Educational Opportunities in Semi-rural Areas

16:31:00

I beg to move, That this House has considered the matter of tackling barriers to educational opportunities in semi-rural areas. It is a pleasure to serve under your chairmanship, Sir Edward, and it is a privilege to secure this debate on behalf of young people in Hertford and Stortford, along with our school leaders, teachers and support staff. It is the honour of my life to represent the community where I grew up and where I call home, Hertford and Stortford. Ahead of today’s debate, I reflected on my journey through the education system. I did not follow a traditional route into politics; I left school at 17, dropping out of sixth form to work in Hertford town centre. I felt that traditional education was not for me and wanted to follow a different path, but I was left feeling directionless, struggling to connect with the right opportunity. For too long, young people in semi-rural communities such as mine have been overlooked and the challenges that we face have been left unaddressed. Since my election, I have visited almost half of the 50 schools in my constituency. I have held two roundtable discussions with secondary headteachers here in Parliament, and I will shortly be hosting similar discussions with heads from local primary schools. There is no end to the ambition of our teachers to deliver a thriving education for our children, but I hear regularly from school leaders about the challenges they face in recruiting and retaining staff. In semi-rural communities such as Hertford and Stortford, the high cost of living makes it difficult for primary schools to attract early-career teachers. This challenge is reflected across the education sector in our community. Spiralling house prices and a lack of single-person properties or starter homes for young families offer little incentive for early-career teachers to settle in our community and teach in our schools, which presents an acute challenge for communities like ours. Our secondary schools and sixth forms are key to connecting our young people with opportunity, and it has been a privilege to visit many of them and to welcome some of their students here to Parliament.

My hon. Friend is making an excellent speech. I share his concern about the lack of affordable housing for many school staff and other public sector professionals in southern England. It is a serious issue in my Reading constituency, despite the council working at pace to try to provide more council houses, so I hope we get to discuss this further.

I thank my hon. Friend for his intervention; I completely agree that this presents an acute challenge in many semi-rural areas like ours. Spiralling house prices and a lack of single-person properties are a real challenge, and our sixth forms and secondary schools are key to connecting our young people with opportunity. I have had many conversations with school leaders about the erosion of external services under the previous Government, which decimated services previously provided by the local authority, including mental health and family support services. This has left our teachers picking up the shortfall. They are now on the frontline of providing that essential support, taking on responsibilities well beyond their job description. I know from my own experience that a traditional path through education is not always the right one, but a lack of post-16 provision in semi-rural communities can also hold young people back. I am proud that my community is home to Hertford regional college’s Ware campus, which I have had the pleasure of visiting a number of times since I was elected. However, it is the only further education college in my constituency, and I understand that Bishop’s Stortford is the largest town in the country without an FE college. Similarly, limited access to apprenticeships, work experience and industry placement opportunities holds our young people back. That is a particular challenge for T-level students, whose placements have to be subject-specific, but it also applies to subjects such as digital, science and engineering. That lack of provision leaves many young people limited in choice and struggling to connect with the right opportunity for them. I turn to three specific challenges facing semi-rural communities in Hertford and Stortford. The first is transport and connectivity. In Hertford and Stortford, the cost and frequency of public transport presents an ongoing barrier to our young people’s access to educational opportunities.

The hon. Gentleman is laying out well the challenges that all our young people face in accessing educational opportunities. My constituency, which is on the urban fringe of Greater Manchester, is the bridge between the centre of Stockport and High Peak. Many of my young constituents in the rural bits of Mellor, Marple Bridge and Strines are denied opportunities, particularly of further education, just because there are no bus routes to get them there. Does he agree that when we look at growth in our communities and our economy, we should think about access to education in semi-rural areas, and look at transport as an asset, not just a cost?

I agree. I often talk about public transport in terms of not just getting people to places but connecting people with opportunity. That is absolutely how it should function. Issues around connectivity diminish the number of opportunities for our young people, making it harder for them to get to school and access work experience opportunities or apprenticeships. For many students, the extra activities outside the school day, such as clubs, trips or sports matches, are out of reach because they cannot get the buses they need to make it home safely. As we all know, those are the activities we remember most from school. They gave us the chance to develop our interests, explore culture, meet other students and expand our horizons. These opportunities should not be available only to those whose families can afford to drive them or pay for taxis. Secondly, we know that young people are at the sharp end of the mental health crisis. I remember the challenges that my peers faced in accessing appropriate mental health support at school. When I speak to young people and school leaders today, they say that the situation has only got worse. Isolation is a key driver of poor mental health. In a 2021 YoungMinds survey, a staggering 95% of children and young people from semi-rural areas cited feelings of loneliness and isolation. Child and adolescent mental health services in Hertfordshire are under huge pressure, leaving many young people facing long delays when trying to access desperately needed support. Schools are under huge pressure to keep young people safe and in school, but they are not always equipped to deal with mental health challenges such as emotional-based school avoidance, anxiety or obsessive-compulsive disorder. Thirdly, compounding the situation further, children living with special educational needs and disabilities face huge challenges, which are all the more acute in Hertfordshire, where only 40% of education, health and care plans were issued by the local authority within the statutory deadline in 2023, compared with 50% across England as a whole. That is largely due to a shortage of educational psychologists and a significant increase in the number of EHCPs and assessment requests. A shortage of specialist places leaves many children and young people waiting years for school places, and many SEND children are out of education for long periods. I recognise that these issues fit into the national context on SEND, but the problems are exacerbated in semi-rural communities. For example, transport guidance currently states that primary school-aged children should travel no more than 45 minutes, and secondary school-aged children should travel no more than 75 minutes, including pick-up times. It can be a real challenge in semi-rural communities to meet those timelines, and that often puts huge demand on children living with SEND, who may find travelling distressing or have specific medical needs. It can also leave children feeling isolated. They may attend schools many miles away from where they live and be separated from their peers, and their parents may struggle to access the natural support network that comes with schools. I welcome the work that the Labour Government are undertaking to break down the barriers to opportunity for children and young people in Hertford and Stortford and across the country. That includes the roll-out of free breakfast clubs to ensure that every child starts the day well fed and ready to learn, and the additional £1 billion of funding for SEND across the country, which is a welcome first step as we seek to fix the broken system inherited from the Conservative party. We have also committed to putting specialist mental health support into our schools. I was very grateful for the Minister’s recent answer to my question on that in the House. I recognise that there are no quick fixes to the challenges that I have set out facing semi-rural communities, but they must none the less be addressed to ensure that children and young people in communities like ours can find the right path for them and thrive. I know that the Minister takes these matters incredibly seriously, and I commend the Government on the progress they have made so far. I would be grateful if he addressed a few specific points in his response. Some of the issues I have touched on, such as the cost of housing or transport, sit outside the Department’s brief, but they have an impact none the less, so will the Minister confirm that the Government are taking a cross-departmental approach to address the challenges? Will he set out in further detail what progress the Department is making on rolling out specialist mental health support in our schools? And what consideration has been given in Government to open access early support hubs in semi-rural communities, to ensure that provision is accessible outside school, too? There should be no link between where a young person comes from and how far they can go in life. I welcome the Government’s work to tackle the barriers to educational opportunity for young people, and I look forward to hearing the contributions from the Minister and all hon. Members here today.

This is only an hour-long debate, and lots of people want to speak, so we will have to have a time limit of three minutes on speeches. If we have interventions, not everybody will get in.

16:41:00

It is a pleasure to serve under your chairship, Sir Edward. I congratulate the hon. Member for Hertford and Stortford (Josh Dean) on setting the scene. I want to give, as I always do, a perspective from Northern Ireland—I know that is not the Minister’s responsibility, but I think it adds to the flavour of the debate. In Northern Ireland, barriers to education include financial pressures, lack of funding, declining pupil numbers and, as is so often the case, special educational needs. This is similar in other areas, but rural schools tend to be the smaller schools with the big heart—those who try extra hard to make things better. I can understand why education authorities and trusts are tempted to look at numbers as the bottom line, but rural school numbers and rural schools must be looked at differently, as the hon. Member for Hertford and Stortford set out. According to the education strategy for 2022 to 2027, some 230 of the 800 primary schools in Northern Ireland have fewer than the recommended number of pupils. One primary school in my area has capacity for 95 pupils, but it could easily house perhaps another 10. We need to ensure that small schools—small by their nature—can survive, because they are vital to rural infrastructure. In Northern Ireland, there is a further drive for integrated schools. My two eldest granddaughters attend such a school, and I was heartened that it was put in the peninsula. However, as a governor on the board of Glastry high school, I am also cognisant of the difference in funding that exists, when Glastry has long needed a building project and yet Strangford integrated college is in its new campus building already. Additionally, there is no issue if anyone wants to stay after school for sports or music in Newtownards, but if children live in the countryside, some will get a school bus at 7.15 in the morning and then cannot get one until 5.30 in the afternoon to get back home. That underlines the importance of schooling within the community. I know that the Minister will respond very positively to the issues he has responsibility for. He is always very helpful, and we always share ideas, so I ask him to swap ideas with the Education Minister in Northern Ireland to look at improvement and what we can do to benefit us all. I am always proud to be the Member of Parliament for Strangford in this great United Kingdom of Great Britain and Northern Ireland. I always say that we are better together, and that is because we can share ideas and learn from each other. With that in mind, I ask the Minister to do that and let me know how he gets on with those conversations.

16:44:00

It is a pleasure to serve under your esteemed chairmanship, Sir Edward. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing the debate and particularly for including the phrase “semi-rural” in the debate title. Often in this place we debate the issues facing rural and urban areas, but the specific challenges facing areas such as my constituency—whose towns and villages, although a little too compact and urban to be considered rural, are certainly not major towns or cities—are not always heard. However, they are being heard today, so I thank my hon. Friend for that. One of the biggest challenges facing families in my constituency is securing a place at a primary school in—or even near—their community. In the Cannock area, 147 primary school applications were refused across 11 primary schools for September 2024—the figure will be even higher this September—and in neighbouring Rugeley, 17 were rejected. That means that over 160 families in my constituency were essentially told that there is no place for their child at a local school. Similarly, Norton Canes primary academy in Cannock and Poppyfield primary academy in Hednesford each turned away 35 applications, which is more than a full classroom of children. This acute shortage of school places has been going on for at least six years, yet county councillors have not engaged in finding solutions and schools have been left in the dark. These are not just numbers; they represent real families, often with both parents working. Suddenly, they are forced to find alternative arrangements, often miles from home. Cannock Chase has grown significantly over the last few years, which is certainly something to be proud of. After all, why would people not be drawn to such a fantastic area? But growth without planning leads to pressure, and in this case the pressure is being felt in our school admissions system. It is clear that local capacity has not kept pace with housing developments. Beyond admissions, access to education, from reception to college, is being hindered by poor public transport infrastructure, as has been mentioned. Like many of the semi-rural communities represented here, Cannock Chase suffers from infrequent and unreliable bus services. I have heard from teachers and parents whose children face long waits after school and who, in some cases, cannot attend extracurricular activities or get home safely. Although Staffordshire county council provides free transport for some eligible pupils, eligibility is narrowly defined as living over 2 miles from a primary school and 3 miles from a secondary school, and only if the child is attending the nearest suitable school. That often leaves parents with no viable alternative but to drive their children to school.

Does my hon. Friend agree that transport in rural and semi-rural areas can often be much more expensive than in urban areas, where it is subsidised to a far greater extent?

I absolutely agree, and my hon. Friend hits the nail on the head. Often, the premium in semi-rural areas is very real. I will finish by saying that children and young people in the semi-rural communities that those of us here represent have just as much potential as those in rural and urban areas. I look forward to working with the Minister and the Government to make sure they finally realise that potential.

16:47:00

It is an honour to serve with you in the Chair, Sir Edward. Nowhere is it plainer that there are barriers to educational opportunity in semi-rural areas than in the part of Devon that I represent. Young people are held back not by any lack of talent or ambition—far from it—but by structural challenges in the recruitment of their teachers, in transport and in broadband access. Let me start with what matters in every school: the teachers. According to the latest data from the Department for Education, Devon has 5,620 teachers across 372 state-funded schools, which is a drop of nearly 50 teachers in the last year. Last week, I met National Association of Head Teachers representatives in Devon, who talked about a recruitment and retention crisis. However, there are positives. The University of Exeter is pioneering a new postgraduate certificate in education approach across the south-west. It has set up primary training hubs—rural local hubs—in Exeter, north Devon and Somerset. That model recognises that teachers often stay where they train and where they go to university, so this new approach is really quite positive. I will turn now to digital connectivity, which is another barrier that disproportionately affects semi-rural areas. The online newspaper DevonLive reported in 2021 that poor internet connection was impacting children’s learning. Four years later, that has not changed. I have had correspondence from constituents in Furley, Kentisbeare and Colyton who have all reported unreliable broadband, slow speeds and frequent outages. Problems with travel distances are particularly acute in counties such as Devon, which is said to be the third largest county by area. People live scattered many miles from colleges and education hubs, but over the past decade bus routes have been cut, costs have risen and the options for safely cycling and walking to school have become fewer. In its 2024 report “The Grass Ceiling”, the University of Exeter notes that rural underachievement is being hidden. On the face of it, there is high performance in rural areas, but that is because of some high-performing pupils. Advantaged households are skewing the data, and that masks the reality that many pupils are struggling—indeed, rural pupils are up to 8 percentage points behind urban pupils in GCSE results on average. To summarise, talent is spread across the whole country, including the whole of Devon, but right now opportunity is not.

16:51:00

Bolsover is one of only 15 constituencies in the whole of England to be without a sixth form. Our incredible and inspiring young people live in small towns and villages, and they have to rely either on parents to give them a lift or on barely existent public transport. One village, Morton, has just had its bus service cancelled, cutting it off entirely. Residents tell me that it is now impossible for young people to get to Chesterfield college. The lack of a sixth form, combined with poor transport, means that far too many do not attend sixth form at all. In places such as Shirebrook, 7% of young people do A-levels, compared with 52% nationally. Across our constituency, fewer than one in four 18-year-olds go to university, and fewer than one in five have a degree—half the national average. The lack of sixth form provision is undoubtedly one of the main drivers of low aspiration and academic achievement. It sets our young people on a path to deprivation, poverty and poor health. It limits their earning potential and their opportunities in their professional and personal lives. Bolsover has plans for a new sixth form, which the Department for Education, wonderfully, is considering. Access to further and higher education is essential to removing a preventable barrier to our incredible young people achieving their ambition. I call on the Minister to prioritise our young people, just like the last Labour Government prioritised my education, which meant that I could be here today. I want us to smash down barriers to opportunity and approve Bolsover sixth form.

16:53:00

It is a pleasure to serve under your chairship, Sir Edward. I thank the hon. Member for Hertford and Stortford (Josh Dean) for securing this important debate. It should not be controversial to say that children and young people deserve an equal start in life, regardless of whether they grow up in a city, suburb or small rural village, but for those growing up in semi-rural or rural constituencies such as West Dorset, there are persistent and systematic barriers that too often get overlooked in national policy. Young people in rural areas rely heavily on public transport to reach school, college, apprenticeships or work, yet bus services in rural Dorset are disappearing. Dorset received just £3.8 million in Government funding for the bus service improvement plan—less than a third of what Devon received, and the lowest funding in the south-west. For too many families, that means there is no bus at all. That matters when we consider that, in 2023, 64% of children in rural villages, hamlets and isolated dwellings had to get to school by car, compared with just 28% in urban towns and cities. The cost of that travel is often unsustainable, particularly at the moment, during a cost of living crisis. For poorer families, in particular, the lack of affordable, reliable transport directly limits access to education. Young people also need safe options to travel independently, but in rural areas that is often not possible. Although we need active travel and cycle to work and school schemes, we cannot ignore the fact that cycling on rural roads is disproportionately dangerous. Statistics show that cyclists are nearly twice as likely to be killed on rural roads than on urban ones. Transport is only part of the picture. Children’s mental health matters too. In Dorset, CAMHS provision is centralised in one location—Dorchester. For a family living in Lyme Regis or Beaminster, that can mean travelling between 25 and 35 miles for help. That is not good enough. Poor mental health affects a child’s appetite to learn, make friends and participate in class. It can shape their entire educational experience. Yet, rurality is not counted in the models that provide funding to our schools and services. The headteacher of the Thomas Hardye school in West Dorset previously worked in a London borough. He spoke to me yesterday and highlighted the difference: his previous school in London received approximately £10,000 per pupil; in West Dorset, it is closer to £5,000. Government funding formulas rely on deprivation metrics and overlook rurality, failing to reflect the challenges we face, such as transport, staffing and access to services. We are letting our parents, children and teachers down by not properly funding our schools. Apprenticeships could help to fill the employment opportunity gaps in rural areas, but current funding arrangements do not take into account the additional costs faced by rural employers, such as transport and cost of materials. Rurality should not be a barrier to aspiration. Young people in my constituency of West Dorset have every bit as much potential as those in cities, but potential needs opportunity, and opportunity needs investment. We must support our teachers, we must support our schools and we must support our children.

16:56:00

I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this important debate, which shines a light on an issue that affects my constituency. Although Harlow itself is a built-up town, I am also proud to represent the surrounding villages of Nazeing, Roydon, Hatfield Broad Oak, Hatfield Heath and Sheering, to name just a few. These are vibrant communities, which I regularly visit through my constituency surgeries, local events and attendance at parish meetings. Time and again, I hear the same concerns: young people in semi-rural areas are being let down by barriers that limit their access to quality education. I recognise that this Government are committed to making education an equal playing field for all, but in too many semi-rural areas there are issues that we need to address. One of the most pressing, as mentioned by other hon. Members, is transport. In urban areas, many students can walk to school, but families in villages such as Roydon or Sheering face long and often unsafe journeys. Buses are infrequent or unreliable, and parents—many of whom work full time—can spend hours each day driving their children to and from school. One constituent, Kelly from Roydon, had to drive 30 minutes each way for the school run before heading to work. Her husband, Jason, often had to leave work early to pick the children up. That is not just inconvenient; it is a clear disadvantage, and one that working families should not be forced to bear. Another issues I want to address, which I have seen a lot in constituency surgeries, is road safety and infrastructure. Even when children live close to school, the journey can be dangerous. Sheering Road, for example, is home to two primary schools, yet I would hesitate to call it child friendly. I have done the walk myself, and it is hair-raising at times. The road lacks the proper safety measures, and I have witnessed at first hand just how hazardous it can be for young pedestrians. School should be a place of learning, not something a child risks their safety just getting to. Poor road infrastructure also makes it harder to attract and retain talented teachers. As has been mentioned, long and difficult commutes into isolated areas are a barrier to recruitment. Without teachers, there is no education. Beyond infrastructure there is the issue of resources. Many semi-rural schools have limited access to reliable internet and electricity, holding them back from using technology that could enrich learning. Teachers, who are the backbone of our education system—I have to say that; I used to be one—often gravitate towards schools where they are offered better salaries, career progression, housing options and transport opportunities. That makes it even more difficult for rural and semi-rural schools to retain high-quality staff. In Harlow, 20.4% of the adult population have no formal qualifications, which is 2.2% above the national average for England and Wales. That figure should concern us all. In conclusion, if we are truly committed to educational opportunities for all, we must invest in transport, infrastructure and digital access to attract the best teachers to every part of the country, not just our cities. No family should be disadvantaged because of where they live. Education should not be a postcode lottery. Let us work together to ensure that every child—whether they live in central Harlow or the smallest village—can reach their potential.

I apologise; I am going to have to reduce the time limit to two minutes to try to get you all in. I would like to listen to the next speaker for hours, but he has only two minutes. I call Peter Prinsley.

17:00:00

Thank you, Sir Edward. That is very kind. Far too often, people who leave the academic track at 16 are not provided with an alternative. Apprenticeships and skills education were neglected by our predecessors, so I am glad that in Bury St Edmunds and Stowmarket we have some fantastic businesses, such as British Sugar and Greene King, providing high quality apprenticeships. We also have excellent technical education providers such as Nikos Savvas, principal of the outstanding Abbeygate sixth-form college in Bury St Edmunds and CEO of the Eastern Education Group, who has been visionary in championing the value of effective technical skills, extending all the way from early years to adulthood. It has never been more important to have a proper system of technical education. We will soon see a wave of major infrastructure projects in the east of England, and we will need thousands of workers. We must ensure that we are educating people quickly enough to fill those jobs. Anglian Water reservoirs, offshore wind farms, East West Rail, Sizewell C—the success of these vital projects depends on a constant supply of technically trained people. The Eastern Education Group has suggested a formal network of “further excellence” technical colleges, a suggestion that I strongly commend to the Government. I recently visited Hinkley Point C, the model for Sizewell C, and met outstanding nuclear technicians who started their careers with apprenticeships. They went straight into well-paid jobs and will eventually operate nuclear power plants. What matters most, they explained to me, was being a SQEP—a suitably qualified and experienced person. Whatever your academic background, it is important simply that you can do the job, so let us SQEP up our society and invest in technical education and apprenticeships across the country, especially in rural areas where it is so sorely needed. We will train the generation that will rebuild Britain.

17:02:00

It is a pleasure to serve under your chairship, Sir Edward. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this incredibly important debate. I also thank my schools and the college in North West Leicestershire for welcoming me on my various visits in the last 10 months. As time is short, I will focus on post-16 education. When young people make decisions about their post-16 education, they should be thinking about the jobs they want and the skills they need to get there. However, in rural communities, those decisions are complicated by the additional barrier of just how they are going to get to college. How are they going to access the transport that will get them to a suitable course to take them on their journey? Just two years ago, a key bus link between Coalville in my constituency and Hinckley in the neighbouring constituency was withdrawn. The cut took place midway through the academic year and left many students, who used the bus route to access North Warwickshire and South Leicestershire college or Stephenson college, without suitable public transport. I know from speaking to parents at the time that they had to adjust their work schedules to ensure that their children could finish their studies. Going to college, accessing an apprenticeship or staying in school is a key part of striving towards independence, and getting there is so much more challenging for those living in rural communities. Some of my villages are barely served by two buses a day. We must ensure that long-term decisions are made on key bus routes to help my constituents to get not just to school or college, but to work. We have also heard locally about the difficulties young people face in getting a driving test. I appreciate that that is a broader issue, and that the Government are taking steps to address it, but obtaining a driving licence in a rural community can be very important to access education. Being able to drive is much more important when bus connectivity is limited, and that has a detrimental impact on people’s choices. We have the opportunity to improve connectivity in rural areas and to help people in those areas to access additional educational opportunities.

17:04:00

It is a pleasure to serve under your chairmanship, Sir Edward. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for raising this important issue. Educational achievement in rural areas is not spoken about nearly enough, so I welcome this debate. It is something I have first-hand knowledge of: I grew up in rural Norfolk and went to school and college there, before serving as a school governor for a number of years at two separate schools. I have always been passionate about education—I had originally intended to become a teacher, but life took me in a different direction. It is often thought that students in more urban areas who are from disadvantaged backgrounds do worse than those who grow up in rural areas such as mine. However, it is poverty, not rurality, that lowers outcomes, and we have very similar issues. There is a clear link between rural poverty and educational attainment. One of the main barriers, as has been said, is transport. I vividly remember going to college, waiting at 6 am at the bus stop in the winter, and it was no fun. It is no wonder that, by the time Christmas arrived, there were very few of us left at that bus stop; more than half had dropped out of our college course. Statistics show that only half of pupils in rural areas can get to a further education institution within a reasonable travel time. There is also a choice barrier. I wanted to become a geography teacher, and I was disappointed that my sixth form did not offer that option at A-level. Fine subject as it is, there were just not enough people wanting to study it, and the course was not put on. That was one of the reasons why I ended up not going to university and not becoming a teacher. A lack of choice of subjects is a major issue, and so is the limited choice of places to study. I am pleased that this Labour Government are breaking down barriers to education, and I welcome and have been proud of the measures taken since we took office.

17:06:00

It is a pleasure to serve under your chairmanship, Sir Edward. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this vital debate. My concern for Shrewsbury also focuses on educational opportunities for 16 to 18-year-olds, in terms of both funding and geographical access. My local provider map will probably mirror that of many other semi-rural areas: the constituency serves the whole county of 19 market towns, and in recent years there has been a domino effect as smaller schools have closed down their sixth forms, leading to a centralisation in the county. As a result, Shrewsbury Colleges Group now supports more than 10,000 students. It is the sixth largest college in the country, offers a wide range of courses, and was recently graded as “outstanding” by Ofsted. However, the situation presents geographic barriers to those aged 16 and 17 who live across the county in those smaller villages, due to the lack—as we have heard—of public transport. In Shropshire we have limited train stations and we have lost more than 5,000 bus routes in the past 12 years, leaving many young people excluded from opportunities. One example was a hairdresser I met in the village of Broseley. I asked her why she became a hairdresser; she said that she had really wanted to do an apprenticeship in engineering, but there were no buses, and this was the only apprenticeship she could walk to. There is poverty of opportunity, as young people reduce their aspirations to match their transport options. That is depressing enough, but even where there is a bus between towns, the average annual ticket costs £750. It is known locally as the “A-level tax”, and for many families it is completely unaffordable. However, many rural colleges do not receive additional funding to help with the bursaries they offer. Colleges such as Shrewsbury combine both A-levels and FE courses, yet they fall between the two stools when it comes to funding. I urge the Minister to review the anomaly whereby sixth forms and FE colleges receive funding, but where the two are combined, as they often are in rural areas, they miss out on crucial funding.

Last but not least, Matt Rodda.

17:08:00

It is an absolute pleasure to serve under your chairship, Sir Edward. Thank you for fitting me into this important debate. I want to take a few moments to elaborate briefly on the concerns I raised earlier about recruitment and retention in the Reading area and Berkshire for school teachers and other school staff, but also staff in other parts of the public sector and our public services more generally. The basic problem in our area is that house prices are very high, but sadly national pay scales do not always reflect those additional pressures. That is a particular issue for a small number of areas; I am certainly aware that parts of Oxfordshire have similar problems to Berkshire, and there may well be other scattered issues across certain parts of England. Now that I have raised the issue, I hope the Minister might be able to look into it for me. I know that the Government are working extremely hard to raise standards in education and invest in the education system. I wanted to give the example of a local comprehensive school whose former headteacher told me recently that it had had issues with recruitment and retention with certain subjects. That issue occurs across the country with certain shortage subjects, possibly in the case of science, technology, engineering and mathematics or English teaching, and maybe one or two other disciplines within large secondary schools. However, because of the increase in house prices and the cost of living pressures more generally, the situation has changed over the last few years and got progressively worse while the last Government was in office. Last year, things reached a point where it was extremely difficult to recruit any teachers. Often, there was only one applicant for any advertised vacancy. That is a challenge for any leader in any organisation, and particularly for teachers and heads under extreme pressure. I appreciate the work that the Government are doing; I thank Reading borough council for its work on council house building, which I mentioned earlier, and the University of Reading for its excellent teacher recruitment work, but it would be wonderful if the Minister could look into this issue.

We have got everybody in. I call the Liberal Democrat spokesperson.

17:10:00

It is a pleasure to serve under your chairship, Sir Edward. I thank the hon. Member for Hertford and Stortford (Josh Dean) for securing this important debate. I represent Frome and East Somerset, also a semi-rural constituency, and I recognise many of the challenges he talked about earlier, particularly around affordable housing and the mental health of our young people. For far too long, young people in rural and semi-rural areas have faced persistent barriers to accessing education, whether due to poor transport links, limited youth services or a lack of training support. The Lib Dems have always believed that education is the cornerstone of a fair society, but we also recognise that not every child is given a fair shot. Geography should never determine opportunity. That is why we have been calling for a £2 billion rural services fund, which would enable the co-location of essential services, such as GP surgeries and schools, in local hubs that make the most of existing infrastructure, helping to revitalise and support local rural communities. In my constituency, the lack of reliable public transport, as mentioned, is a daily challenge for many families. One constituent from Beckington, a village just outside Frome, has two children attending middle school in Frome. Although the school is under three miles away, the only walking route is along a narrow pavement beside a 60-mile-an-hour road. In 2019, the council deemed that route safe, yet almost every parent in Beckington drives their child to school because they quite rightly believe that it is not. If my constituent could not drive, they would be forced to pay £80 a month per child for school transport—an unaffordable cost for many families. That is not choice; it is necessity born out of neglect. While we welcome the introduction of breakfast clubs under the Labour Government, we continue to believe that free school meals would be a more inclusive and effective alternative. In many rural and semi-rural areas, students simply cannot get to school early enough to benefit from breakfast clubs, due to sparse and inflexible bus timetables. There is currently no indication that those would be adjusted to support the policy. Reliable broadband is another area where rural communities are being left behind. The Lib Dems have long championed the need for hyperfast fibre-optic broadband, with priority being given to rural areas. While we welcome the Project Gigabit roll-out across Devon and Somerset, I still await further detail on how it will benefit my constituency specifically. The pandemic laid bare the digital divide. Too many households in semi-rural areas lack the reliable internet access needed for remote learning. In the 21st century, broadband is not a luxury; it is a basic educational need. Students who cannot log on cannot keep up, and we risk leaving them behind. As someone with a teenager who is about to start their GCSEs, I know it makes them very grumpy if they cannot log on. Let us not forget about post-16 education. In rural areas, access to sixth forms, colleges and apprenticeships remains patchy, creating a postcode lottery for young people’s futures. Limited public transport and poor broadband only compound the problem. That is why the Lib Dems want to introduce a young people’s premium, extending the pupil premium funding to disadvantaged 16 to 18-year-olds. Every young person deserves equal access to education, training and opportunity, no matter where they live. When we invest in education, we invest in our economy, our communities and our shared future. Every child in every corner of the country deserves the chance to succeed.

17:13:00

It is a pleasure to serve under your chairmanship, Sir Edward. I am sincerely grateful to the hon. Member for Hertford and Stortford (Josh Dean) for securing today’s important debate on tackling the barriers to educational opportunity faced by young people in semi-rural areas. This issue touches communities across the country, including parts of my constituency, so I am pleased that we are in Westminster Hall giving it the attention it deserves. I have certainly felt that, for too long, much of the discussion around educational disadvantage has focused to a large extent on inner cities. While there are undeniable challenges in urban settings, that somewhat narrow framing has obscured the realities faced by young people growing up in less densely populated areas. On the surface, rural and semi-rural pupils appear to perform well, often even outperforming their urban counterparts in headline attainment measures, but averages can be deceptive. Recent research from the University of Exeter has shown that when the data is disaggregated, a very different picture emerges. Pupils from disadvantaged backgrounds in rural and semi-rural communities actually do worse—sometimes significantly worse—than similarly disadvantaged pupils in urban areas. At GCSE level, the attainment gap can be as high as eight percentage points. We also need to be honest about the practical barriers that young people in semi-rural communities face—barriers that, while often not obvious to central Government, are plain to see for anyone who has spent time listening to families, school leaders or employers in these areas. The first and arguably the most pressing, which has been repeatedly raised today, is transport. The lack of affordable reliable public transport comes up again and again in conversations with headteachers, apprenticeship providers and young people themselves. The result is that some young people simply cannot take up the opportunities that exist, whether that is a college course in the next town, a part-time job or a work placement that would open doors. Employers, too, are feeling the strain, reporting that inadequate public transport limits their ability to recruit young staff. That is simply not good enough. No less important is solid digital infrastructure. In 2025, it should go without saying that high-speed broadband is a basic educational necessity, yet across pockets of semi-rural England, people still struggle to access reliable internet at home. During the pandemic, when learning moved online, that digital divide was laid bare, but it did not begin there and it has not gone away. Even now, slow speeds and patchy connections undermine students’ ability to complete homework, access the virtual tutoring used by their peers and easily apply for jobs and apprenticeships. The failure to deliver truly universal digital access is becoming a core driver of poorer outcomes in rural and semi-rural education. The third barrier relates to choice and proximity. In many semi-rural areas, the number of local education providers is limited, as we have heard today. That can mean fewer subject options at A-level, less availability of vocational and technical qualifications and more pressure on local schools to stretch resources across a wide catchment. Whereas a student in a city might have a dozen sixth-form or college options within easy reach, a student in a rural town might face a daily bus journey of more than an hour each way, if the bus runs at all. Schools and colleges everywhere are feeling the strain on their budgets, but for smaller settings in semi-rural communities the financial pressure is acute. The Government’s decision to increase employer national insurance contributions has added costs to education budgets. For a teacher earning £40,000, the combination of national insurance and teachers’ pension scheme changes means an additional cost of nearly £3,000 per year per staff member. The reality is that semi-rural schools and colleges are often the most vulnerable to cuts. Their smaller size limits economies of scale, their geographical isolation makes recruitment more difficult and their budgets are less buffered by reserves or alternative income streams. When costs go up and funding falls short, they feel it first and they feel it hardest, and it will have an impact on the most vulnerable students. In many semi-rural areas, students face a stark lack of choice as to further education and skills pathways post 16. The push for T-levels and other reforms has not been matched by the transport funding or delivery infrastructure needed to make them a realistic option outside urban centres. The promise of parity between academic and technical routes is laudable, but is hollow if it depends on travel that students cannot afford or on opportunities that do not exist locally. I ask the Minister: what is the strategy to ensure that young people in semi-rural areas can access the full range of educational opportunities, regardless of where they live? Where is the investment in transport links, digital infrastructure and sustainable funding settlements for small schools? When it comes to education, geography should never be destiny. We believe that every child, whether they have grown up in a city suburb, in a coastal town or in a rural village, should have access to a high-quality education that allows them to thrive. Despite our policy differences, I know that the Minister shares that aspiration. This has been an extremely valuable debate, and I repeat my thanks to the hon. Member for Hertford and Stortford for securing it. I will speak no longer, because we all want to hear from the Minister.

17:18:00

It is a pleasure to see you in the Chair, Sir Edward. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this debate on such an important topic. As his efforts to secure the presence of so many hon. Members today demonstrate, he is a champion for tackling barriers that young people face in his constituency and in rural areas up and down the country. I also welcome the hon. Member for Reigate (Rebecca Paul) to her place on the Opposition Front Bench. This is a mission-led Government, and one of our key missions is opportunity. Indeed, the Department for Education is the Department for opportunity. Our mission means breaking down the barriers to opportunity for everyone, regardless of socioeconomic background. The Government will ensure that everyone can access education and training opportunities that will support them to succeed, progress in their education and thrive in work and life. That means that everyone, whatever their background and wherever they come from, should have the opportunity to get on with the education and training they need. As we have heard from Members across the House, people who live in rural or semi-rural areas face some specific issues relating to distance and transport for education, work and life, by virtue of their location. The problems facing people in rural areas include choice and availability of provision, physical access to provision, and transport to training providers. As my hon. Friends the Members for Cannock Chase (Josh Newbury), for Bolsover (Natalie Fleet), for Harlow (Chris Vince), for North West Leicestershire (Amanda Hack) and for South West Norfolk (Terry Jermy) and the hon. Member for Honiton and Sidmouth (Richard Foord) all said, rural transport systems are often a significant barrier to accessing post-16 education. Although such matters are not for my Department, I absolutely recognise the points made about the importance of connecting opportunities. I am aware that Hertfordshire specifically offers a discounted travel card, a spare seat scheme and travel support for young people with learning difficulties and/or disabilities who have an education, health and care plan. The Department for Transport offers a 16-17 saver card and student railcards to support travel for young people. For example, the saver card offers 16 to 17-year-olds a 50% discount on rail travel. The statutory responsibility for transport to education and training for 16 to 19-year-olds rests with local authorities, which are in the best position to make reasonable decisions. They can consider the specific needs of their young people, the local transport options and the resources available. Each local authority must publish a policy statement annually to set out the support available, but that does not have to include free or subsidised transport. We recognise that the cost of transport can be an issue for some young people, and 16-to-19 bursary funding is allocated directly to schools and colleges to support financially disadvantaged young people who need additional support with costs such as transport. Many local authorities, though not all, offer some form of subsidised travel. Many transport companies also give some kind of discount for young people; as I have mentioned, such schemes operate in Hertfordshire. Regarding the matter of choice for young people in rural areas, local authorities have a statutory duty to identify and track the participation of 16 and 17-year-olds in education. That includes supporting those not participating to do so and making sure there is sufficient and suitable education and training provision to meet their needs. If a local authority identifies a need for additional provision, it can negotiate with existing providers to expand their provision. Where that provider is an academy, the academy trust can then make a significant change request for the Department to consider. My hon. Friend the Member for Hertford and Stortford also mentioned the issue that some people are struggling to get to and from part-time jobs while undertaking their studies. Again, those are local transport matters, but I should point out that the Department makes 16-to-19 discretionary bursary funding available to support students with travel, equipment, books or other education-related costs where they would not otherwise afford to participate. As part of this mission-driven Government, we will continue to work across Government to identify barriers and seek solutions. On the points raised about the mental health of young people, arguably nothing says more about the state of a nation than the wellbeing of its children. That is why this Government are prioritising mental health support for children and young people, helping them to achieve and thrive in education. We are working across Government to provide access to specialist mental health professionals in every school, ensuring pupils in all areas—whether urban, rural or semi-rural—have access to early support to address problems early before they escalate. Mental health support teams continue to be rolled out in schools and colleges across the country, and we expect coverage to reach at least 50% of pupils and learners later this year. In addition, the Department for Education provides a range of guidance and practical resources on promoting and supporting pupils’ mental health and wellbeing. For example, there is a resource hub for school and college mental health leads to help embed effective whole-school approaches and a toolkit to help education staff review and develop early-support options for pupils. Outside of education settings, this Government have also committed to recruiting 8,500 new mental health support staff to treat children and adults, and to opening new Young Futures hubs with access to mental health support workers in communities. I now turn to the numerous contributions on SEND reform. Every child deserves the opportunity to achieve, thrive and succeed. However, we are aware of the challenges in the SEND system, and this Government have made a clear commitment to addressing those. We are prioritising early intervention and inclusive provision in mainstream settings, as we know that early intervention prevents unmet needs from escalating, and that this supports all children and young people to achieve and thrive alongside their peers. We are providing an extra £1 billion for high needs budgets in England in the next financial year, following the Budget of autumn 2024. That brings the high needs funding for children and young people with complex special educational needs and disabilities to over £12 billion. We have also published local authority allocations for £740 million of high needs capital funding for 2025-26 to invest in places for children and young people with SEND who require alternative provision. Reforming the SEND system needs a considered approach to deliver sustainability and change. I assure my hon. Friend the Member for Hertford and Stortford that we are working at pace with a neurodiverse taskforce and experts to develop that, and we will be setting out plans in due course. We are committed to working with the sector, our partners and the experts we have appointed to ensure that our approach is fully planned and delivered in partnership. I close by once again thanking my hon. Friend the Member for Hertford and Stortford for securing this important debate and so strongly supporting the interests of his constituents, some of whom will face the problems that he has highlighted. As a Department, we want young people, wherever they live, to have the opportunities that they need to succeed. The Department will continue to work closely with local authorities as we continue to break down barriers to opportunity. I reassure all hon. Members today that I have listened carefully to the range of points that have been raised, and I thank them for their contributions.

17:27:00

I thank all hon. Members for their very insightful contributions this afternoon. I attempted to list everyone’s constituency, but there are too many for the time I have, which is a nice problem to have in my first Westminster Hall debate. I thank everyone for contributing. I thank the Liberal Democrat spokesperson, the hon. Member for Frome and East Somerset (Anna Sabine), and the shadow Minister, the hon. Member for Reigate (Rebecca Paul), for their contributions. And I thank the Minister for his detailed and considered response to the issues raised in the debate, which I know will be much appreciated by children, young people and families in my constituency. Every young person, regardless of where they come from, should have the opportunity to thrive and live a fulfilling life. I look forward to continuing to work with colleagues as we seek to break the link between a child’s background and their ability to succeed, and to supporting the Government as they work to break down the barriers to opportunity. On a very brief personal point, as a young person who did not take a traditional path through education and who feels these issues very deeply when I speak to young people, children, teachers and school leaders in our community, and as the son of a special educational needs co-ordinator, I appreciate the thoughtful contributions this afternoon. It is a real pleasure to have secured this debate. Question put and agreed to. Resolved, That this House has considered the matter of tackling barriers to educational opportunities in semi-rural areas.

17:28:00