Contribution
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.