Ian Sollom

The point is well made about the importance of early years. That decision was sadly before my time, but it has certainly had consequences that we should all attempt to put right. Investment in high-quality early years provision, properly funded and staffed, is the most cost-effective skills intervention available for the long term. The Liberal Democrats broadly welcome the curriculum review, but we are concerned about the scrapping of the EBacc, at least in isolation—that is to say, without more clarity about accountability. The EBacc fulfilled an important role in mainstreaming subjects that were in decline, such as the humanities and languages. The right response to that is to build on its success by broadening it further to encompass arts, coding and physical education, rather than removing the accountability framework altogether. Without clear guidance, vital subjects risk being sidelined as schools struggle with budget pressures. That is why the Government’s commitment to give arts GCSEs equal status to humanities and introduce a core enrichment entitlement matters. It is also why the test now is whether those commitments translate into actual curriculum time in actual schools—particularly those serving disadvantaged communities, where the squeeze has been sharpest. It is important to recognise that breadth is only part of the answer; the quality and relevance of the core curriculum matters just as much. Too many young people leave school without feeling equipped to use maths in their lives or careers. Financial literacy, data interpretation and proportional reasoning are not optional extras but critical foundations. We should be asking not just whether children can pass their maths exam but whether the maths they are taught actually serves them. That same question—does what we teach serve children in the world they are entering?—applies in many respects. The hon. Member for Bracknell and others highlighted civic skills, and I would pick up artificial intelligence, given the world we are entering. The curriculum review is the right moment to embed AI literacy, not simply as a bolt-on qualification but as a genuine thread running throughout what children learn. Understanding those tools and their capabilities and limits is becoming a basic competency. The Government’s instinct is right, and we encourage real ambition in following it through. Skills alone are not enough if children cannot see where they might take them. Even a child who leaves school with strong skills, broad knowledge and digital fluency may still struggle if nobody has helped them to see what is possible, so careers guidance really matters. It matters most for the children who do not have family networks reaching into professional life. For children in that position, a well-timed conversation about what their aptitudes could lead to is not peripheral support; it is transformative. The Liberal Democrats are clear that the earlier that guidance begins, the more powerful it is. To pick up the points made by my hon. Friend the Member for Yeovil (Adam Dance), children with SEND must be included in every part of our ambition for essential skills. Too many children with SEND still cannot access support for their education, health and care plans. The system remains slow and adversarial, and is too dependent on families fighting for entitlements that should be automatic. Early identification and intervention is not happening at the scale or pace required, and when that does not happen, the consequences are compounded through adolescence and into adulthood. The Government’s reforms are a step in the right direction, and we genuinely welcome their intent, but SEND reforms must be judged not by the stated intentions but by the outcomes for children. That is the standard we will continue to hold the Government to.