Access to Sport: PE in Schools

15:35:00

I beg to move, That this House has considered access to sport and PE in schools. First, I put on record my gratitude to the Backbench Business Committee for granting time for this debate in the Chamber. I called for this debate because I made a visit to Sir Graham Balfour school in my constituency, where I met one of my young constituents, Tane. After my visit, he wrote me a letter in which he talked in detail about his worries about the impact of covid-19 on his generation. I will start by quoting him: “Exercise doesn’t just chemically make you feel good, it’s great for socialising, raising self-esteem and coping with losing. All life skills that seem a bit ‘missing’ in kids my age since lockdown.” His statement was profound in its simplicity, but it is at the heart of my argument today. Access to sport and physical education is about more than keeping children physically fit; it is about giving them skills, resilience and the confidence to navigate life’s challenges. It is about their mental health, their ability to form friendships and their capacity to overcome obstacles. It is about ensuring that no child is denied the chance to benefit from opportunities because of their background or gender, or any other barriers to opportunity that they face in life. To begin with, I want to focus on the clear and undeniable health benefits, both physical and mental, of sport and exercise. Sport England’s active lives survey of children and young people provides invaluable insight about physical activity among young people. It confirms what many of us feared: while overall activity levels have remained stable since covid-19, the long-term effects of the pandemic have cast a shadow over children’s engagement with sport, their mental wellbeing and their future relationship with physical activity. For children who enjoy sport or whose parents can support them in being physically active, things are straightforward, but for those children and young people who do not feel comfortable playing sport, do not have playgrounds to play in, or do not have the physical ability to be active easily, these things become much more challenging. For many children, especially those facing socioeconomic challenges or with limited access to recreational facilities, PE classes may be the only opportunity to engage in structured exercise. By providing structured and comprehensive PE classes, schools not only contribute to the immediate health of students, but equip them with the knowledge and skills to lead active lifestyles into adulthood. We know that access to sport does not just benefit physical health; as Tane said, it benefits our mental health, too. Engaging in regular exercise releases endorphins, our feel-good hormones that alleviate stress and anger and improve sleep quality. MPs could probably benefit from that, me included. Furthermore, participation in team sports or group activities can foster social connections, which are instrumental to wellbeing and so important in the wake of covid-19.

I congratulate my hon. Friend on securing such an important debate. She was kind enough to contribute to my debate about mental health support in education settings. She is well aware that the link between mental health and exercise is so important. Physical exercise can help people manage stress, anxiety and depression. One in five young people report having a mental health disorder or a mental health crisis, so creating and supporting a robust PE curriculum, and giving children the opportunity to take part in outside sport, is more important than ever.

I completely agree. I will come on to discuss this issue further. Individuals who are inactive are three times as likely to face moderate to severe depression than their active counterparts, and we know that regular physical activity can reduce the risk of depression by up to 30%. The benefits are even more pronounced when exercise takes place outdoors; studies indicate that immersion in nature enhances happiness, imparts a greater sense of life’s worth, and diminishes depression and anxiety. In a changing world, in which more and more children struggle with their mental health, we need to support our young people in any way we can. When it comes to accessing sport, the significant challenges that young girls face include a lack of confidence and a fear of judgment, particularly around body image. They are surrounded by social media and edited, unrealistic images of women’s bodies, which tell them that they need to be perfect to participate. This is compounded by the fact that many sports are still male dominated.

I am grateful to the hon. Lady for opening today’s debate. My constituent Olivia recently wrote to me. She and her sister play football for the Stockport County under-8s and under-9s teams, and they are showing clear talent and skill. Does the hon. Lady agree that it is really important that we support young girls to get into the habit of playing team sports? Olivia wrote to me because they are looking for support with bibs and balls, which I am working on. I am sure the hon. Lady agrees that getting young girls playing sport is a really important way of getting them in the habit of doing so for the rest of their life.

I completely agree. I am about to say a little bit about that, because equitable access to sports is so important. Before I was elected as an MP, I worked for an organisation called Plan International, which specialises in working with young people, particularly young women and girls. I was shocked to learn that, on average, two thirds of playgrounds are taken up by boys. They often play football, which means that the physical space that girls have for playing sport is significantly diminished. I was delighted to learn that four schools in my constituency signed up to take part in a girls’ “biggest ever football session”: Sir Graham Balfour, Flash Ley primary, Stafford Manor high and Church Eaton primary. Change starts at home, so I am proud to have schools in my patch that prioritise the inclusion of young women and girls in sport and football. However, despite the Lionesses’ brilliant 2022 Euros win, many girls still do not feel comfortable playing football. In 2022, the Lionesses brought football home and said that it was only the beginning. I echo their open letter to the then Prime Minister, in which they asked him to make sure that young girls have access to at least two hours of PE a week, that physical activity among young women is tracked, and that there is accountability for ensuring that takes place. The Government now have the chance to deliver on the Lionesses’ ask, which would benefit girls and young women around the country. From Sport England’s research, we know that active children are not only healthier but happier, more resilient and more confident. However, despite the overwhelming evidence supporting the benefits of physical activity, many young people are being left behind, particularly those from disadvantaged backgrounds. I spoke to representatives of Swim England, who told me that only 50% of children from the least affluent families can swim 25 metres by the time they leave primary school. By comparison, 90% of children from wealthy families can. Perhaps unsurprisingly, the impact of covid-19 on children’s relationship with physical activity has been profound. Those who were in nursery or early primary school when the pandemic struck, who are now in years 3 to 8, remain significantly less likely than their older peers to have positive attitudes towards sport and physical activity. Worryingly, happiness scores have also dropped among these age groups, as has their sense of resilience. The number of children who keep trying when things get tough is down by 6.9% for those in years 5 and 6, and down by 7% for those in years 8 and 9. In a changing world, we know how important it is that children are able to keep going when things get tough, and sport is one of the key ways that they can learn that resilience. As Tane said, where else can a child learn to pick themselves up and go again? In preparing for this debate, I wanted to ensure that the voices of children with special educational needs and disabilities were at the heart of the discussion. Walton Hall academy in my constituency is a special educational needs school, and it has told me how crucial the role of sports is in supporting its students by providing an opportunity to develop essential skills, including hand-eye co-ordination and teamwork, while fostering a sense of belonging and confidence. For many SEND young people in both mainstream and specialist schools, sport is not only an activity, but a powerful vehicle for achieving their education, health and care plan targets, such as promoting communication and building connections, which are areas that can be particularly challenging for SEND young people. However, when I spoke to the Activity Alliance and ParalympicsGB, both shared some worrying information about inclusivity of sports for SEND young people. Nationally, 15% of our young people and children have special educational needs, which is about 1.5 million people, but 75% of them are not active in school, meaning that over one in 10 of our children nationwide are not active. I fear that those numbers are due to a poor understanding of inclusion for disabled children. Furthermore, accessing sport and play outside school can be financially prohibitive for SEND families, with membership fees and specialised equipment presenting specific barriers. I have been running a campaign in my own constituency for inclusive playparks as places where children can get active for free, but that would need to be rolled out nationwide. That has significant challenges because of the differences when it comes to special educational needs and disabilities. I recently hosted a coffee morning on SEND in my constituency, and many parents told me that their experience with councils and schools was frequently adversarial and confrontational, which can exacerbate this issue. No child should be left on the sidelines, and I know how seriously the Department for Education takes its responsibility to SEND children. I strongly encourage the Government to consider adapting teacher training and education to ensure that the next generation of the teaching workforce have the skills and confidence necessary to deliver truly inclusive physical education. That could involve significant disability inclusion training, and introducing subject-specific disability inclusion training to the core content framework for PE specialists, such as special accessible lesson plans and a wide range of adaptive sport. I do not know if any Members have ever played wheelchair basketball, but it is actually the most fun, and it is incredibly competitive.

I recently played wheelchair basketball with the Harrogate Hammerheads, at the Liberal Democrat party conference, with my right hon. Friend the Member for Kingston and Surbiton (Ed Davey). It was a joyful experience, and what I learned is that it is basically impossible.

I thank the hon. Member for the intervention. I agree that it is definitely a challenge, but what I like about it is that it can provide a level playing field. A class of mainstream and SEND kids can play it together, and everyone finds it really challenging, so it is a great leveller. Moving on from SEND, the ongoing curriculum review is a rare opportunity to enhance access to PE. Sport teaches teamwork, discipline and resilience, which are essential qualities for both education and employment. Employers seek individuals who can collaborate and persevere, and sport provides such a training ground. A diverse PE curriculum, including activities beyond traditional sports such as football and rugby—no shame; they are both great sports—can engage more students. Options such as martial arts, yoga and dance could be explored to ensure that PE appeals to all. However, this is not just about access to sport; it is about the social value of sport, and the fact that it gives children and young people more time and energy to focus on other subjects and attain better results. What other subject gives kids focus like PE does? By embedding structured, high-quality PE into the school week, we would be not only improving children’s health, but giving them the tools they need to succeed in other subjects and studies. Sport also provides valuable lessons beyond the classroom, such as teamwork, resilience, discipline and leadership. Again, those are essential qualities for most careers. I make it clear that, perhaps unusually, this debate is not to ask for more money for sports, at a time when our financial situation is so tenuous. What we need are more sustainable funding frameworks for PE, and for the pupil premium and school games organisers. In 2016, school games organisers received a funding promise for each academic year of that Parliament. That was during a process of substantial change under previous Governments, Prime Ministers and Education Secretaries, but that funding commitment did give schools the ability to plan ahead, build structured sports programmes, and invest in the staff and resources necessary to make PE effective. However, in the years since, uncertainty over future funding has left many schools unable to make long-term commitments, forcing them into a cycle of short-term solutions that do not serve students or school communities well. We need assurances that funding for sport and PE will be protected and given the same security as other areas of education. Without that, we risk losing dedicated school games organisers and vital school sports programmes that have been proven to improve health and wellbeing. Can the Minister please give confirmation that funding for school games organisers will be provided for the next year, and consider the possibility of more sustainable long-term funding commitments? In conclusion, we know that sport provides a health value in improving physical health. We also know that it provides a social value, in the wellbeing of our children and adults. Finally, we know that it provides an economic value, in reducing mental health service usage, fewer GP visits and preventing illness. Altogether, that value is upwards of £100 billion each year. Sport and PE are not just about fitness; they are about the future. They are about creating a society where young people grow up healthier, happier and more equipped to navigate life’s challenges. The benefits of sport are not abstract. They are real, measurable and profoundly impactful. If we want a healthier nation, a more resilient workforce and a stronger society, then investing in access to sport and PE is not just a policy choice—it is a necessity. I urge the Government to take the issue seriously, to commit to sustainable funding and to ensure that every child, regardless of background, has the opportunity to thrive through sport. We must listen to young people like Tane, who have articulated so clearly the need for action. We must respond with real change. As Tane said when he wrote to me: “This seems like quite a simple solution to a lot of problems.”

15:51:00

I congratulate the hon. Member for Stafford (Leigh Ingham) on securing the debate. I could easily spend my whole speech talking about the challenge of increasing girls’ participation in PE and sport in schools. Despite the progress made through initiatives such as the “This Girl Can” campaign, there is still a gender gap, with only 32% of girls aged five to 15 achieving the recommended 60 minutes of physical activity each day compared to 41% of boys, according to Sport England’s “Active Lives” survey in 2023. We have come a long way since my schooldays in the ’80s, when girls over eight were not allowed to play competitive mixed football and there were no girls’ teams I could join. I have been delighted to see the great strides made in women’s football in recent years and it was a joy to join a girls’ training session at Pucklechurch primary school recently. The 20-plus girls running around on a very small pitch showed that girls really do like football. However, I want to focus today on a different area of inequality: the participation in PE of children and young people with special educational needs and disabilities. I am pleased that the hon. Lady raised this issue in her speech. Children with SEND are one and a half times more likely to be inactive compared to their peers without SEND. We know the benefits that physical activity can bring: improved mental and physical health, boosted self-esteem, and important social opportunities for SEND students. So, what are the barriers? Only 14% of PE teachers feel fully confident in adapting activities for children with SEND, according to research by the Youth Sport Trust. There is a significant gap in teacher training for inclusive sport. Schools often lack access to the necessary adaptive equipment, making it difficult for SEND students to engage in physical activity on an equal footing with their peers. Provision is inconsistent, with some schools able to offer much more well-developed programmes for SEND students than others. One consequence of that, which may surprise some, is that it can lead to increased absence for SEND students. The Youth Sport Trust has highlighted that pupils with SEND are more likely to experience disengagement in physical education, which can lead to increased school absences. A report from Scope, a leading disability charity, found that children with SEND who feel excluded from physical activity are at higher risk of developing mental health challenges, which can further exacerbate absence. A study by the National Autistic Society found that students with autism, in particular, are more likely to be absent from school when PE lessons are not adapted to their needs, with absences increasing by up to 20% for those students. To tackle that, Scope calls for more accessible PE facilities and training for teachers on how to adapt physical activity for SEND students. It emphasises the importance of inclusive support, suggesting that schools offer a broader range of activities that cater to different abilities, from wheelchair sports to multi-sensory activities. The National Autistic Society stresses the importance of clear communication, structured environments and sensory friendly approaches, while Special Olympics Great Britain highlights that a key barrier for children with SEND is the lack of mainstream sports clubs that offer inclusive programmes, urging schools and communities to create partnerships with local clubs, offering pathways to competitive sports for SEND children and fostering an inclusive and welcoming environment. On that, I would like to highlight the work of Yate Acrogymnastics centre. Contrary to the hon. Member for Stafford, I do think this will require some funding for adaptive equipment and the specialist training for staff. I will conclude by highlighting the work done by the charity Gympanzees, which is currently fundraising to open in my constituency the UK’s first fully accessible exercise, play and social centre for disabled children and young people. I had the privilege of visiting its pop-up offerings before I was an MP, where I saw for myself the fantastic holiday activities it provides with an array of specialist equipment and dedicated staff. It has had a massive impact on its users’ lives, whether that is the three-year-old laughing for the first time, the 16-year-old who had refused any form of sport at home and school but who rowed a kilometre on their rowing machine, the nine-year-old who held up his head on his own for 10 minutes for the first time, or the 57 children and young people who were able to walk for the first time, using the specialist equipment. Opening this permanent home for the charity’s activities will allow it to offer schemes not only in school holidays but year round, and would give the centre the scope to open up its facilities for other organisations to use, including schools. Gympanzees has already raised more than half of its £8 million target to fit out the facility. I have previously written to Ministers asking them to consider contributing to the funding of this centre as a pilot facility—a model that could be rolled out across other regions to help to inform provision in and provide training for our schools. I ask them to look again at the huge benefits this project could bring for children with complex needs and the potential it has to deliver access to PE for children who currently miss out.

I do want to try to get everybody in, so we will start with an immediate time limit of four minutes.

15:57:00

I thank my hon. Friend the Member for Stafford (Leigh Ingham) for securing this debate. She made some fantastic and profound points in her speech. Like the hon. Member for Thornbury and Yate (Claire Young), I will focus on disability sports. In schools across the country, three in four disabled children do not take part in PE regularly, and four in 10 confide that they would like to take part in more sport if it was offered. We should not underestimate the impact this has on these children, with disabled children already facing exclusion and 72% of them reporting feeling lonely. I know this from my own experience, Madam Deputy Speaker. I have not played sports since I was 13. I had an accident in year 8 where I shattered my hip; I did not walk for four years, and then had a hip replacement in sixth form. A challenge a lot of children who are disabled face in similar situations is that playing football and other sports is how children often build common bonds with their friends; it is what they do together and what they talk about. Being excluded from that has far wider repercussions. This has been a big priority for me in my constituency. I pay tribute today to the work of ParalympicsGB, the Youth Sport Trust and others; they really recognise this and are doing lots of important local work to improve it. We have some fantastic projects and organisations in Beckenham and Penge that are using their own initiative to increase the participation of disabled people in sport. In Crystal Palace, the National Sports Centre is undergoing a multimillion-pound refurbishment to secure its facilities for future use and, crucially, to make them accessible. I think 19 world records have been set in Crystal Palace, but wheelchair users currently cannot get to the pools and a lot of the other facilities. As Members will know, this issue is close to my heart, and I am proud that this facility in my constituency will be made fully accessible and will be one of the best facilities not just in London but across the country for disabled sport going forward. I want to put on the record my thanks to Sir Sadiq Khan, the team at the Greater London Authority, including project manager Ben Woods, and Councillors Ruth McGregor and Ryan Thomson, and to the Crystal Palace Sports Partnership, with John Powell and Fran Bernstein, who have really brought people together and made this happen. Crystal Palace football club and the charity Palace for Life Foundation do genuinely incredible work right across south London, including at the National Sports Centre, to support disabled people and others. As part of this work, the foundation hosts football sessions for those with Down’s syndrome and visual impairments, as well as powerchair football. One of the points that I often try to make to people is that, of all the protected characteristics defined by the Equality Act 2010, disability is by far the most diverse. We also talk of specific disabilities, such as autism and cerebral palsy, as having spectrums. The challenge for disabled sport is really comprehensive, but we have experts by experience—people with disabilities who understand how best to bridge that gap and make inclusion possible. It is fantastic that the Schools Minister has recognised this. I know that she has spoken about the need for increased PE in schools for disabled children. If I speak to some of the local schools in my constituency, I am told that having other facilities outside school is absolutely essential. It would be remiss of me not also to mention Kent County Cricket Club in Beckenham, which, alongside managing two disability teams, runs a regular Friday night disability cricket session in Beckenham for children and young people. It has been fantastic to see a renewed focus on access to disability sport both in Government and in my local community, especially following the Paralympics. Increasing access to PE and sport is not something that will happen if we sit back and wait for it. Inclusion is not just an absence of exclusion, and achieving equity will require an active effort from all to get involved. I again thank my hon. Friend the Member for Stafford for securing this debate.

16:01:00

I, too, thank my hon. Friend the Member for Stafford (Leigh Ingham) for leading this debate and for the way that she has set out the issues. Sport and physical education in schools is not only vital for the future of our children, but critical to the health and prosperity of our nation. As we face higher levels of childhood obesity, increasing mental health concerns, and a need to foster a healthier and more cohesive society, it is more important than ever to make physical activity a central part of the school experience. The benefits of PE and sport extend far beyond childhood. The life skills gained through physical activity, team work, leadership and communication help young people succeed in school and prepare them for their future careers. According to the Youth Sport Trust, 87% of participants in the Set for Success programme said that they know more about how their skills can help them in the future, with 96% of young people reporting an improvement in at least one of team working, communication or leadership since taking part. These skills are crucial to helping young people thrive in their careers and contribute to the future economy, aiding the Government’s mission to kickstart economic growth. I wish to take a moment to recognise the incredible work that is being done in my constituency of Mid Cheshire by organisations such as the Vale Royal School Sport Partnership and Active Cheshire. These organisations are working tirelessly to increase the opportunities for physical activity in schools and communities. Since 2006, the Vale Royal School Sport Partnership has been instrumental in bringing sport to schools across Northwich and Winsford. School sports partnerships were an early casualty of the coalition Government, with the announcement that ringfenced funding would be removed in a letter to the Youth Sport Trust from the then Secretary of State, Michael Gove, in October 2010, in direct contradiction of what the Conservatives had said when in opposition. In Northwich and Winsford, the schools got together and decided that demolishing an entire infrastructure and proven delivery system that was improving children’s lives here and now was not the way to go. So they pooled their funding and saved Vale Royal School Sport Partnership and it is still delivering for children today. Through well-organised PE programmes, inter-school competitions, and community initiatives, the partnership has helped to increase participation in sport among young people in my area. It offers resources, training and support to teachers, ensuring that every child has the chance to experience the benefits of physical activity, regardless of their background or ability. If the Minister would like to visit my constituency and see the value of the work undertaken by school sports partnerships, I am sure that they would be delighted to receive her. Similarly, Active Cheshire is dedicated to creating a culture of movement in schools and communities. By providing schools with the tools they need to integrate more sport into their daily routines, Active Cheshire helps foster environments where children feel encouraged and supported to be active. I cannot let this moment go without mentioning Northwich Rowing Club, which celebrated its 150th anniversary this month. The club has enjoyed huge success in recent years, having produced three Olympians: bronze medallist Emily Ford, and gold medallists Tom Ford and Matt Langridge. What makes me proudest to have them as representatives of my home town is the work they do with schools in partnership with Warrington Youth Rowing to open up access to the sport and break down the perception of rowing as an elitist sport. Every year they give dozens of children across our local secondary schools—all pupil premium children—the opportunity to learn to row, which they otherwise may not have had. Together, these organisations are making a real difference, providing children with the opportunity to develop lifelong healthy habits. I am conscious of time and so will conclude by highlighting a date for the diary. On 4 June I am sponsoring Youth Sport Trust’s national school sports week’s parliamentary drop-in. Montell Douglas, who represented Team GB at both the summer and winter Olympics, will be in attendance, and I hope that you, Madam Deputy Speaker, the Minister and other colleagues will come along to support this worthwhile event.

I shall certainly do my best. I call Josh Dean.

16:05:00

I thank my hon. Friend the Member for Stafford (Leigh Ingham) for securing this debate. I will say from the outset that sport and PE was not my favourite part of the school week, and in preparing for this debate many memories of running in the cold on Monday mornings came back. As I am often reminded, it was not that long ago for me. I was the boy at the back of the class, hoping that the bell would not ring, because I desperately did not want to go and do PE. Members might wonder why I have chosen to speak in this debate, and I am sure some of my PE teachers—blessed to have witnessed my sporting skill—will similarly wonder why. One of the many joys of this job is the way it helps me to see things in a new light, even in the community I know best, where I grew up and which I call home: Hertford and Stortford. I have had the privilege of visiting almost half of the roughly 50 schools in my constituency since I was elected, and at each one I have been amazed at and impressed by the quality of their sports and PE provision, the positive difference it makes for the young people and their success at it. To give some examples, it was great to hear how Herts and Essex high school’s under-14 girls team recently won silver medals after reaching the national hockey finals. Bishop’s Stortford high school pupil Luke Dunham, who is a member of Herts Phoenix Athletic Club, based in Ware, came third in the under-17 race in the inter-counties cross country championships last month. I was also privileged to visit new secondary school Avanti Grange at the end of last year. We have touched on the importance of resilience and mindfulness, and at that high school I saw one of its new yoga classes. Having those built into its curriculum and classes is a way to ensure that their young people are resilient, mindful and prepared for the challenges of school and life. I think that is fantastic. When young people find a sport that they enjoy at school, they will often progress to one of the many fantastic local sports clubs in our community, such as Hertford Town football club or the Bishop’s Stortford Community football club—to say nothing of our fantastic offering in Ware and Sawbridgeworth. Some will go even further, like premier league footballer Oliver Skipp, who, like me, went to Richard Hale school. Without digressing too far from the topic of the debate, for young people it does all start at school. Sport builds our young people’s confidence and is good for their mental health and wellbeing. According to Sport England, children who are active are happier, more resilient and more trusting of others. I would be grateful if the Minister could address two specific points regarding the provision of PE and sport in schools. First, given that the final report on the curriculum and assessment is due later this year, will she ensure that children’s mental and physical wellbeing as well as academic achievement is right at the heart of that review? Additionally, in December 2024 Sport England highlighted the impact of the pandemic on young people. Children aged seven to 13 are now less likely to have positive attitudes towards activity, and they have a lower sense of opportunity. Will the Minister set out what the Department is doing to improve and foster positive attitudes towards physical activity and exercise among young people? I mentioned at the start the many memories I have of not enjoying sports or PE at school, but it has been a privilege to see the amazing provision in my local communities and to know the confidence it is building in our young people and how good it is for their mental health and wellbeing. I want to say a huge well done, not only to the young people representing our schools and communities in competitions across the country, but to all the young people who just want to give sport a go and improve their physical and mental wellbeing—and enjoy it too.

16:09:00

I thank my hon. Friend and almost constituency neighbour the Member for Stafford (Leigh Ingham) for securing this debate on such an important topic. When we talk about access to sport and physical education in schools, it is about not just fitness and physical activity, but opportunity. It is about making sure that every student, no matter what their background, has the chance to find something in which they can excel, or at the very least that they are given the chance to try. I wish to share a personal story. When I was in school, the sports we were offered were restrictive, to put it politely—or archaic, to be a bit less generous. In autumn and winter it was football for the boys and netball for the girls. In summer it was football and cricket for the boys and rounders for the girls. Sadly, although I enjoy watching both, football and cricket were never my strong suit—and yes, I was always the last one picked for any team, as the bottom of the barrel was scraped. Because of this, I never felt that sport was something that I could excel in, or even enjoy. However, around the time I reached year 10, I had the opportunity to try sports such as badminton and volleyball—sports that suited me, that I was reasonably good at and, most importantly, that I actually enjoyed and wanted to carry on after I left school. The lesson I took away from that is that sport and PE are not one-size-fits-all. There are so many different sports, each with their own appeal, and it is crucial that children and young people have the chance to explore as wide a range as possible. According to a Youth Sport Trust report last year, 58% of girls in the UK said that they would like to have more options to choose from. Many girls are not engaged in historically male-dominated sports such as football and rugby. To address this we need two things. First, we need improved access to the alternative sports that girls are missing out on, to give them the chance to discover something they enjoy and excel in, as I did. Secondly, we need to break down the outdated gender taboos around sports. The Lionesses, the Red Roses and campaigns such as This Girl Can are smashing those taboos; I hope that will radiate through our schools so we do not leave such a huge proportion of students behind. In my constituency last month, Norton Canes primary academy and Jerome primary school in Norton Canes and the John Bamford primary school and Chancel primary school in Rugeley all took part in the biggest ever football session organised by the FA to empower girls to feel like they belong in football. As my hon. Friend the Member for Stafford said, it is great to hear about such initiatives to make sure that girls around the country have the opportunity to participate. According to another Youth Sport Trust report, children from poorer backgrounds are the least confident in being active. Only 51% of 11 to 16-year-olds in the D and E socioeconomic groups rate themselves as confident about taking part in physical activity, compared with 75% for higher socioeconomic groups. The statistics show how important fairness and equality of access are. The Government are absolutely taking the right steps, particularly with last month’s announcement of £100 million to revamp local sports facilities across the UK, breaking down barriers to opportunity and giving young people the opportunity to build vital skills and connections. My final point is about the importance of sport and PE for young people’s mental health. Because of my uselessness at football and cricket, I often found PE lessons an isolating experience, which contributed to the poor mental health that I experienced at times growing up. The macho culture around football in particular is really hard for a young gay person in school, but I believe that culture is starting to shift. Happily, I have since found hugely positive mental health benefits in sports. To make sure that children and young people in schools can reap the benefits, I hope that the recruitment and retention of teachers will be made more stable and that, through partnerships with schools, local authorities, academy trusts and the Government, we can make sure that as many PE teachers as possible are mental health first aiders and champions. They have such a pivotal role to play, which perhaps we should value more than we currently do. I am so grateful to my hon. Friend the Member for Stafford for securing this debate, because investment in sport is investment in something that will give children the confidence and mental resilience that they need to succeed both on and off the playing field.

16:13:00

I pay tribute to my hon. Friend the Member for Stafford (Leigh Ingham) for securing this important debate, which was inspired by one of her constituents. By leading the debate, my hon. Friend has shown that she puts the people of Stafford, Eccleshall and the villages at the heart of everything she does. In doing so, she is building back trust in our democracy and democratic institutions step by step. I commend her for that. It is also a privilege to speak while I have two of my favourite constituents, Aishah and Samir, up in the Public Gallery. I thank them for coming. I wish to offer some personal reflections, and I will probably echo some of the comments made by my hon. Friend the Member for Cannock Chase (Josh Newbury). As someone who lived under the long, dark, damaging shadow of Margaret Thatcher’s hated section 28 in the 1990s, school—and particularly PE—was often a violent and miserable place for a gay kid like me who could not fit in, no matter how much I tried or how much I pretended not to be who I was. Thankfully, because of the new Labour Government’s commitment to breaking down barriers to opportunity, their repeal of section 28 and the many other legislative and social changes that were delivered, education and sport in school are now far more inclusive. Sport teaches teamwork, resilience and discipline, excludes less, builds friendships, and gives children the chance to push themselves and—crucially—have fun. It is one of the simplest and most effective tools we have to improve both physical and mental health, yet while so much progress has been made to make sport inclusive, access to PE and sport in schools is far from what it should be. Over the past 10 years, we have seen a decline in the number of PE hours in secondary schools and the gap in sports provision between state and private schools has continued to widen. However, there are shining examples, especially in places like Weston-super-Mare—and the villages—that demonstrate the incredible difference that access to sport can make to children’s lives. Broadoak academy, under the leadership of its principal, Danny McGilloway, and his excellent team, has made significant strides in promoting sports for all. It celebrates its young people with an annual sports personality of the year award. One of the most exciting developments for the school and the town is the introduction of girls’ football teams in every year group for the first time this year. That is a huge milestone for the school, ensuring a level playing field across genders. It also ensures that girls can feel part of something bigger and empowering. That is the sort of structural change in schools that I really love. There is also the hard-fought-for inclusive SEND playground at Castle Batch in Worle; and I pay tribute to Councillor Catherine Gibbons for her tireless efforts to secure support for SEND kids in my patch. Those examples from my constituency show what can be achieved when there is a commitment to sport and physical activity for all. The reality is, however, that too many schools are still struggling with inadequate facilities and limited resources. I want to take a moment to recognise the incredible teachers, coaches, parents, carers and volunteers in our communities who already go above and beyond to make sport possible for young people. I know that both my sisters, their husbands and all the kids that surround my family have community sport at their heart. I love the joy and confidence that it brings to them all—I probably love it more because of the stark contrast with my experience of sport at school. Whether it is teachers staying late to run after-school clubs, grassroots football coaches giving up their weekends or parents fundraising for new kit, those are people who are making a real difference. They should not have to do it alone. We can get this right and ensure that sport and PE are available to every child, no matter where they live or their circumstances. I thank my hon. Friend the Member for Stafford again for pushing this issue not just on behalf of her constituents but on behalf of all our constituents.

16:17:00

I thank my hon. Friend the Member for Stafford (Leigh Ingham)—my right good friend—for securing the debate. It has been great to hear so many hon. Members talking about the importance of sport in our schools. I had a slightly different experience from some of my colleagues with PE in school, because I loved it; I was right up for it. I had the pleasure of playing for my school’s cricket team—once. I had the pleasure of playing for my school’s football team—once. I was a little bit better at basketball, so I got to play that twice. It turns out that there is a limit on how far enthusiasm will get you. Rugby union was my sport in school, and at the risk of the northerners’ ire, I will say that rugby union is the correct code. [Hon. Members: “Oh!”] That has not gone down well. We only ever had three fixtures when I was at school, but I absolutely loved it. I also loved going to PE lessons. My background is really academic, but I used to love that break in the school day when we got to go out and do something slightly different. It is important to recognise that. Following that, I went off to university, became a teacher and taught for almost 10 years. I hope to carry that background with me during my time in this place. We have heard a lot about the health benefits of physical activity, and I absolutely agree with those points. But I have also seen some of the transferable skills that kids I taught picked up from their PE lessons and how that can contribute to a well-rounded education. I taught physics, astronomy and a little bit of maths, mostly at key stages 4 and 5—for older secondary pupils—so my background is in an academic part of the school, but I support the debate, because, on top of all that, I ran a Friday night sports club at my school where kids could come along and play ultimate frisbee: the game I found at university where the ceiling on where enthusiasm gets you is slightly higher. In schools, too often there is a temptation to play subjects off: some are academic and some are not; some are more important and some are not. Those are binaries that I do not recognise—not personally, not from my experience and not from my experience in the classroom. As much as I support great science provision and great maths teaching, subjects such as music, art, drama and particularly PE are hugely important to every single individual in a school—not just to the kids who will go off to university or the kids who have a more vocational route, but to every single kid, because of the soft skills they pick up, such as teamwork, resilience and just being able to react to anything outside their control. Anybody who has ever tried to chase an egg around a rugby field will know: it is bouncing, you have no idea where you are going and you have to think on your feet, often while being chased by 18 stone of very rare meat. Sport pushes you out of your comfort zone to use skills that we all rely on day in, day out. In fact, I know that the skills I use in my role here come much more from some of the sport I have experienced and some of the soft skills I have developed than my university education, which I paid a lot more for. Sport in school is also an amazing way to build a community. I see that in my constituency. A couple of weeks ago, I was at the rugby watching Lichfield play Tamworth and it was really great to see some of the old boys and the gentle rivalry between the guys who went to Friary 20, 30 or 40 years ago and the guys who went to King Ed’s 30 or 40 years ago, while I was sitting in the corner from Nether Stowe. The community that they have built around there is a community of rugby players, but within that there is a gentle rivalry and it comes from that school experience. It is hard to replicate—although we also see it up the road in Chasetown football club, which is called the Scholars because it was set up by pupils from Chase Terrace high school. There are examples in everybody’s constituencies. It is really important that we keep school and PE at the heart of schools, keep PE in the classroom and keep the classroom on the field sometimes.

16:21:00

I thank my hon. Friend the Member for Stafford (Leigh Ingham) for bringing this important debate to the House. Being picked last was very much my experience of PE at school. It is interesting that the majority of people who have spoken in this debate are not very good at sport. There is a rule in the parliamentary football team that MPs have to start. I have to say that I am the footballer who has pushed that rule to its limits, leading to the question: “How quickly can we sub Chris off and bring on a better player?” Before this debate, on the suggestion of my hon. Friend for Stafford, I reached out to some of my local schools in Harlow to hear about their good practice and to find out about some of the challenges they face. People will know that Harlow has a proud history of sporting excellence. It is the childhood town of Glenn Hoddle, the birthplace of Laura Trott—not the right hon. Member for Sevenoaks (Laura Trott)—who is now Laura Kenny. I have to mention long-distance runner Michael Casey, because he is now a local journalist, and my sporting hero, the Paralympian Anne Strike MBE. Two schools were very quick to get back to me about what they are doing in Harlow. I thank Luke Hammond, the PE lead from Purford Green primary school, for his quick response and what he shared from his school and the wider Passmores Co-operative Learning Community, which is a strong advocate for physical education. He told me that they have done up to 70 events in the past year alone. They purchased and lent out bikes as part of a Bikeability programme and created their own sporting event—I believe it is called tchoukball—and a dedicated festival to support SEND students to do PE, as well as a girls-only tag rugby tournament where over 150 students participated. He particularly wanted to pay tribute not just to the staff in his school, but to the staff in primary schools and schools across Harlow who work collaboratively in coalition to support one another. My hon. Friend the Member for Mid Cheshire (Andrew Cooper) mentioned the decision by the coalition Government in 2010. I have to say that I am old enough to have been teaching at the time of that change, although I am pleased that Jerounds primary school in my constituency continues to excel in ensuring students have at least two PE lessons a week. It also invites sports- people into the school, including representatives of Essex cricket club, which we know is the best cricket team in the country—there are not enough people to boo that.

My hon. Friend makes a brilliant case for access to sport. I could challenge him on his last claim, but he is such a doughty champion for Harlow, and I thank my hon. Friend the Member for Stafford (Leigh Ingham), who brought us together for the debate. Does he agree that sometimes school sport can fall off when we talk about elitism, elite athletes, the Olympics and all that? Will he champion the Culture, Media and Sport Committee report that we are working on? We took evidence the other day. It is on community and school sport and the challenges facing sports clubs and under-represented groups. Schools are central to that, and as an ex-teacher, I know he will agree.

My hon. Friend mentioned that I was a teacher before I did—oh no, I did mention it.

You look too young!

Thank you. My hon. Friend makes an important point, and what is interesting from hon. Members’ contributions is that none of us particularly excel at sport—I certainly do not—but we have seen sometimes in later life how important participation in sport is. She is right that it is not just about elitist sport; we could talk about Harlow Parkrun where people come together as a community and take part in sport every Saturday morning. There are so many examples where sport does not need to be elitist. Of course we want people to excel at sport, and of course we want the next Laura Kenny or Glenn Hoddle, but we want people to enjoy sport: the impact it has on their mental health is huge. I thank my hon. Friend for the work she is doing on the Select Committee to champion that point, and I look forward to that being fed into the curriculum review. Increased transport costs are among the biggest challenges that teachers have raised with me. For some Harlow parents struggling financially, and low-income families, transporting their children to away fixtures is just not possible. My hon. Friend the Member for Stafford—and the other bits—mentioned the Lionesses. We have all been inspired by Lucy Bronze and others in that team, and young girls in Harlow have been inspired by them as well. However, many girls and young women in Harlow have to leave Harlow to go to Bishop’s Stortford, of all places, to access sport, so we clearly need to do more to ensure that sports facilities are readily available and close enough for everybody to go to them. As someone who is not the most sporty person in the world but appreciates the value of sport, my plea to the Government is to invest in PE in our schools, because it helps develop skills such as resilience and physical and mental health, as mentioned previously. It should not be just for elite athletes; it should be for everybody to enjoy—even slightly over-the-hill former maths teachers.

Before I call the Front Benchers, it is important to put on the record that I, too, was always picked last. I call Max Wilkinson.

16:27:00

Thank you, Madam Deputy Speaker—you would always be my first pick. [Interruption.] Sorry, that was a terrible start, wasn’t it? Let me do better. Otherwise, my jokes will end up going down like the US stock market. The hon. Member for Cannock Chase (Josh Newbury) mentioned rounders, and the hon. Member for Weston-super-Mare (Dan Aldridge) mentioned the school that I went to. That took me right back to my GCSE PE assessment, where we were told that we would do rounders because it was the easiest and we would get good grades as a result. I regret to inform the House that I got a three out of seven for rounders. I have no idea how, and that led to my failing to get a C grade at GCSE PE. [Hon. Members: “Aw!”] I know, and I became the Liberal Democrat Culture, Media and Sport spokesperson despite that failure—not that a D grade is a failure. I will get serious now. We are in the midst of a crisis of sedentary lifestyles and obesity. Almost a third of children and young people are classed as inactive. More than one in four children is either overweight or obese, and the mental health crisis among young people is widely acknowledged to be totally out of control, not least because of the subject of the previous debate on social media. These facts shame our nation and store up huge problems for our economy, our health services and individuals. That is why the debate is timely, and I commend the hon. Member for Stafford—and the villages—for securing time in the Chamber, because instilling a love of sport and exercise in young people can do so much to turn around and tackle the public health crisis, and that starts in school. For me and for many of us, my earliest memories of taking part in sport are of playing football on the primary school playground, but I know from first-hand experience what happens when schools do not have the facilities to offer proper PE lessons. When I attended Broadoak school in the constituency of the hon. Member for Weston-super-Mare, it was falling down, and we had one playing field left for the whole time we were there. We were all crammed on to it at break time. That meant we were not able to play as many fixtures as we otherwise might have done. I was too weedy for rugby, and the guy who was captaining the football team just picked his mates and did not like me, so it made little difference to my school experience, but it did have an impact on many others. It probably had an impact on what else went on at the school, which struggled with a difficult catchment area. Although I rarely took to the field for my school teams, I did achieve something brilliant in the fourth division of the Cardiff University intramural games: I scored from the halfway line against the Japanese society—a moment I will never forget, nor will anyone else who was on the pitch that day. On a more serious note, 42,000 hours of physical education have been lost from the curriculum in the last decade. That is a travesty. State secondary schools in England taught 284,000 hours of PE in 2021, down 13% from 2011. I have many high-performing independent schools in my constituency and many good state schools, but the difference in provision between the independent and state sectors is marked. We need to ensure that the state sector is providing the very best for children. The proportion of pupils in years 7 and 8 who can swim the standard 25 metres has fallen in the last eight years, with disparities evident among demographic groups, giving rise to concerns about equality. That is not surprising, because 217 school pools have been lost over the last 15 years. Swim England says that the Department for Education cannot even provide statistics due to the number of schools not properly reporting swimming lessons. Sport England suggests putting PE at the heart of the curriculum by protecting time for it and subjecting it to suitable rigour. It suggests a really important change from traditional school approaches—that we reimagine the PE curriculum, so that it is based on enjoyment and meaning, rather than forcing people to go into a scrum and run into each other on the pitch. That is wise, because not everyone is into that kind of sport; they might be into yoga, dance or something else. Let us be expansive about this. Enjoyment is the single biggest factor that drives up the number of minutes that children spend playing sport. The Lawn Tennis Association is among the bodies calling for us to enact the chief medical officer’s recommendation for one hour of sport and physical activity to be delivered inside and outside school every single day. To do its bit, the LTA is offering free teacher training and a grant for equipment. It is also asking for clarity about the future funding of the park tennis project, and I hope the Minister can provide that clarity or take the matter up with her colleagues. The medical experts and sports organisations know what is screamingly obvious to everyone else: sport and physical activity is the silver bullet for solving our public health crisis. If we can get it right by instilling healthy habits among people at an early age, and then providing them with opportunities through their life, much of the rest of the challenge we have in the NHS will fall into place. It is not fashionable to say that, because we are supposed to just stand up and shout, “Save the NHS!” but I think we in this place all know that it is much more complex than that. Facilities are core to the challenge. In my constituency, I am supporting Pittville school’s efforts to upgrade its badly outdated sports hall. When the kids play badminton, the shuttlecock hits the ceiling. The school has been waiting for ages to get its application through the planning system. One of the local councils has, remarkably, raised an objection on conservation and heritage grounds. I hope Ministers agree that the planning system should be making it easier for schools to build more sports facilities, not getting in the way. I hope Ministers will also consider designating sports halls and swimming pools as critical health infrastructure. That is a really important idea for Ministers to take forward, because in these straitened times, it costs the taxpayer nothing to do that. In February 2013—so long ago that I had a full head of hair—Ofsted published a report recommending that schools spend at least two hours a week on PE. All these years on, there is still no requirement for schools to provide those two hours. We want to ensure that every child has access to high-quality PE, as well as extracurricular sports activities. That would ensure that all children had access to some form of physical education, which is not always the case. We need to restore those two hours. Can the Minister confirm that the Government are considering that? School also serves as an important gateway to sports clubs. The Sport and Recreation Alliance is calling for better links between schools and sports clubs—something the Liberal Democrats passed a policy on as long ago as 2004. Is that one simple change part of the Government’s agenda? We all know that the Government are dealing with tight finances, but it is important to note that every pound invested in sport is likely to generate a return on our investment of more than £4. I cannot think of a better investment for this nation to make. We in this place often talk about the pressures on the NHS, and about making a proper effort to ensure that children benefit from a love of sport and activity. If we can marry those two up, we will ensure that many children who are growing up to be obese, unhealthy, and depressed are saved from that fate. If we fail to get this right, Members from across the Chamber can carry on saying “save the NHS” and complaining about waiting times as much as we like, but it will not make a difference. All we will ever be doing is dealing with an epidemic of chronic physical inactivity, and mental illnesses caused by inactivity. We will be denying generations to come a love of sport and physical activity, which would be a dereliction of duty on the part of us all.

I call the shadow Minister.

16:35:00

I am grateful for the opportunity to respond to today’s important debate on access to sport and physical education in schools. I thank the hon. Member for Stafford (Leigh Ingham) for securing this debate, and all hon. Members here for speaking about this vital issue, which cuts across our approach to education, health, mental wellbeing and social mobility. At its heart, physical education is about giving every child, regardless of background, the chance to lead a healthy, active life, while learning important life skills such as teamwork, resilience, perseverance and respect for others. Sport is about so much more than just being healthy. It creates opportunity and can transform lives. Indeed, many of our country’s most famous sporting heroes began their athletic journey while still at school. Olympic champion Dame Jessica Ennis-Hill wrote about the positive impact that sport had on her: “Playing sport as a child helped me enormously. I met lots of different people, both teammates and competitors and faced new challenges. The camaraderie and support that you get from sport massively helped build my confidence and my ability to overcome setbacks and defeats both on and off the track.” It is precisely because sport has the power to do so much good that Conservative Members worked so hard to make real, measurable progress on improving access to sport and PE in our schools when we were in government. Let me start with what we did. The last Conservative Government took a clear stand in favour of equal access to sport for all children, girls and boys alike. In March 2024, the Department for Education published new guidance for schools, making it clear that boys and girls must be offered the same sports, both during curriculum PE and in extra-curricular activities. For too long, some pupils have missed out because of outdated or inflexible provision, and that is no longer acceptable. Our new standards ensure that opportunity in school sport is not determined by sex; it is driven by fairness, aspiration, and choice. That guidance followed the success of the Football Association’s #LetGirlsPlay campaign, which aimed to change perceptions and ensure that girls got the chance to play football as part of the school curriculum, as well as at break time, after school, and at local clubs. It has proved very successful; much larger numbers of girls are playing football, inspired by our amazing Lionesses, following their success at the Euro 2022 tournament. But that is not all we did. Our 2023 school sport and activity action plan set out the clear expectation that schools would provide a minimum of two hours of PE per week. We took that step because we know that exercise is not a luxury or an optional extra. It is fundamental to children’s physical health, mental wellbeing, and ability to focus and succeed in the classroom. In addition to considering what happens during school hours, we took decisive action to boost participation across the country. In August 2023, we launched our Get Active strategy, which provided for a new national taskforce, including Government officials, education experts and former sports professionals. The taskforce was given the bold mission of getting 2.5 million more adults and 1 million more children physically active by 2030. Those serious ambitions were backed by serious actions, and they reflected a long-term strategic commitment from the last Conservative Government to increasing participation, promoting inclusion, and tackling the root causes of inactivity. I do not pretend for one moment that the job is done. There is more to do, but I am proud of our record in this field. However, I regret to say that there has been fallout from this Government’s Budget. We are seeing evidence that the decision to end business rates relief for independent schools is having damaging consequences. Some such schools now question whether they can continue to operate community sports facilities, including school playing fields. Lest we forget, those facilities are used not just by the schools, but by local primary schools, community groups, youth sports teams and families. I see the benefits of that on my doorstep. Many children in my constituency attending local primary schools are learning to swim and getting the benefit of other sports facilities at their local independent school. If this policy ends up forcing the sale or closure of those facilities, it will only have succeeded in reducing access to sports for the very communities who most need it. I am disappointed that the Government have chosen to scrap the opening school facilities fund, a programme designed to keep school sports halls and playing fields open over the holidays and outside school hours. That fund enabled schools to support healthy, active lifestyles all year round, not just during term time. In addition, will the Minister end the uncertainty and finally confirm the Government’s plans for the School Games network, which is set to end this year? The network supports 2.2 million participation opportunities for children and is hugely valuable. Will she confirm that that has not been scrapped as well? I want to take a moment to recognise the importance of access to sport for disabled young people, as powerfully set out by the hon. Members for Beckenham and Penge (Liam Conlon) and for Thornbury and Yate (Claire Young). It is vital that barriers to inclusion are removed, so that disabled young people can benefit in the same way as all other children in school. I cannot speak about the importance of sport without touching on the subject of sex. The concerning trend of gender ideology threatens to undermine efforts to promote sport among young women and girls. Let me be clear: it is bodies that play sport, not feelings. In women and girls’ sports, participants must be separated by sex, not only for safety reasons but for fundamental fairness. Former Olympic swimmer Sharron Davies MBE has been warning about the negative impact of this issue on women’s sport for many years, and it is important that she and other advocates for women are listened to. I urge the Minister to ensure that, as soon as possible, we finalise and issue the draft guidance for schools and colleges on gender-questioning children, which was prepared under the last Conservative Government, and which makes it clear that sports participants should be split by sex. Until we act to address the rise in environments where young female athletes feel unsafe or simply cannot ever win, how can we feign surprise when girls are less inclined to participate in sports? The Conservatives believe that access to sport and PE is a fundamental part of good education for boys and girls. We believe that children should be given the tools to live healthy, active lives, and that sport builds confidence, resilience and teamworking skills, not just health and fitness. Those are beliefs that we put into practice in Government, through new equality standards, mandated PE entitlement and a joined-up national strategy, and by allocating funds to widen access to facilities. That is how we build a healthier, fairer and more active future for every child in this country. I look forward to hearing from the Minister about how the Government will seek to ensure access to sport, and to her responses to all the excellent questions asked by Members, including mine.

16:42:00

I congratulate my hon. Friend the Member for Stafford (Leigh Ingham), who represents Stafford, Eccleshall and the villages, on securing the debate; I will henceforth refer to her as my hon. Friend the Member for Stafford. I thank her for her powerful opening speech. I was hoping that her application for this debate would be granted, as it is a subject that I feel incredibly passionate about, and I know that every Member in the Chamber who has spoken feels that way, too. Every child deserves an enriching and rounded education, and PE and sport play a key part in achieving that. As many have said, access to sport improves health outcomes, boosts wellbeing and builds resilience. As was shown by Tane, the student my hon. Friend mentioned, that is not just a theory; I know that from personal experience. My experience was the opposite of that of my hon. Friends the Members for Hertford and Stortford (Josh Dean) and for Lichfield (Dave Robertson). The days from school that I remember best are the days I spent with friends playing hockey, tennis and netball. Those days built my confidence, and got me through the school gates in the morning when, quite frankly, the academic subjects were not appealing. That is why I believe that we need to break down the barriers that prevent children from accessing and enjoying sport and PE; that is key. The importance of accessing and enjoying PE, sport and physical activity at school came out very strongly in today’s debate. I know my hon. Friend the Member for Hertford and Stortford wholeheartedly agrees, as he went on to explain, because we cannot deliver on our ambitious plan for change as a Government without it. Our mission-led Government have committed to putting children and young people at the heart of our priorities, ensuring that every child can achieve and thrive. As part of the opportunity mission, we will get more children active by protecting time for PE and supporting the role that grassroots clubs play in expanding access to sport. I have really enjoyed listening to the contributions of hon. Members today, particularly on their personal experiences of sport, including those from my hon. Friends the Members for Cannock Chase (Josh Newbury), for Weston-super-Mare (Dan Aldridge) and for Lichfield, who were very honest about their experiences of sport. I agree with them that we have to broaden opportunities so that every child can find an activity they enjoy. We are not alone in that mission, as I have heard so clearly from young people, schools, charities, national sporting bodies and hon. Members. In recent weeks, I have had the pleasure of meeting with the Sports Minister, with sporting bodies and, just this morning, with Baroness Campbell, who speaks with great passion about ensuring that sporting opportunities are available for everybody, not just the privileged few. In 2023-24, fewer than half of children and young people met the chief medical officer’s guidelines to be active for 60 minutes a day. It is clear that there are inequalities and disparities among those less likely to participate, whether they are girls, children from poorer backgrounds or children from black and minority ethnic groups. I have seen numerous examples of schools and their pupils benefiting from resources, teacher training and exclusive offers provided by sport governing bodies. There are some fantastic examples, such as the Lawn Tennis Association’s youth school portal and Chance to Shine in cricket, which I had the pleasure of joining in with at a school last year—I even got to bat with Ben Stokes. However, we cannot leave this to chance, and that is especially the case for those who face additional barriers, such as those with special educational needs or disabilities. That was rightly raised by a number of hon. Members, including my hon. Friend the Member for Beckenham and Penge (Liam Conlon), who spoke from very powerful personal experience, and the hon. Member for Thornbury and Yate (Claire Young). The Department has funded the Inclusion 2024 grant programme, which utilised a network of 50 lead inclusion schools to upskill teachers, teaching assistants and other members of staff to deliver inclusive PE and sport. An open procurement for the new grant from April 2025 is in its final stages, and the outcome will be confirmed soon. The school games mark, which is funded by the Government but managed by the Youth Sport Trusts, has introduced mandatory equality criteria for PE, school sport and physical activity participation in 2024-25. Schools get support to review their provision to ensure that they are overcoming barriers that children might face and that best practice will be shared with schools to enhance the equal access of girls to sport. More widely, high-quality PE must be the starting point to ensure opportunities for all children. PE is rightly compulsory at all four key stages of the national curriculum, which makes PE time a crucial opportunity in a child’s lifetime to establish a positive relationship with sport and physical activity and help them to develop the skills we know they need throughout school and in life. As I mentioned earlier, we are committed to protecting high-quality PE time, ensuring that all pupils have the best start on their journey towards leading active and healthy lifestyles. High-quality teaching is essential in that too, in order to harness the energy and attention of pupils and ensure that sport is a vital and enjoyable part of a child’s experience at school. It needs to be fun, accessible and beneficial for all, so we need to raise standards and ensure that every child has equal access to opportunities. We also need to start valuing a skilled and qualified workforce that is confident in delivering PE and plays a crucial role in the wider school community. Many have outlined the lengths to which teachers go to support children to be active both in the school day and beyond. We need to ensure that teachers have the right support and professional development to understand how to develop the movement skills that are the basis for taking part in sport and physical activity safely, confidently and competently. We also need to make effective use of the networks that exist across sport. Members—particularly my hon. Friends the Members for Mid Cheshire (Andrew Cooper) and for Harlow (Chris Vince)—referenced the big community that can exist around sport, which also supports its effective delivery within schools. To build on that network, schools have to provide further opportunities to play sport and take part in other activities. The vast majority of schools offer extracurricular sport and physical activity, and the DFE school and college panel survey reported in 2023 that 99% of schools surveyed offered some sort of sport and physical activity. School games organisers play a crucial role in ensuring that all children can engage in accessible and inclusive sport and physical activity across the country. The network of 450 school games organisers provided 2.3 million sporting opportunities in academic year 2023-24, spanning 40 different sports and activities. It ensures that competitive opportunities are available for young people and empowers them through pupil voice and leadership, offering them the chance to co-create and lead activities as well. The Government recognise the impact of that network and have confirmed funding to the end of the 2024-25 academic year. We are exploring future models for school sport delivery and will publish our findings in the coming months, because we need to make sure that our future investment in sport is used as effectively as possible. However, I can reassure Members that the school games organisers network is a hugely valued part of the sector, and we will announce funding shortly. More widely, the PE and sport premium should be used by eligible schools to make additional and sustainable improvements. The Government have provided £320 million through the PE and sport premium for academic year 2024-25, with over 18,000 eligible schools and around 3.9 million pupils benefiting from it, and we are very aware of the need to provide as much certainty as possible for schools. We will confirm further information on budgets for the next academic year as soon as we can. To conclude, I thank my hon. Friend the Member for Stafford and everyone who has contributed to what has been a really enjoyable debate, but also a really important one. We all share an appreciation of what PE and sport can do to transform children’s lives, whether that is improving their health and wellbeing, instilling a sense of resilience, perseverance and achievement, or building skills such as teamwork and leadership. Only by ensuring that every pupil in every school has access to high-quality PE are we truly investing in their future, and this Government remain committed to breaking down the barriers that we know still exist for far too many children and ensuring that great sporting opportunities are truly available for every child in every community.

16:52:00

I thank all the Members who have come to the Chamber today to speak on this subject, and also the shadow spokespeople. It has been one of the most fun debates that I have taken part in, even though interestingly, a lot of the Members who spoke—like myself—were not necessarily the most sporty at school. The memories that this debate has clearly evoked in many of us have been a pleasure to listen to. I particularly thank my hon. Friend the Member for Beckenham and Penge (Liam Conlon) and the hon. Member for Thornbury and Yate (Claire Young)—prior to being elected, the hon. Lady and I were councillors together in South Gloucestershire, and she and I participated in some sports activities. It is nice to be able to recollect that memory. My hon. Friends the Members for Mid Cheshire (Andrew Cooper), for Redditch (Chris Bloore), for Hertford and Stortford (Josh Dean), for Cannock Chase (Josh Newbury), for Weston-super-Mare (Dan Aldridge), for Harlow (Chris Vince), for Lichfield (Dave Robertson), and for Ealing Central and Acton (Dr Huq) and the hon. Member for Cheltenham (Max Wilkinson) also brought to this debate powerful memories of how important sports were to them at school. I also thank the Minister for her commitment to the importance of sport within the DFE, and I know that as soon as those funding arrangements can be confirmed, she will be in touch. As I said earlier in the debate, and as we have heard from Members across the House, this is not just about fitness or fun; it is about the long-term health, resilience, and success of our young people. I thank everyone present for participating in today’s debate with that at the forefront of their minds. Question put and agreed to. Resolved, That this House has considered access to sport and PE in schools.