Catherine McKinnell

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