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.
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.
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.
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, 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.
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.
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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.
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.”
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 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.
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 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.