As a parent, I know how important my advocacy is on their behalf, and it pains me—and many of you, I’m sure—that children who’ve already had a tough start in life often don’t have someone with the love and passion of a parent to fight their corner. The damage done to the life chances of these children is a stain on us all, and the responsibility to do better falls on us all—all services, businesses, all sectors.

I’d like to briefly focus on one area, taking on what David Melding has said. And I’d just like to briefly pay tribute to the leadership David Melding has shown in this area over a number of years, in setting up and leading the all-party group. He has a genuine and sincere passion for it, and I’m very pleased to be working alongside him in that group, as a new Member.

He mentioned the shocking statistic that, in key stage 4—the year leading up to GCSEs—there’s a 40 per cent difference in academic performance between children who have been in care and those who have not. Just 18 per cent of children who have been looked after achieve 5 GCSEs grades A to C. So, it’s little wonder that the Buttle Trust found in 2011 that only 7 per cent of care leavers were in higher education. As I say, a stain on us all. So, it’s self-evident that we need to be far more demanding of ourselves, at every stage of the school journey, to support looked-after children to achieve their potential.

Now, there is specific guidance in place, in the form of learner support services and learning pathways, which state that young people aged 14 to 19 will have access to personal support, through their schools’ or institutions’ pastoral support services. And there are many examples of where schools and further education colleges do provide strong pastoral support for looked-after children. For example, further education colleges report that extra capacity to help support students makes a big difference. Designated learning coaches to provide advice, teaching support, signposting and advocacy are available, but they are costly, and we know that FE has been under strain not just in terms of resources, but growing pressure from supporting the needs of vulnerable learners. But it shows what can be done when we decide to make this a priority.

The current guidance has begun to create opportunities for all learners to have access to a wider curriculum. In making their choice to progress to FE or stay in school, young people will rely on their parents and relationships in school to inform their choice. And there’s clearly a need for specific support for looked-after children, and I hope the Cabinet Secretary will consider looking at the provisions in place to enable children in care to receive the best support in choosing to study at FE, in work-based learning, or in sixth form, and on to HE, if they desire it. This is already required by statutory guidance, but we need to be satisfied that the current efforts are sufficient. Thank you.