significant challenge that my hon. Friend raises, and if we are going to tackle that issue and achieve the differences that we want to see for the young carers we are talking about today, that is a good place to start. An important part of that jigsaw is our manifesto commitment to introduce a single unique identifier to improve information sharing and link multiple sets of data between Government Departments and organisations more quickly and accurately, as my hon. Friend the Member for Stafford (Leigh Ingham), who is no longer in her place, rightly referenced in her intervention. That is why the Children’s Wellbeing and Schools Bill introduces provision for that identifier in law. The Bill will pave the way for the consistent identifier to be specified and for organisations to be required to use it, and to create a clear legal basis for sharing that information where we know that it will promote the welfare, wellbeing and safeguarding of children, including young carers. We fully support the “No Wrong Doors for Young Carers” memorandum of understanding developed by the Carers Trust on behalf of the Local Government Association. It is vital that we improve joint working between adult and children’s social care services, health and other key organisations. We strongly encourage local authorities to sign up to that. For the first time, the school census data is evidencing the impact on attendance, exclusions and suspensions. We know that young carers are far more likely to be absent from school and to have higher rates of exclusion and suspension than their peers. We recognise that absence from school is almost always a symptom of wider needs within a family. It is often the best early indicator of an unmet need that is manifesting in school—or, indeed, by that child not being in school—in a family that may not be in contact with other services. Our guidance on school attendance highlights that schools should see absence as a symptom and prioritise attendance with strategies such as attainment, behaviour and support for disadvantaged pupils, including the use of the pupil premium and support for young carers. Schools should also consider whether additional support from other external partners—including the local authority; children and young people’s mental health services, which were rightly referenced; and GPs and other health services—would be appropriate and make referrals where necessary. That is of particular importance for young carers. Schools might be the first place to identify where there is a lack of needed support for a family. As other hon. Members have, I pay tribute to the contribution of my hon. Friend the Member for Bexleyheath and Crayford (Daniel Francis), who spoke very powerfully about his family’s circumstances. We have no idea what may be going on in somebody’s home or life. Where that manifests in school, it is important to have the mechanisms in place to provide extra support where it might be needed. My hon. Friend the Member for North Ayrshire and Arran (Irene Campbell) spoke powerfully about that too. There is an awful lot of agreement in the Chamber today about what we want to see. Daily attendance data collection has been established to ensure consistent recording and monitoring of pupil attendance. We need to support the identification of patterns of absence so that we can help schools and local authorities to make the appropriate interventions. We are absolutely determined to have more children in school; children cannot get an excellent education if they are not in school. Where that is because of responsibilities at home or because a child is a young carer, it is absolutely right that we use the available data to target that support effectively to ensure that every child can be in school and to unlock opportunities for them and their families. We have allocated £2.9 billion in pupil premium funding this year to improve the attainment of disadvantaged children. As has been discussed, young carer status does not attract pupil premium funding, but evidence suggests that around 60% of young carers are eligible through free school meals entitlement. The guidance to school leaders is absolutely clear, however, that pupil premium funding should not be restricted to just those who have eligibility for the funding; schools must use it to support all pupils where they identify needs. That will include young carers. Access to higher education should be based on ability and attainment, not background. Opportunity has to be available to all. We must ensure that no group is left behind; everyone should be able to fulfil their aspirations. In the summer, we will set out our plans for changes to higher education, which will include the part that we expect higher education providers to play in improving access and outcomes for all disadvantaged students. In the meantime, I welcome the development at the Universities and Colleges Admissions Service, better known as UCAS, to include young people with caring responsibilities. That inclusion, along with the school census, highlights the need for much better support for young carers. We especially want to ensure that they can make the best of their opportunities and possibilities beyond key stage 4. I thank my hon. Friend the Member for Harlow again for raising this important matter, and all hon. Members who have taken part in the debate. I also thank my hon. Friend for his many years of campaigning and work on the issue. Young carers contribute enormously to the wellbeing of their families and communities, and to society at large. That is why we are all here: they deserve to be championed and to be assured that society will reciprocate and support them in return. I acknowledge that the education system, in partnership with agencies, needs to improve to meet the developing needs of children, especially our young carers. They must be at the heart of our opportunity mission. Finally, I thank all those committed professionals and volunteers who support young carers—may they continue to do so. As a Government, we will continue to work with them to improve outcomes. To the many teaching and pastoral care staff in schools, to the early help, youth and social work professionals, to those working in local councils and in carers organisations throughout the country: I feel confident that, with your continued dedication and a Government who are committed to improving the lives of young carers, we will make strides to support this important group.

I call Chris Vince, who has two minutes to wind up the debate.

14:22:00

I thought I had two hours! I thank you, Ms Furniss, and all hon. Members who have contributed to the debate. I thank my hon. Friend the Member for Bexleyheath and Crayford (Daniel Francis) for a trademark passionate and powerful speech about his family, as well as the wider role of young carers. I thank my hon. Friend the Member for North Ayrshire and Arran (Irene Campbell) for paying tribute to the young carers services in her constituency. I thank my hon. Friends the Members for Stafford (Leigh Ingham) and for Redditch (Chris Bloore) for their contributions, and the hon. Member for Tewkesbury (Cameron Thomas) for his learned contribution as well. I thank the Lib Dem spokesperson, the hon. Member for Mid Sussex (Alison Bennett); the shadow Minister, the hon. Member for East Wiltshire (Danny Kruger); and the Minister for contributing to this important debate. I know from experience that what the Minister says is true: where there is greater poverty, there is greater need. We are seeing more and more young carers supporting a loved one with mental health issues. We need more accurate data to understand the scale of the challenge. We also need to recognise that young carers have different caring responsibilities and often care for different people. They also often have needs themselves. I welcome the Minister’s statement about making knowledge about young carers part of teacher training. When we speak to young carers, we cannot help but be struck by how thoughtful, articulate and caring they are. I apologise to anyone who had an ambition to become a tax lawyer or a bank manager, but when I speak to young adult carers about their futures, they often tell me that they want to be nurses, care assistants, doctors and teachers. I even met one yesterday who said that she wanted to be a politician. Sadly, however, we too often meet young carers who do not have any ambition, because all they can think about is caring for their loved one—that is something we need to take very seriously. I will briefly mention the young carers covenant—otherwise the Carers Trust will tell me off—which identifies some of what I have asked for today. I also emphasise the importance of recognising the difference between young carers and care leavers; it is amazing how many people do not understand that distinction. Finally, I ask every hon. Member to keep talking about young carers in Parliament. Young Carers Action Day may happen only once a year, but our young carers do this work every single day. Question put and agreed to. Resolved, That this House has considered educational opportunities for young carers.

14:25:00