cancelled in the periods of will be cancelled in the periods of strike _ will be cancelled in the periods of strike. ~ , strike. the prime minister might have an eager— strike. the prime minister might have an eager new _ strike. the prime minister might have an eager new team - strike. the prime minister might have an eager new team in - strike. the prime minister might i have an eager new team in number strike. the prime minister might - have an eager new team in number 10 but there is a long list of problems and it is still hard to make ends meet. as mps return to fill the empty benches, we have one big question this morning, as the election looms, can the prime minister and his chancellor get things to work? the man who lives in number 11, jeremy hunt, is live with us today. so is bridget phillipson who wants to take charge of our schools for labour. a familiarface from our screens, actor timothy spall is here rocking out about his new film. we'll reveal all later. and from �*705 sounds, to the sweetest song — superstar cellist sheku kanneh—mason will take up his bow.

morning, morning! it is great to be back. let's give a warm welcome to piers morgan, the broadcaster and chief eyebrow—raiser, chef and campaigner hugh fearnley—whittingstall, and with kids in england about to go back to school, the woman who speaks up for their welfare, children's commissioner dame rachel de souza. a very warm welcome for this new political season. a very warm welcome for this new politicalseason. let's a very warm welcome for this new political season. let's start with a look at some of the newspaper front pages. quite a mixture today. the observer leads on the concrete in schools story. it's found a whistleblower who says there's a culture of complacency. the people says 7,000 more schools are at risk of closure

but the express leads on the chancellor's cost cost of living to halve inflation. and the telegraph says sunak is going to defy the climate change committee's net zero ban on new airports. we will get into that a bit later on. first of all, rachel, almost unbelievable, two days before schools go back on schools have been told to close because they are dangerous. i told to close because they are dangerous-— told to close because they are dancerous. ., .,, , ~ .,, dangerous. i was as shocked as eve one dangerous. i was as shocked as everyone else. _ dangerous. i was as shocked as everyone else. my _ dangerous. i was as shocked as everyone else. my heart - dangerous. i was as shocked as everyone else. my heart goes l dangerous. i was as shocked as l everyone else. my heart goes out dangerous. i was as shocked as - everyone else. my heart goes out to the children and parents affected. those children were just getting ready to go back to their first day at school, most important time. the start of the school year sets the tone. i went straight to the minister's office and i have been repeatedly speaking to the most senior officials on this issue, the first thing i have been stressing is safety. we are in this mess and we need safety for every child,

particularly i am concerned about the most vulnerable, children in special schools, looked after children, making sure they are communicated with and making sure they can start school. we have learned from the covid pandemic, the worst thing we did was keep children away from school. a worst thing we did was keep children away from school. fix, lat worst thing we did was keep children away from school.— away from school. a lot of parents watchin: away from school. a lot of parents watching might — away from school. a lot of parents watching might think _ away from school. a lot of parents watching might think this - away from school. a lot of parents watching might think this is - away from school. a lot of parents watching might think this is some | watching might think this is some kind of disaster unfolding. it watching might think this is some kind of disaster unfolding. it needs not to be. kind of disaster unfolding. it needs not to be- i'm _ kind of disaster unfolding. it needs not to be. i'm sure _ kind of disaster unfolding. it needs not to be. i'm sure we _ kind of disaster unfolding. it needs not to be. i'm sure we will - kind of disaster unfolding. it needs not to be. i'm sure we will be - not to be. i'm sure we will be looking back on what has happened and i'm extremely frustrated and disappointed there was not a plan in place for this happening. the government might not have known it would happen this week but we knew there was the situation... there have been _ there was the situation... there have been warnings _ there was the situation... there have been warnings for - there was the situation... there have been warnings for years. l have been warnings for years. someone in the labour partyjoked grimly to me if they had been looking to try to create a story that made the tories look rubbish, they could not have dreamt it up. complete shambles, reflects the general— complete shambles, reflects the general view this country is broken and falling — general view this country is broken and falling apart. the government's firstiob _ and falling apart. the government's firstjob should be and falling apart. the government's first job should be to and falling apart. the government's firstjob should be to keep a roof over_ firstjob should be to keep a roof over our— firstjob should be to keep a roof over our heads, keep us safe, and if you are _ over our heads, keep us safe, and if

you are a _ over our heads, keep us safe, and if you are a young child who has had years— you are a young child who has had years of— you are a young child who has had years of your education being wrecked. _ years of your education being wrecked, dismantled, distracted, not been at— wrecked, dismantled, distracted, not been at school, at home, we will come _ been at school, at home, we will come to— been at school, at home, we will come to this i am sure, but the number— come to this i am sure, but the number of— come to this i am sure, but the number of kids who are not turning up number of kids who are not turning up at _ number of kids who are not turning up at school— number of kids who are not turning up at school now, terrifying. if they— up at school now, terrifying. if they do — up at school now, terrifying. if they do turn up, now they have nowhere — they do turn up, now they have nowhere to _ they do turn up, now they have nowhere to go because 100 schools are shut _ nowhere to go because 100 schools are shut. complete disgrace. all due respect _ are shut. complete disgrace. all due respect to— are shut. complete disgrace. all due respect to the chancellor for pitching _ respect to the chancellor for pitching up today, where is the education _ pitching up today, where is the education secretary?— pitching up today, where is the education secretary? gillian keegan. puttina out education secretary? gillian keegan. putting out oscar — education secretary? gillian keegan. putting out oscar style _ education secretary? gillian keegan. putting out oscar style videos. - education secretary? gillian keegan. putting out oscar style videos. she l putting out oscar style videos. she has not putting out 0scar style videos. has not made putting out 0scar style videos. sue: has not made herself available. putting out oscar style videos. she l has not made herself available. that is not heriob- _ has not made herself available. that is not heriob- i _ has not made herself available. that is not herjob. i don't want slick videos, — is not herjob. i don't want slick videos, i— is not herjob. i don't want slick videos, i want the education secretary to be held to account. how has this— secretary to be held to account. how has this happened? apparently ministers were told five, six years a-o ministers were told five, six years ago specifics about it. you ministers were told five, six years ago specifics about it.— ago specifics about it. you have been watching _ ago specifics about it. you have been watching carefully - ago specifics about it. you have been watching carefully the - ago specifics about it. you have - been watching carefully the politics of the last week. a mini shuffle, net zero secretary grant shapps now in there, you take a keen interest

in there, you take a keen interest in there, you take a keen interest in the environment, what do you think? , ., ,, ., , ,, ., , in the environment, what do you think? ,, ., , think? grant shapps leaving his post was the best — think? grant shapps leaving his post was the best thing _ think? grant shapps leaving his post was the best thing that _ think? grant shapps leaving his post was the best thing that happened i think? grant shapps leaving his post was the best thing that happened in | was the best thing that happened in westnrinster— was the best thing that happened in westminster last _ was the best thing that happened in westminster last week— was the best thing that happened in westminster last week and - was the best thing that happened in westminster last week and the - was the best thing that happened in. westminster last week and the really exciting _ westminster last week and the really exciting news— westminster last week and the really exciting news is— westminster last week and the really exciting news is not— westminster last week and the really exciting news is not he _ westminster last week and the really exciting news is not he is— westminster last week and the really exciting news is not he is now- exciting news is not he is now minister— exciting news is not he is now minister of— exciting news is not he is now minister of defence, - exciting news is not he is now minister of defence, it - exciting news is not he is now minister of defence, it is - exciting news is not he is now minister of defence, it is he . exciting news is not he is nowj minister of defence, it is he is exciting news is not he is now. minister of defence, it is he is no longer— minister of defence, it is he is no longer in — minister of defence, it is he is no longer in charge _ minister of defence, it is he is no longer in charge of— minister of defence, it is he is no longer in charge of net— minister of defence, it is he is no longer in charge of net zero - minister of defence, it is he is no. longer in charge of net zero because his position — longer in charge of net zero because his position was _ longer in charge of net zero because his position was indefensible. - longer in charge of net zero because his position was indefensible. we i his position was indefensible. we have _ his position was indefensible. we have seen— his position was indefensible. we have seen the _ his position was indefensible. we have seen the country— his position was indefensible. we have seen the country go - his position was indefensible. we i have seen the country go backwards, the government— have seen the country go backwards, the government go— have seen the country go backwards, the government go backwards- have seen the country go backwards, the government go backwards on- have seen the country go backwards, j the government go backwards on net zero commitment _ the government go backwards on net zero commitment over— the government go backwards on net zero commitment over the _ the government go backwards on net zero commitment over the past- the government go backwards on netj zero commitment over the past year. he was— zero commitment over the past year. he was acting — zero commitment over the past year. he was acting as _ zero commitment over the past year. he was acting as a _ zero commitment over the past year. he was acting as a minister— zero commitment over the past year. he was acting as a minister for- he was acting as a minister for fossit— he was acting as a minister for fossil fuel— he was acting as a minister for fossil fuel and _ he was acting as a minister for fossil fuel and as— he was acting as a minister for fossil fuel and as yet _ he was acting as a minister for fossil fuel and as yet unprovenj fossil fuel and as yet unproven technologies— fossil fuel and as yet unproven technologies in— fossil fuel and as yet unproven technologies in the _ fossil fuel and as yet unproven technologies in the jet - fossil fuel and as yet unproven technologies in the jet fuel i technologies in the jet fuel industry— technologies in the jet fuel industry and _ technologies in the jet fuel industry and he _ technologies in the jet fuel industry and he did - technologies in the jet fuel| industry and he did nothing technologies in the jet fuel i industry and he did nothing to advance — industry and he did nothing to advance the _ industry and he did nothing to advance the cause. _ industry and he did nothing to advance the cause. in- industry and he did nothing to i advance the cause. in particular he has been _ advance the cause. in particular he has been ignoring _ advance the cause. in particular he has been ignoring one _ advance the cause. in particular he has been ignoring one of— advance the cause. in particular he has been ignoring one of the - advance the cause. in particular he i has been ignoring one of the biggest problems— has been ignoring one of the biggest problems which _ has been ignoring one of the biggest problems which is _ has been ignoring one of the biggest problems which is a _ has been ignoring one of the biggest problems which is a continuing i has been ignoring one of the biggest problems which is a continuing ban l problems which is a continuing ban on onshore — problems which is a continuing ban on onshore wind, _ problems which is a continuing ban on onshore wind, the _ problems which is a continuing ban on onshore wind, the cheapest- problems which is a continuing ban. on onshore wind, the cheapest form of electricity — on onshore wind, the cheapest form of electricity and _ on onshore wind, the cheapest form of electricity and the _ on onshore wind, the cheapest form of electricity and the best _ on onshore wind, the cheapest form of electricity and the best way - on onshore wind, the cheapest form of electricity and the best way to i of electricity and the best way to - ive of electricity and the best way to give us _ of electricity and the best way to give us energy— of electricity and the best way to give us energy security - of electricity and the best way to give us energy security and i of electricity and the best way to give us energy security and to i of electricity and the best way to i give us energy security and to bring down _ give us energy security and to bring down electricity— give us energy security and to bring down electricity bills. _ give us energy security and to bring down electricity bills. i— give us energy security and to bring down electricity bills.— down electricity bills. i know all three of you — down electricity bills. i know all three of you will _ down electricity bills. i know all three of you will be _ down electricity bills. i know all three of you will be keenly i three of you will be keenly listening tojeremy hunt. crumbling concrete's the latest big problem for the government, grappling with, above all else, a sluggish economy with sky—high prices. jeremy hunt's been in charge at

the treasury for a nearly a year — his firstjob was to sort out the chaos after liz truss's mini budget. but the next to get the economy going, and help everyone make ends meet. let's rewind. what people want is an honest chancellor. spending is not going to increase by as much as people hoped. and indeed we're going to have to ask all government departments to find more efficiencies than they had planned. and some taxes are going to go up. good morning, laura. we are going to see everyone paying more tax. we're going to see spending cuts. but i think it's very important to say that we are a resilient country. we're going to stick it there. 0h, we're actually sticking it, are we? sorry, that's a bad idea. there we are. we've got to hold our nerve, stick to the plan and we will get through this. chancellor, welcome back. we will talk about the economy in a

few minutes. two days before children in england were meant to go back to school, we can then use more than 100 schools and colleges are closed even partially closed because they are not safe. how on earth did you allow that to happen? first they are not safe. how on earth did you allow that to happen?- you allow that to happen? first of all i have enormous _ you allow that to happen? first of all i have enormous sympathy i you allow that to happen? first of| all i have enormous sympathy with the parents and children involved. my the parents and children involved. my own daughter went back to school on thursday, i have two other kids going back next week, a stressful time anyway and i have this news at this time adds to the stress. —— and to have this news. we this time adds to the stress. -- and to have this news.— to have this news. we had an exhaustive — to have this news. we had an exhaustive process _ to have this news. we had an exhaustive process of - to have this news. we had an exhaustive process of going l to have this news. we had an i exhaustive process of going through every one of 22,000— every one of 22,000 schools in the country since _ every one of 22,000 schools in the country since the _ every one of 22,000 schools in the country since the problem - every one of 22,000 schools in the country since the problem came i every one of 22,000 schools in the country since the problem came to | country since the problem came to light in 2018. country since the problem came to light in 2018-_ light in 2018. that is five years a . o. light in 2018. that is five years a . 0. let light in 2018. that is five years ago- let us — light in 2018. that is five years ago. let us be _ light in 2018. that is five years ago. let us be clear _ light in 2018. that is five years ago. let us be clear what i light in 2018. that is five years i ago. let us be clear what happened, there have been warnings to government for years and years and years about this and yet two days before the kids are meant to be going back to school suddenly this

news out of the blue, not good enough, is it? let news out of the blue, not good enough. is it?— news out of the blue, not good enouuh, is it? , ., ., enough, is it? let me explain what happened- — enough, is it? let me explain what happened- we _ enough, is it? let me explain what happened. we went _ enough, is it? let me explain what happened. we went through i enough, is it? let me explain what happened. we went through this i happened. we went through this exhaustive survey of 22,000 schools. after the initial incident in 2018. in the summer months, new information came to like that suggested that some of the buildings that had previously been classified as safe might not be —— came to light. the education secretary acted immediately, 156 schools, measures were taken for a third of them, 52, which meant they were able to operate completely as normal, the other 100, the majority, are still able to function face—to—face. .. you able to function face-to-face. .. you are talking — able to function face-to-face. .. you are talking about _ able to function face—to—face... you are talking about the action taken in the last couple of weeks, you have set out why the decision was taken in this moment in time, but do you understand why some families might think it looks like a shambles? the warnings about this have been there for years and years

and years. this does not look like the behaviour of a competent government. i the behaviour of a competent government-— the behaviour of a competent government. i understand the frustrations _ government. i understand the frustrations but _ government. i understand the frustrations but what - government. i understand the frustrations but what i - government. i understand the frustrations but what i would l government. i understand the i frustrations but what i would say to every one of those families is that we acted fast when the problem first arose, but when new information comes to light... arose, but when new information comes to light. . ._ arose, but when new information comes to light... forgive me, you cannot say — comes to light... forgive me, you cannot say you — comes to light... forgive me, you cannot say you acted _ comes to light... forgive me, you cannot say you acted fast - comes to light... forgive me, you cannot say you acted fast when i comes to light... forgive me, youl cannot say you acted fast when the information first came to light, the information first came to light, the information about problems with this crumbling concrete came up five years ago. the children's commissioner rachel de souza has told us this morning it is incredibly disappointing. this told us this morning it is incredibly disappointing. than told us this morning it is incredibly disappointing. as i said and i will try _ incredibly disappointing. as i said and i will try not _ incredibly disappointing. as i said and i will try not to _ incredibly disappointing. as i said and i will try not to repeat - incredibly disappointing. as i said | and i will try not to repeat myself, action was taken. what happened in the summer months was buildings that had previously having been checked after that classified as safe... the view changed. we received advice they might not be. the education secretary acted immediately. what i want to say also as chancellor to parents is that we will spend what it takes to sort out this problem as quickly as possible. do it takes to sort out this problem as quickly as possible.— it takes to sort out this problem as quickly as possible. do you commit to covering — quickly as possible. do you commit to covering whatever _ quickly as possible. do you commit to covering whatever costs - quickly as possible. do you commit to covering whatever costs are i to covering whatever costs are required to remove all of the

dangerous concretes from schools? we will dangerous concretes from schools? a will spend what it takes to make sure children can go to school safely, yes. parents should know that. they should also know we will not take any risks with their children's safety. when new information comes to light, however awkward it is, we will act to make sure their children are safe. that is what the education secretary... do you have an an idea what the cost might be? do you have an an idea what the cost miaht be? ~ ., ., , , might be? when i have had requests to send might be? when i have had requests to spend money _ might be? when i have had requests to spend money to _ might be? when i have had requests to spend money to deal— might be? when i have had requests to spend money to deal with - might be? when i have had requests to spend money to deal with this i to spend money to deal with this issue,in to spend money to deal with this issue, in schools, hospitals, courtrooms, buildings that belong to the department for work and pensions, we have said, yes, we must spend this money, because we need to keep the people who work in these buildings, the children who use them, patients, we need to keep them safe. ., x' , them, patients, we need to keep them safe. ., a , , them, patients, we need to keep them safe. ., , , safe. how quickly can it be sorted out? a lot — safe. how quickly can it be sorted out? a lot of _ safe. how quickly can it be sorted out? a lot of parents _ safe. how quickly can it be sorted i out? a lot of parents understandably are thinking, might this be the start of something like lockdown where you had months on end of

children not being in classrooms? it children not being in classrooms? tit will not be. this is currently affecting 100 schools but the majority of those are able to operate face—to—face. we will deal with them extremely quickly. i know this is what the education secretary is doing. also parents need to know we will not take risks because this is too important an children's safety is our number one priority. there are suggestions this morning in some parts of the press there could be as many as 7000 schools affected? ~ , ., ., ., affected? where we see information there miaht affected? where we see information there might be _ affected? where we see information there might be other— affected? where we see information there might be other schools - there might be other schools affected, we take action. that is what we did originally. that is what we will continue to do and safety, getting kids to school, we will spend what it takes to make that happen. it’s spend what it takes to make that ha en. fl spend what it takes to make that hauen. fl ~' spend what it takes to make that hauen. �*, ,, 11:11: happen. it's something like 7000 realistic? we _ happen. it's something like 7000 realistic? we could _ happen. it's something like 7000 realistic? we could see _ happen. it's something like 7000 realistic? we could see that i happen. it's something like 7000 realistic? we could see that kind | happen. it's something like 7000 i realistic? we could see that kind of number affected? i realistic? we could see that kind of number affected?— number affected? i don't want to seculate number affected? i don't want to speculate because _ number affected? i don't want to speculate because that _ number affected? i don't want to speculate because that might i number affected? i don't want to i speculate because that might scare people unnecessarily.— speculate because that might scare people unnecessarily. people want to know. the people unnecessarily. people want to know- they can _ people unnecessarily. people want to know. they can see _ people unnecessarily. people want to know. they can see from _ people unnecessarily. people want to know. they can see from the - people unnecessarily. people want to

know. they can see from the way i people unnecessarily. people want to know. they can see from the way the | know. they can see from the way the government — know. they can see from the way the government has _ know. they can see from the way the government has acted, _ know. they can see from the way the government has acted, however- government has acted, however difficult it is, we will do absolutely what it takes to make sure their kids are safe. that is what i want to know as a dad with my kids. that is what every parent wants to know. we will make sure we act in the way that they would want us to act because we are parents as well. ., ,. us to act because we are parents as well. ., i. ., ., .,, well. you said you would do it as cuickl well. you said you would do it as quickly as _ well. you said you would do it as quickly as possible. _ well. you said you would do it as quickly as possible. do _ well. you said you would do it as quickly as possible. do you i well. you said you would do it as| quickly as possible. do you mean well. you said you would do it as i quickly as possible. do you mean a matter of weeks? months? is it a commitment to sort it out by half ten? �* ., , ., . ., commitment to sort it out by half ten? �* ., , . ., ten? before christmas? what i can rive ou a ten? before christmas? what i can give you a sense — ten? before christmas? what i can give you a sense of _ ten? before christmas? what i can give you a sense of is _ ten? before christmas? what i can give you a sense of is the - ten? before christmas? what i can give you a sense of is the speed i give you a sense of is the speed with which we have acted. we the problem was 156 schools, there has been remediation in a third, we have put in place countermeasures in the majority of the remaining schools. the number of schools affected her is out of the 22,000 schools we have in total has reduced to a much smaller number. as new information comes out, we will continue to act very fast. did

comes out, we will continue to act ve fast. , , ., comes out, we will continue to act ve fast. , ,, ., very fast. did you know there were hos - itals very fast. did you know there were hospitals with _ very fast. did you know there were hospitals with raac _ very fast. did you know there were hospitals with raac dangerous i hospitals with raac dangerous concrete in them when you were health secretary? it concrete in them when you were health secretary?— health secretary? it was not something — health secretary? it was not something i— health secretary? it was not something i was _ health secretary? it was not something i was aware i health secretary? it was not something i was aware of. health secretary? it was not i something i was aware of being health secretary? it was not - something i was aware of being told. but as chancellor i was told that. one of the raac hospitals is one used by my own constituents in farnham. as chancellor i said when it comes to prioritising these jobs in among all of the other pressures on the nhs, we must do that, and thatis on the nhs, we must do that, and that is exactly what steve backley has done. ., , ., , has done. there are hospitals affected. _ has done. there are hospitals affected. may _ has done. there are hospitals affected, may be _ has done. there are hospitals affected, may be caught i has done. there are hospitals i affected, may be caught buildings, maybe council housing, former council housing affected. as we speak today, could there be patients in hospitals that are not safe? if in hospitals that are not safe? hf we receive any information that suggests that, we will take the action that is necessary. in terms of making sure hospitals like the ones used by main constituents are safe, that is the programme steve backley committed to as health secretary. backley committed to as health secreta . ., . , backley committed to as health secreta . ., ., , , , . secretary. for many public

buildings. _ secretary. for many public buildings, there _ secretary. for many public buildings, there have i secretary. for many publicj buildings, there have been secretary. for many public - buildings, there have been endless delays in buildings programmes and if you look at the numbers, in schools, for example, the amount of cash spent on investing in school buildings dropped by 50% in real terms between 2009 and 2022, the years the conservatives have been in charge. it isn't what is really going on here the fact that decisions made to cutback on public spending, on the fabric of our country, coming home to roost? you literally did not fix the roof while the sun was shining. i literally did not fix the roof while the sun was shining.— literally did not fix the roof while the sun was shining. i am glad you have asked — the sun was shining. i am glad you have asked that _ the sun was shining. i am glad you have asked that wider _ the sun was shining. i am glad you have asked that wider question i have asked that wider question because it gets to the heart of what rishi sunak and my approach is. hang on, it lets rishi sunak and my approach is. hang on. it gets to — rishi sunak and my approach is. hang on. it gets to the _ rishi sunak and my approach is. hang on, it gets to the heart _ rishi sunak and my approach is. hang on, it gets to the heart of what decisions your party has made over the last decade. if decisions your party has made over the last decade.— the last decade. if you let me answer your— the last decade. if you let me answer your question, - the last decade. if you let me answer your question, it i the last decade. if you let me answer your question, it gets | the last decade. if you let me i answer your question, it gets to the last decade. if you let me - answer your question, it gets to the heart of our approach. yes, in 2010, faced with the biggest financial crisis since the predecessor government run out of money, we had

to take difficult decisions. the first decision rishi sunak took as chancellor was to increase our capital budget by nearly a0%, that was a huge increase. what did i decide as chancellor in my first autumn statement? i remember you interviewing me the day after i became chancellor. i protected in cash terms the increase in the capital budget. if we want to spend more on schools and hospitals, which we do, what do we need to do? grow the economy- — we do, what do we need to do? grow the economy- do _ we do, what do we need to do? grow the economy. do you _ we do, what do we need to do? grow the economy. do you accept - we do, what do we need to do? grow the economy. do you accept a date let me ask you this question. this is about why we have ended up in this situation. do you accept the decisions, justified though they may have been, do you accept the decisions made about cutting back public spending in that era are part of the reason why we have ended up in the situation, whether it is crumbling concrete in schools, problems in all sorts of other part of the public services? ida. problems in all sorts of other part

of the public services?— of the public services? no, the reason i don't, _ of the public services? no, the reason i don't, for _ of the public services? no, the reason i don't, for example, i. of the public services? no, the - reason i don't, for example, i have read this morning people talking about building schools for the future programme stopped by michael gove, what he did as education secretary was he halved the cost of building more schools so more money could be spent on repairs. as i said earlier, the moment we found out there were problems, we have acted on them. the bigger question we face as a country is if we want to spend money on schools and hospitals, on armed forces and other public services, how do we grow the economy? what did we hear on friday? we heard our gdp is 0.6% above pre—pandemic levels, better growth following the pandemic than france, italy, germany, japan, taken because of decisions rishi sunak took as chancellor with the furlough scheme, bounce back a loan scheme. we are focused on growing the economy and you will hear lots more in the months that come ahead. after we

have dealt with inflation, the primary task. that is how in the end we will invest in the fabric of the country and that is what we want to do. do country and that is what we want to do. , ., ~' country and that is what we want to do. ,., ,, ~ ., ., country and that is what we want to do. ~ ., ., ., , do. do you think the average family is feelin: do. do you think the average family is feeling better _ do. do you think the average family is feeling better off? _ do. do you think the average family is feeling better off? revisions - do. do you think the average family is feeling better off? revisions to i is feeling better off? revisions to focus on just the uk is is feeling better off? revisions to focus onjust the uk is not in is feeling better off? revisions to focus on just the uk is not in such a bad position is estimated beforehand. do you think the average family is feeling more optimistic? we are not in as bad a position as we thought... the we are not in as bad a position as we thought - -_ we thought... the obr, an independent _ we thought... the obr, an independent organisation, | we thought... the obr, an - independent organisation, says we are in the biggest fall of living standards for seven days, and you know how high inflation is, how people are struggling to pay their bills. ., , ., ., bills. you will remember, laura, in that first interview— bills. you will remember, laura, in that first interview we _ bills. you will remember, laura, in that first interview we did - bills. you will remember, laura, in that first interview we did when - bills. you will remember, laura, in that first interview we did when i i that first interview we did when i was chancellor, the day after i became chancellor, i promised two things. i said that i would fix the

big problems we face, take whatever difficult decisions were necessary, and we have seen the progress in that, inflation down nearly 40% from its peak at 11%, all the growth forecast been revised upwards. but i also said i would do it in a fair way that helped families through a very difficult period, and that is why you see measures like the energy price guarantee, capping the average bill of £2500, we have seen fuel duty kept down, £5 lower than it would otherwise have been... 1radium would otherwise have been... when ou think would otherwise have been... when you think peeple — would otherwise have been... when you think people will— would otherwise have been... when you think people will start _ would otherwise have been... when you think people will start to - would otherwise have been... when you think people will start to feel better off, when will i start to think, maybe we are through the worst of the squeeze?— think, maybe we are through the worst of the squeeze? when interest rates can start _ worst of the squeeze? when interest rates can start to _ worst of the squeeze? when interest rates can start to fall, _ worst of the squeeze? when interest rates can start to fall, because - rates can start to fall, because there is a lot of pressure on families with mortgages... what people want from their chancellor and the prime minister is not people who will take the easy decisions, but people who will take the right decisions for the long term of the british economy. that is what we are doing, and we can say the plan is

working... doing, and we can say the plan is working- - -— doing, and we can say the plan is working- - -_ working... the bank of england thinks inflation _ working... the bank of england thinks inflation has _ working... the bank of england thinks inflation has gone - working... the bank of england thinks inflation has gone up - working... the bank of england thinks inflation has gone up in l thinks inflation has gone up in august, do you accept that? i think we may see — august, do you accept that? i think we may see a _ august, do you accept that? i think we may see a blip _ august, do you accept that? i think we may see a blip in _ august, do you accept that? i think we may see a blip in september, i august, do you accept that? i think. we may see a blip in september, but after that, the bank of england is saying it will fall down to around 5%. if we are going to put money in people's pockets quickly, the fastest thing i can do is to deliver the prime minister's pledged to halve inflation, because that is not to 1p in the pound of a tax cut, but £5 that people would not have had if inflation stays high. find £5 that people would not have had if inflation stays high.— inflation stays high. and lots of --eole in inflation stays high. and lots of peeple in the — inflation stays high. and lots of peeple in the party _ inflation stays high. and lots of people in the party would - inflation stays high. and lots of people in the party would say, | inflation stays high. and lots of. people in the party would say, in the autumn statement, your big moment in november, you could put money straight back in pockets by cutting taxes. fine money straight back in pockets by cutting taxes-_ money straight back in pockets by cutting taxes-— cutting taxes. one of the things i am most proud _ cutting taxes. one of the things i am most proud of _ cutting taxes. one of the things i am most proud of as _ cutting taxes. one of the things i am most proud of as a _ cutting taxes. one of the things i i am most proud of as a conservative is, as a result of what this government has done, for the first

time ever, anyone in this country can in £1000 a month without paying a penny of tax or national insurance.— a penny of tax or national insurance. �* . , insurance. and the tax burden overall is _ insurance. and the tax burden overall is the _ insurance. and the tax burden overall is the highest - insurance. and the tax burden overall is the highest it - insurance. and the tax burden overall is the highest it has i insurance. and the tax burden i overall is the highest it has been in years and years. so in terms of backbenchers, should theyjust forget that for your autumn statement?— forget that for your autumn statement? ., ., ., , , . ., statement? there are two ways we can brina the statement? there are two ways we can bring the tax _ statement? there are two ways we can bring the tax burden _ statement? there are two ways we can bring the tax burden down, _ statement? there are two ways we can bring the tax burden down, and - statement? there are two ways we can bring the tax burden down, and as - statement? there are two ways we can bring the tax burden down, and as a i bring the tax burden down, and as a conservative, there is nothing i want to do more. one is to grow the economy, and were making good progress on that. the second is to spend taxpayers' money more efficiently, and the work that i and my chief secretary have been doing over the summer have identified public servants and police officers, teachers, doctors and nurses are spending too long on admin, so i've written to my cabinet colleagues today, responsible for those public services, to ask how long is being spent on unnecessary admin. and what we need to do now is re—staff the public service reform agenda. it is not about asking people to work

harder, they work hard, but it is about using money more efficiently. successive governments have tried to crack down on this kind of thing, but it rarely changes the dial in a big way, at a time when the economy has been under significant pressure, and michael gove said that young people were getting a raw deal from the government and that it was worth looking at the tax system to make it fairer, has he got any case? ianthem fairer, has he got any case? when ou sa it fairer, has he got any case? when you say it rarely — fairer, has he got any case? when you say it rarely moves _ fairer, has he got any case? when you say it rarely moves the - fairer, has he got any case? when you say it rarely moves the dial, l fairer, has he got any case? when you say it rarely moves the dial, i | you say it rarely moves the dial, i would dispute that, and in an area that michael gove is well known for, education, we have risen to fourth amongst all developed countries in terms of our reading standards in schools in england, that is a tremendous amount of progress over the last decade. but let's talk about young people, because michael is right to talk about them. what is the best thing we can do for them? it is to say that this country will have the most exciting, best paid, innovative jobs of the future, and if you ask what is rishi sunak and my plan for growth, what our strategy is, we want the uk to be a

global leader in the industries that are going to grow the fastest this century. and i will give you one example. in the pandemic, because of medicines and treatments discovered or developed in the uk, 7 million lives were saved across the world, more, i think, lives were saved across the world, more, ithink, than lives were saved across the world, more, i think, than any other country. we now have, in the last decade, develop your�*s largest life sciences industry, that is creating brilliantjobs for young sciences industry, that is creating brilliant jobs for young people leaving our universities. mann; brilliant jobs for young people leaving our universities. many young --eole are leaving our universities. many young people are fed _ leaving our universities. many young people are fed up. — leaving our universities. many young people are fed up, it _ leaving our universities. many young people are fed up, it is _ leaving our universities. many young people are fed up, it is difficult - people are fed up, it is difficult to get on the property ladder because they are paying back university loans, they may be hit by extremely high tax rates in reality, and a lot of people also interested in the environment, which is of particular interest for the younger generation, they look at your government seeming to be wobbly on its green green commitments. we were hearing there was a lot of disappointment that the government is not as committed to its net zero goals as it was under borisjohnson.

you on that commitment? ila. goals as it was under boris johnson. you on that commitment?— goals as it was under boris johnson. you on that commitment? no, and we have said many _ you on that commitment? no, and we have said many times _ you on that commitment? no, and we have said many times that _ you on that commitment? no, and we have said many times that we - you on that commitment? no, and we have said many times that we are - have said many times that we are proud of the fact that we have reduced emissions more than any other major country, and we are legally committed to net zero, a conservative government passed that law, but we need to get there in a pragmatic and sensible way that carries people with us, so that is why the measures we are taking, let me give you one thing that has happened in the last ten years. we have become europe's largest producer of offshore wind energy, and other renewables account for about 40% of our total electricity output, i think from around 2%. ordinary families are feeling the pinch, they don't want to see their energy bills go up, and to keep their support for this very important agenda, we have to do it in a pragmatic and balanced way.

life is not all about politics, and you recently lost your brother charlie to cancer, a rare form of cancer, sarcoma. you have spoken about his journey and about your own cancer care, and you did a lot of fundraising together. ijust wonder if your own experiences have made you feel differently about the health service, you health secretary for a long time, a front line politician making decisions about the nhs, has changed how you think about it? ~ ~' , ., about it? well, i think, when you lose a brother— about it? well, i think, when you lose a brother or _ about it? well, i think, when you lose a brother or something - about it? well, i think, when you lose a brother or something like l lose a brother or something like that, it'sjust change lose a brother or something like that, it's just change the way you think. my brother was an incredible outdoors person, he loved sport, he twisted my arm to run the marathon, which i had never done before, he loved kite surfing, and he had this irrepressible positivity. and he said to me in his last days that one thing that he wanted to happen, and with the great sadness of leaving behind a lovely family, is that more people would understand the dangers of his very rare cancer, sarcoma.

and if you have a lump or a pain in and if you have a lump ora pain in an arm or leg, or chest or abdomen, ask your gp if it could be a sarcoma. we both want to support an amazing small charity called sarcoma uk, which is doing more research to make sure that other families don't have to go through what our family are going through.— are going through. jeremy hunt, thank ou are going through. jeremy hunt, thank you so _ are going through. jeremy hunt, thank you so much _ are going through. jeremy hunt, thank you so much for— are going through. jeremy hunt, thank you so much for coming i are going through. jeremy hunt, thank you so much for coming in j are going through. jeremy hunt, - thank you so much for coming in and talking about that today. i'm sure you're in fine voice, as ever. let us know what you thought on email, kuenssberg@bbc.co.uk, or on social use #bbclaurak, and we'll try and share some of the conversation later in the show. the headlines are on the bbc live page as it unfolds. the address is there for you now. now then, what did you make of jeremy hunt had to say about the situation the government? melt. jeremy hunt had to say about the situation the government? well, i think first of _ situation the government? well, i think first of all, _ situation the government? well, i think first of all, credit _ situation the government? well, i think first of all, credit to - situation the government? well, i think first of all, credit to him - think first of all, credit to him and rishi sunakfor restoring some

basic decorum to the office of prime minister and chancellor after the fiasco of liz truss, the shambles of borisjohnson, i think they deserve credit for looking like they take the job seriously. credit for looking like they take thejob seriously. but credit for looking like they take the job seriously. but they have received one of the greatest hospital passes that any government will inherit, they are unpopular as a government and a party. i had a weird moment, iwas a government and a party. i had a weird moment, i was in california in august, i got on a plane and found that sitting next to me was the prime minister, which was probably the last thing he wanted to encounter on day one of his vacation, but we had a very nice chat in midair. and he was asking what i thought about the situation, and i said, it reminds me of the england cricket team, who went through 17 test matches and won one and were playing a very dour, uninspiring form of cricket and were facing a barrage of bouncers and really not exciting anybody with the way they were playing. and then we changed everything, we brought in a

new captain, ben stokes, and a new coach, we had this new philosophy, and that was about ripping up the rules... ~ ., and that was about ripping up the rules... a, ., ,, and that was about ripping up the rules... ., ,, , rules... more aggressive, smashing it out? rishi — rules... more aggressive, smashing it out? rishi sunak— rules... more aggressive, smashing it out? rishi sunak is _ rules... more aggressive, smashing it out? rishi sunak is a _ rules... more aggressive, smashing it out? rishi sunak is a big - rules... more aggressive, smashing it out? rishi sunak is a big cricket l it out? rishi sunak is a big cricket fan, and i said _ it out? rishi sunak is a big cricket fan, and i said he _ it out? rishi sunak is a big cricket fan, and i said he needed - it out? rishi sunak is a big cricket fan, and i said he needed to - it out? rishi sunak is a big cricket fan, and i said he needed to be i it out? rishi sunak is a big cricket. fan, and i said he needed to be more like that. lip fan, and i said he needed to be more like that. , , , ,, fan, and i said he needed to be more likethat. , , , ,, . ., , fan, and i said he needed to be more like that-_ the i like that. up in business class? the count is like that. up in business class? the country is crying — like that. up in business class? the country is crying out _ like that. up in business class? the country is crying out for _ like that. up in business class? the country is crying out for hope - like that. up in business class? the country is crying out for hope and i country is crying out for hope and inspiration, and also a little bit of excitement, we are all fed up with the malaise which has engulfed this country, aren't we? we are fed up this country, aren't we? we are fed up with the strikes, the misery, the nhs problems come up with the post pandemic issues, everyone is feeling the pinch and feeling miserable, and i want to see leadership from the top, from the government, the prime minister and chancellor in particular, get on the front foot, start playing some shots, get this country back where we think it should belong. 50 country back where we think it should belong.— country back where we think it should belong. so whether rishi sunak will look _ should belong. so whether rishi sunak will look like _ should belong. so whether rishi sunak will look like he _ should belong. so whether rishi sunak will look like he is - should belong. so whether rishij sunak will look like he is coming out fighting, it is hard for them to do that, we have got parents

wondering if they can go safely to school. rachel, you were pretty angry before we heard from the chancellor, what did you make of his answers about crumbling concrete? look, i am answers about crumbling concrete? look, iam pleased answers about crumbling concrete? look, i am pleased that each case will get _ look, i am pleased that each case will get funded _ look, i am pleased that each case will get funded as _ look, i am pleased that each case will get funded as it _ look, i am pleased that each case will get funded as it needs- look, i am pleased that each case will get funded as it needs and - look, i am pleased that each case will get funded as it needs and to| will get funded as it needs and to be taken — will get funded as it needs and to be taken seriously, _ will get funded as it needs and to be taken seriously, but _ will get funded as it needs and to be taken seriously, but we - will get funded as it needs and to i be taken seriously, but we shouldn't be taken seriously, but we shouldn't be in _ be taken seriously, but we shouldn't be in this_ be taken seriously, but we shouldn't be in this situation. _ be taken seriously, but we shouldn't be in this situation. they— be taken seriously, but we shouldn't be in this situation. they should - be in this situation. they should have _ be in this situation. they should have beeri— be in this situation. they should have been planning _ be in this situation. they should have been planning in— be in this situation. they should have been planning in place - be in this situation. they should have been planning in place andj be in this situation. they should i have been planning in place and a really— have been planning in place and a really good — have been planning in place and a really good school _ have been planning in place and a really good school building - really good school building programme _ really good school building programme to _ really good school building programme to address - really good school buildingj programme to address this really good school building - programme to address this over the years _ programme to address this over the years is_ programme to address this over the years is it — programme to address this over the years. is it really— programme to address this over the years. is it really the _ programme to address this over the years. is it really the least - programme to address this over the years. is it really the least to- programme to address this over the years. is it really the least to ask i years. is it really the least to ask to say— years. is it really the least to ask to say that — years. is it really the least to ask to say that we _ years. is it really the least to ask to say that we want _ years. is it really the least to ask to say that we want safe, - years. is it really the least to ask to say that we want safe, fit - years. is it really the least to ask to say that we want safe, fit for. to say that we want safe, fit for purpose — to say that we want safe, fit for purpose buildings _ to say that we want safe, fit for purpose buildings for _ to say that we want safe, fit for purpose buildings for children? | purpose buildings for children? there _ purpose buildings for children? there is— purpose buildings for children? there is a — purpose buildings for children? there is a school— purpose buildings for children? there is a school priority - purpose buildings for children? there is a school priority bill i there is a school priority bill programme, _ there is a school priority bill programme, there - there is a school priority bill programme, there has- there is a school priority bill programme, there has beenj there is a school priority bill - programme, there has been money there is a school priority bill _ programme, there has been money put into special— programme, there has been money put into special schools. _ programme, there has been money put into special schools. as _ programme, there has been money put into special schools. as a _ programme, there has been money put into special schools. as a teacher - into special schools. as a teacher and head — into special schools. as a teacher and head teacher, _ into special schools. as a teacher and head teacher, i— into special schools. as a teacher and head teacher, i can— into special schools. as a teacher and head teacher, i can tell- into special schools. as a teacher and head teacher, i can tell you i and head teacher, i can tell you that is— and head teacher, i can tell you that is not— and head teacher, i can tell you that is not enough— and head teacher, i can tell you that is not enough money, - and head teacher, i can tell you that is not enough money, andi that is not enough money, and companies _ that is not enough money, and companies are _ that is not enough money, and companies are funded - that is not enough money, and companies are funded to - that is not enough money, and companies are funded to build | companies are funded to build schools. — companies are funded to build schools. the _ companies are funded to build schools, the cost— companies are funded to build schools, the cost engineeringl schools, the cost engineering starts, — schools, the cost engineering starts, and _ schools, the cost engineering starts, and we _ schools, the cost engineering starts, and we need - schools, the cost engineering starts, and we need far- schools, the cost engineeringl starts, and we need far better schools, the cost engineering - starts, and we need far better grip on these _ starts, and we need far better grip on these issues _ starts, and we need far better grip on these issues that _ starts, and we need far better grip on these issues that really- starts, and we need far better grip on these issues that really affectsl on these issues that really affects children— on these issues that really affects children and — on these issues that really affects children and young _ on these issues that really affects children and young people. - on these issues that really affects children and young people. you i on these issues that really affects children and young people. you have done 17 already, _ children and young people. you have done 17 already, it _ children and young people. you have done 17 already, it sounds _ children and young people. you have done 17 already, it sounds like - children and young people. you have done 17 already, it sounds like you i done 17 already, it sounds like you should be out there with a hard hat! we asked jeremy hunt whether the

tories are backsliding on the environmental commitment, but he denied it, saying that we have to be pragmatic. the denied it, saying that we have to be -rramatic. , , ._ , denied it, saying that we have to be -rramatic. , , , .., pragmatic. the best way they could ossibl pragmatic. the best way they could possibly take _ pragmatic. the best way they could possibly take people _ pragmatic. the best way they could possibly take people with _ pragmatic. the best way they could possibly take people with them - pragmatic. the best way they could possibly take people with them is l pragmatic. the best way they could l possibly take people with them is by investing _ possibly take people with them is by investing in the cheapest form of electricity, one that could actually be taking — electricity, one that could actually be taking £130 off our bills every year. _ be taking £130 off our bills every year. 5_ be taking £130 off our bills every year, 5 billion off the cost of energy. _ year, 5 billion off the cost of energy, and that is onshore wind. it is not _ energy, and that is onshore wind. it is not oil— energy, and that is onshore wind. it is not oil and — energy, and that is onshore wind. it is not oil and gas. it is interesting that piers met at the prime _ interesting that piers met at the prime minister on what i assume is a chartered _ prime minister on what i assume is a chartered flight, because his favourite form of transport seems to be buzzing _ favourite form of transport seems to be buzzing about in a helicopter, and his— be buzzing about in a helicopter, and his favourite turbine is above his helicopter. he is not zipping around — his helicopter. he is not zipping around on — his helicopter. he is not zipping around on net zero, we have an energy— around on net zero, we have an energy bill— around on net zero, we have an energy bill next week with a really exciting _ energy bill next week with a really exciting opportunity, and thank goodness grant shapps will not be overseeing it, claire coutinho, the new minister... | overseeing it, claire coutinho, the new minister. . ._ new minister... i am sure grant sha -s new minister... i am sure grant shapps would — new minister... i am sure grant shapps would disagree - new minister... i am sure grant shapps would disagree with - new minister... i am sure grant shapps would disagree with you but... �* ., ~'

shapps would disagree with you but... . ,, ., ., shapps would disagree with you but... alok sharma has tabled an amendment _ but... alok sharma has tabled an amendment that _ but... alok sharma has tabled an amendment that would _ but... alok sharma has tabled an amendment that would lift - but... alok sharma has tabled an amendment that would lift this i amendment that would lift this ridiculous ban and makes it easier to build _ ridiculous ban and makes it easier to build a — ridiculous ban and makes it easier to build a 200 foot high naked statue — to build a 200 foot high naked statue of— to build a 200 foot high naked statue of the prime minister than a wind turbine that would deliver cheap — wind turbine that would deliver cheap electricity. | wind turbine that would deliver cheap electricity.— wind turbine that would deliver cheap electricity. i know you have been making _ cheap electricity. i know you have been making a — cheap electricity. i know you have been making a documentary - cheap electricity. i know you have | been making a documentary about cheap electricity. i know you have - been making a documentary about this four channel 11. aha, been making a documentary about this four channel 4.— four channel 4. a documentary that the chancellor _ four channel 4. a documentary that the chancellor has _ four channel 4. a documentary that the chancellor has declined - four channel 4. a documentary that the chancellor has declined to - four channel 4. a documentary that the chancellor has declined to give | the chancellor has declined to give an interview about, which is a great shame _ an interview about, which is a great shame. , i. an interview about, which is a great shame. , .,, an interview about, which is a great shame. , ., shame. maybe you can grab him on the wa out! shame. maybe you can grab him on the way out! doesn't _ shame. maybe you can grab him on the way out! doesn't he _ shame. maybe you can grab him on the way out! doesn't he have _ shame. maybe you can grab him on the way out! doesn't he have a _ shame. maybe you can grab him on the way out! doesn't he have a point - way out! doesn't he have a point about being pragmatic and not alienating communities? we have seen ulez, a pretty hefty charge going on to people driving particular cars, isn't there a balance here? i think there is. you have to be careful. instinctively my gut feeling is just careful. instinctively my gut feeling isjust stop oil are right. such a distraction. you have had your say, let me have mine. they have had the complete opposite effect to what the protesters hoped. if you're going to spend your entire

time running around wrecking ordinary people's lives, ruining the fun, getting on theirfaces, stopping them going to school, hospital, you are not going to bring the public with you. that government has to somehow hit the sweet spot where they take us into a far greener place, which is what they want to do, but they do it at a pace and affordability that will bring the public with them. if you try to be too catastrophic in your rhetoric about this, in my view, withjust stop oil, pathetic in your methodology, you will turn people off. do methodology, you will turn people off. , ., ~' methodology, you will turn people off. , ,, ., off. do you thinkjust stop oil have shot themselves _ off. do you thinkjust stop oil have shot themselves in _ off. do you thinkjust stop oil have shot themselves in the _ off. do you thinkjust stop oil have shot themselves in the foot? - off. do you thinkjust stop oil have shot themselves in the foot? a - off. do you thinkjust stop oil have shot themselves in the foot? a lot| shot themselves in the foot? a lot of people have been very cross. nothing is more affordable than onshore — nothing is more affordable than onshore wind to bring down bills and -ive onshore wind to bring down bills and give us _ onshore wind to bring down bills and give us energy security. just stop oil, give us energy security. just stop oil. every— give us energy security. just stop oil, every radical movement for change — oil, every radical movement for change needs a radical wing that draws— change needs a radical wing that draws our— change needs a radical wing that draws our attention to things. i was watching _ draws our attention to things. i was watching the test match when someone ran on— watching the test match when someone ran on and _ watching the test match when someone ran on and exploded orange powder, it drew— ran on and exploded orange powder, it drew attention to a vital issue. i it drew attention to a vital issue. i was _ it drew attention to a vital issue. i was there — it drew attention to a vital issue. i was there and the only attention

it drew was everyone was booing and everyone thought that i was a total moron. iaisle everyone thought that i was a total moron. ~ . . ~' everyone thought that i was a total moron. ~ ., ., ~ ., ., moron. we are talking about it now. the have moron. we are talking about it now. they have been _ moron. we are talking about it now. they have been pretty _ moron. we are talking about it now. they have been pretty successful. they have been pretty successful about raising the profile of the issue. , ., , ., , issue. they are prepared to put their liberty _ issue. they are prepared to put their liberty on _ issue. they are prepared to put their liberty on the _ issue. they are prepared to put their liberty on the line - issue. they are prepared to put their liberty on the line to - issue. they are prepared to put i their liberty on the line to defend something they passionately believe in. something they passionately believe in that _ something they passionately believe in that is _ something they passionately believe in. that is why women are allowed to vote in— in. that is why women are allowed to vote in this _ in. that is why women are allowed to vote in this country. what would you have been— vote in this country. what would you have been saying when women were throwing _ have been saying when women were throwing themselves in front of the king's— throwing themselves in front of the king's horse to get votes for women? we need _ king's horse to get votes for women? we need to— king's horse to get votes for women? we need to get people out there and put their— we need to get people out there and put their liberty at west to show this generation, as the chancellor pointed _ this generation, as the chancellor pointed out, as rachel knows because 40% of— pointed out, as rachel knows because 40% of children put climate number two when _ 40% of children put climate number two when she had the big ask a year a-o. two when she had the big ask a year aro. �* two when she had the big ask a year aio, �* , ., , two when she had the big ask a year aro. �* , ., , , ., two when she had the big ask a year aro. �* , we two when she had the big ask a year ago-_ we willi ago. bring people with you. we will come back to _ ago. bring people with you. we will come back to that _ ago. bring people with you. we will come back to that in _ ago. bring people with you. we will come back to that in a _ ago. bring people with you. we will come back to that in a second. - ago. bring people with you. we will come back to that in a second. it i ago. bring people with you. we will come back to that in a second. it is| come back to that in a second. it is failinr as come back to that in a second. it is failing as a — come back to that in a second. it 3 failing as a strategy. come back to that in a second. it is failing as a strategy. it _ come back to that in a second. it is failing as a strategy. it is _ come back to that in a second. it is failing as a strategy. it is a - come back to that in a second. it is failing as a strategy. it is a point i failing as a strategy. it is a point of dispute _ failing as a strategy. it is a point of dispute and _ failing as a strategy. it is a point of dispute and i _ failing as a strategy. it is a point of dispute and i suppose - failing as a strategy. it is a point of dispute and i suppose none i failing as a strategy. it is a pointj of dispute and i suppose none of failing as a strategy. it is a point. of dispute and i suppose none of us can get inside the minds of the members of the public, every single member. what was also quite a big story this summer the ongoing

hacking trial. as the former editor you have to night on many occasions you have to night on many occasions you had any knowledge of phone hacking but your name kept being brought up and there was a range of testimony that implicated you in the hacking of people plus microphones, do you still do like that? absolutely. i was never asked to take part —— the hacking of people's phones. i had to put up with people making unsubstantiated claims against me and we will wait to see what the verdict is in this case. there was a wider point, i think, which is, does the public have any sympathy with prince harry about his relentless, vengeful campaign against the media in this country? we have seen it again recently with what he said about the troops in afghanistan, the british media somehow didn't support them. absolute lie. harry has gone around in this campaign against the british media spewing lies with his wife meghan markle. i don't think the public have any sympathy for their

privacy. hang on. you have set a bit about that case. we will wait and see what it concludes. my position on hacking remains the same. i will not take lectures on privacy from a guy like harry who has spent the last few years... i guy like harry who has spent the last few years. . ._ guy like harry who has spent the last few years. . .— last few years... i am not asking ou to last few years... i am not asking you to take _ last few years... i am not asking you to take lectures. _ last few years... i am not asking you to take lectures. he - last few years... i am not asking you to take lectures. he has - last few years... i am not asking l you to take lectures. he has been invadin: you to take lectures. he has been invading the _ you to take lectures. he has been invading the privacy _ you to take lectures. he has been invading the privacy of— you to take lectures. he has been invading the privacy of his - you to take lectures. he has been invading the privacy of his family. j invading the privacy of his family. financial gain. i think he is a shameful hypocrite. ihe financial gain. i think he is a shameful hypocrite.- financial gain. i think he is a shameful hypocrite. he is not here to defend himself. _ shameful hypocrite. he is not here to defend himself. i— shameful hypocrite. he is not here to defend himself. i want - shameful hypocrite. he is not here to defend himself. i want to - shameful hypocrite. he is not here to defend himself. i want to ask. shameful hypocrite. he is not here | to defend himself. i want to ask you if you have ever listened to a voice mail without the consent of one of the participants? mi; mail without the consent of one of the participants?— the participants? my position on hackinr is the participants? my position on hacking is i _ the participants? my position on hacking is i have _ the participants? my position on hacking is i have never - the participants? my position on hacking is i have never hacked l the participants? my position on hacking is i have never hacked a j hacking is i have never hacked a phone, i have never told anyone to, no one has produced any evidence... the paper you are editing benefited and ran— the paper you are editing benefited and ran stories... | the paper you are editing benefited and ran stories. . ._ and ran stories... i saw zero evidence — and ran stories... i saw zero evidence in _ and ran stories... i saw zero evidence in that _ and ran stories... i saw zero evidence in that case, - and ran stories... i saw zero| evidence in that case, unless and ran stories... i saw zero i evidence in that case, unless i missed something, that prince harry produced a shred of actual evidence that anyone at the daily mirror

under my leadership hacked his phone. thejudge will under my leadership hacked his phone. the judge will make under my leadership hacked his phone. thejudge will make his report. that is as we stand the case. i do think it is pretty rich of harry to be lecturing the british media about privacy when he is on this extended... you media about privacy when he is on this extended. . ._ media about privacy when he is on this extended... you have made that abundantly clear. _ this extended. .. you have made that abundantly clear. i _ this extended... you have made that abundantly clear. i want _ this extended... you have made that abundantly clear. i want to _ this extended. .. you have made that abundantly clear. i want to talk- abundantly clear. i want to talk about one of the things you have been working on, rachel, kids meant to be going back to school tomorrow in england, kids in scotland have been back for a couple of weeks, you have new receipts showing kids persistently absent, missing one day at least a four night, the number is extraordinary, 1.8 million —— new research. extraordinary, 1.8 million -- new research. ~ ., ,, ., extraordinary, 1.8 million -- new research-— research. when i talk to children and i research. when i talk to children and i have _ research. when i talk to children and i have talked _ research. when i talk to children and i have talked to _ research. when i talk to children and i have talked to thousands, | research. when i talk to children - and i have talked to thousands, they want to— and i have talked to thousands, they want to be _ and i have talked to thousands, they want to be at— and i have talked to thousands, they want to be at school, _ and i have talked to thousands, they want to be at school, they _ and i have talked to thousands, they want to be at school, they want - and i have talked to thousands, they want to be at school, they want to l want to be at school, they want to have _ want to be at school, they want to have great — want to be at school, they want to have great features _ want to be at school, they want to have great features and _ want to be at school, they want to have great features and great - want to be at school, they want toj have great features and great jobs and be _ have great features and great jobs and be part— have great features and great jobs and be part of— have great features and great jobs and be part of making _ have great features and great jobs and be part of making this- have great features and great jobs and be part of making this a - have great features and great jobs and be part of making this a great| and be part of making this a great country _ and be part of making this a great country but — and be part of making this a great country. but we _ and be part of making this a great country. but we have _ and be part of making this a great country. but we have a _ and be part of making this a great country. but we have a real- and be part of making this a great. country. but we have a real problem pace pandemic— country. but we have a real problem pace pandemic around _ country. but we have a real problem pace pandemic around attendance. ij pace pandemic around attendance. i started _ pace pandemic around attendance. i started looking _ pace pandemic around attendance. i started looking at _ pace pandemic around attendance. i started looking at the _ pace pandemic around attendance. i started looking at the data, - pace pandemic around attendance. i started looking at the data, we - pace pandemic around attendance. i started looking at the data, we now| started looking at the data, we now have live _ started looking at the data, we now have live data. _ started looking at the data, we now have live data, 1.8—

started looking at the data, we now have live data, 1.8 million- started looking at the data, we now have live data, 1.8 million of- started looking at the data, we now have live data, 1.8 million of 8- have live data, 1.8 million of 8 million — have live data, 1.8 million of 8 million cohort, _ have live data, 1.8 million of 8 million cohort, it _ have live data, 1.8 million of 8 million cohort, it is _ have live data, 1.8 million of 8 million cohort, it is huge. - have live data, 1.8 million of 8j million cohort, it is huge. also doubled — million cohort, it is huge. also doubled the _ million cohort, it is huge. also doubled the number— million cohort, it is huge. also doubled the number from - million cohort, it is huge. also i doubled the number from before million cohort, it is huge. also - doubled the number from before the pandemic— doubled the number from before the pandemic and — doubled the number from before the pandemic and double _ doubled the number from before the pandemic and double the _ doubled the number from before the pandemic and double the number. doubled the number from before the pandemic and double the number of| pandemic and double the number of severe _ pandemic and double the number of severe absences, _ pandemic and double the number of severe absences, 50%... _ pandemic and double the number of severe absences, 50%... what - pandemic and double the number of severe absences, 5096. . ._ severe absences, 5096. .. what is iroin severe absences, 5096... what is going on? _ severe absences, 5096... what is going on? a _ severe absences, 5096... what is going on? a range _ severe absences, 5096. .. what is going on? a range of— severe absences, 5096... what is going on? a range of things. - severe absences, 5096... what is going on? a range of things. we| severe absences, 5096... what is - going on? a range of things. we have to acce -t going on? a range of things. we have to accept that — going on? a range of things. we have to accept that the _ going on? a range of things. we have to accept that the effect _ going on? a range of things. we have to accept that the effect of _ going on? a range of things. we have to accept that the effect of the - to accept that the effect of the pandemic— to accept that the effect of the pandemic has _ to accept that the effect of the pandemic has not... _ to accept that the effect of the pandemic has not... this- to accept that the effect of the . pandemic has not... this number to accept that the effect of the - pandemic has not... this number has not got _ pandemic has not... this number has not got better, — pandemic has not... this number has not got better, it _ pandemic has not... this number has not got better, it has _ pandemic has not... this number has not got better, it has gone _ pandemic has not... this number has not got better, it has gone worse. . not got better, it has gone worse. when _ not got better, it has gone worse. when i _ not got better, it has gone worse. when i looked _ not got better, it has gone worse. when i looked into— not got better, it has gone worse. when i looked into it, _ not got better, it has gone worse. when i looked into it, a _ not got better, it has gone worse. when i looked into it, a number. not got better, it has gone worse. | when i looked into it, a number of things. _ when i looked into it, a number of things. there — when i looked into it, a number of things. there is _ when i looked into it, a number of things, there is a _ when i looked into it, a number of things, there is a group— when i looked into it, a number of things, there is a group of- when i looked into it, a number ofj things, there is a group of children that are _ things, there is a group of children that are anxious, _ things, there is a group of children that are anxious, school— things, there is a group of children that are anxious, school refusing, i that are anxious, school refusing, on an— that are anxious, school refusing, on an emotional _ that are anxious, school refusing, on an emotional basis, _ that are anxious, school refusing, on an emotional basis, and - that are anxious, school refusing, on an emotional basis, and we . that are anxious, school refusing, i on an emotional basis, and we really need _ on an emotional basis, and we really need to— on an emotional basis, and we really need to get— on an emotional basis, and we really need to get those _ on an emotional basis, and we really need to get those children _ on an emotional basis, and we really need to get those children back. - on an emotional basis, and we really need to get those children back. we| need to get those children back. we are working — need to get those children back. we are working with _ need to get those children back. we are working with mental— need to get those children back. we are working with mental health - are working with mental health support, — are working with mental health support, hospitals, _ are working with mental health support, hospitals, and - are working with mental health support, hospitals, and i- are working with mental health support, hospitals, and i am i are working with mental health i support, hospitals, and i am trying to bring _ support, hospitals, and i am trying to bring people _ support, hospitals, and i am trying to bring people together— support, hospitals, and i am trying to bring people together to - support, hospitals, and i am trying to bring people together to do i support, hospitals, and i am trying to bring people together to do it. i to bring people together to do it. that is— to bring people together to do it. that is what— to bring people together to do it. that is what i— to bring people together to do it. that is what i talk— to bring people together to do it. that is what i talk about - to bring people together to do it. that is what i talk about grip i to bring people together to do it. that is what i talk about grip in. that is what i talk about grip in the public— that is what i talk about grip in the public sector. _ that is what i talk about grip in the public sector. also - that is what i talk about grip inj the public sector. also children with special— the public sector. also children with special educational- the public sector. also children with special educational needsl the public sector. also children i with special educational needs who have found — with special educational needs who have found it — with special educational needs who have found it easier— with special educational needs who have found it easier at _ with special educational needs who have found it easier at home. i with special educational needs who have found it easier at home. andl with special educational needs whoi have found it easier at home. and a large _ have found it easier at home. and a large group — have found it easier at home. and a large group of— have found it easier at home. and a large group of children, _ have found it easier at home. and a large group of children, 100,000, i large group of children, 100,000, playing _ large group of children, 100,000, playing truant~ _ large group of children, 100,000, playing truant. you _ large group of children, 100,000, playing truant—

large group of children, 100,000, playing truant. you are telling them toda , ret playing truant. you are telling them today. get to _ playing truant. you are telling them today, get to school _ playing truant. you are telling them today, get to school tomorrow? i playing truant. you are telling them i today, get to school tomorrow? what i am sa inr today, get to school tomorrow? what i am saying is. _ today, get to school tomorrow? what i am saying is. you — today, get to school tomorrow? what i am saying is, you are _ today, get to school tomorrow? what i am saying is, you are not— today, get to school tomorrow? what i am saying is, you are not on your own, _ i am saying is, you are not on your own. parents _ i am saying is, you are not on your own. parents i— i am saying is, you are not on your own, parents. i have _ i am saying is, you are not on your own, parents. i have talked - i am saying is, you are not on your own, parents. i have talked to i own, parents. i have talked to thousands— own, parents. i have talked to thousands of— own, parents. i have talked to thousands of children, - own, parents. i have talked to thousands of children, most i own, parents. i have talked to i thousands of children, most will think— thousands of children, most will think again _ thousands of children, most will think again about _ thousands of children, most will think again about september, i thousands of children, most will i think again about september, could this be _ think again about september, could this be the — think again about september, could this be the year— think again about september, could this be the year i— think again about september, could this be the year i do— think again about september, could this be the year i do it? _ think again about september, could this be the year i do it? i'm - this be the year i do it? i'm saying. _ this be the year i do it? i'm saying. which— this be the year i do it? i'm saying, which out _ this be the year i do it? i'm saying, which out to - this be the year i do it? i'm i saying, which out to schools, schools — saying, which out to schools, schools reach _ saying, which out to schools, schools reach out _ saying, which out to schools, schools reach out to - saying, which out to schools, j schools reach out to parents, saying, which out to schools, i schools reach out to parents, we need _ schools reach out to parents, we need health— schools reach out to parents, we need health and _ schools reach out to parents, we need health and the _ schools reach out to parents, we need health and the police i schools reach out to parents, we i need health and the police working togethen _ need health and the police working togethen if— need health and the police working together. if kids _ need health and the police working together. if kids do _ need health and the police working together. if kids do not _ need health and the police working together. if kids do not come i need health and the police working together. if kids do not come back| together. if kids do not come back in the _ together. if kids do not come back in the first— together. if kids do not come back in the first week, _ together. if kids do not come back in the first week, they— together. if kids do not come back in the first week, they are - together. if kids do not come back in the first week, they are likely. in the first week, they are likely to have — in the first week, they are likely to have 55%_ in the first week, they are likely to have 55% of— in the first week, they are likely to have 55% of absence. - in the first week, they are likely to have 55% of absence. it i in the first week, they are likely to have 55% of absence. it is i in the first week, they are likely. to have 55% of absence. it is really important — to have 5596 of absence. it is really im ortant. , ., important. tell the parents to get their kids back— important. tell the parents to get their kids back to _ important. tell the parents to get their kids back to school. - important. tell the parents to get their kids back to school. i i important. tell the parents to get their kids back to school. i think i their kids back to school. i think ou their kids back to school. i think you could _ their kids back to school. i think you could have _ their kids back to school. i think you could have been _ their kids back to school. i think you could have been quite i their kids back to school. i think you could have been quite a i their kids back to school. i think. you could have been quite a scary head teacher. the you could have been quite a scary head teacher.— you could have been quite a scary head teacher. , , ., head teacher. the parents should get kids back to school. _ thank you all for now. it's a headache for school and parents to get kids back to school properly after covid and to deal with dangerous buildings. the politician who would like the job of sorting this all out is labour's bridget phillipson. the shadow education secretary. hopeful of getting into power if labour win the next election. great to see you after the summer. we just

heard a new figure from rachel de souza, 1.8 heard a new figure from rachel de souza,1.8 million kids heard a new figure from rachel de souza, 1.8 million kids persistently absent, how would you get them back to school? i absent, how would you get them back to school? . . , absent, how would you get them back to school? ., ., , _, . to school? i am really concerned about the _ to school? i am really concerned about the impact _ to school? i am really concerned about the impact we _ to school? i am really concerned about the impact we are - to school? i am really concerned about the impact we are seen i to school? i am really concernedj about the impact we are seen on young people and their futures. a number of key ways i set a change labour to support children and around attendance. delivering breakfast clubs for every primary school in child in england, softer start, making sure people are properly supported. improve mental health support in schools. a growing concern. as we heard from the children's commissioner, i have heard the same story is about increasing numbers of young people suffering mental health problems, anxiety and the cost of living pressures making it really hard for families, enormous challenges. when we speak to school leaders, they are doing everything they can. we never had a proper catch—up recovery

programme out of the pandemic and it was rishi sunak who was the chancellor who said we maxed out on support... chancellor who said we maxed out on su ort. .. ., , chancellor who said we maxed out on suuort... . , ., ., ., ., support... parents have a role, do arents support... parents have a role, do parents have _ support... parents have a role, do parents have to _ support... parents have a role, do parents have to be _ support... parents have a role, do parents have to be tougher- support... parents have a role, do parents have to be tougher and i support... parents have a role, do| parents have to be tougher and get kids out of the door and not say, if you are not feeling so well, you can have the day off?— have the day off? absolutely, of course parents _ have the day off? absolutely, of course parents have _ have the day off? absolutely, of course parents have a _ have the day off? absolutely, of course parents have a role. i have the day off? absolutely, of. course parents have a role. should the be course parents have a role. should they be tougher? _ course parents have a role. should they be tougher? i _ course parents have a role. should they be tougher? i don't _ course parents have a role. should they be tougher? i don't think- course parents have a role. should they be tougher? i don't think it i course parents have a role. should they be tougher? i don't think it is| they be tougher? i don't think it is helful to they be tougher? i don't think it is helpful to talk _ they be tougher? i don't think it is helpful to talk in _ they be tougher? i don't think it is helpful to talk in that language. i helpful to talk in that language. some parents are struggling themselves with mental health and rising levels of child poverty, of course every day in school matters, really important message, butjust lecturing people without supporting them, i have neverfound it an effective means of making change happen. effective means of making change ha en, ., effective means of making change ha en. ., effective means of making change ha en, ., happen. labour in power last time introduced truancy _ happen. labour in power last time introduced truancy fines, - happen. labour in power last time introduced truancy fines, is i happen. labour in power last time introduced truancy fines, is that i introduced truancy fines, is that something you would look at increasing? this is a very serious problem. it feels like something radical might have to be done. i am not convinced _ radical might have to be done. i am not convinced it _ radical might have to be done. i am not convinced it is _ radical might have to be done. i am not convinced it is the _ radical might have to be done. i —h not convinced it is the answer. you see across the country real variation in how the fines are applied and parents rightly raise

concern about that. this is partly about the post pandemic response. rishi sunak when he was chancellor said we had maxed out on support available to children, he rejected out of hand the expert report from the leading expert in education said kevin collins setting out what needed to happen out of the pandemic. we know how destructive it was to children's education, the impact, and the relationship between schools and families, but also between government and education, i think it has fractured. my priority if i was education secretary were to be reset the relationship.— if i was education secretary were to be reset the relationship. would you courh u- be reset the relationship. would you cough up the — be reset the relationship. would you cough up the money _ be reset the relationship. would you cough up the money asked - be reset the relationship. would you cough up the money asked for? i be reset the relationship. would you cough up the money asked for? we| be reset the relationship. would you i cough up the money asked for? we set out at the time — cough up the money asked for? we set out at the time what _ cough up the money asked for? we set out at the time what labour's - cough up the money asked for? we set out at the time what labour's plans - out at the time what labour's plans would be, the government rejected it, they put in place a tutoring programme which has been a total failure. we will see the impact as a country for a long time. we failure. we will see the impact as a country for a long time.— country for a long time. we heard the chancellor _ country for a long time. we heard the chancellor this _ country for a long time. we heard the chancellor this morning - country for a long time. we heard - the chancellor this morning promised the chancellor this morning promised the government would sort out the situation with crumbling concrete as quickly as they possibly could, he also said he would give whatever it

takes financially to sort it out. labour called yesterday for a full audit. what do you think that government should do about this today? h government should do about this toda ? . u, government should do about this toda ? ., . ., ., today? i am calling on the government _ today? i am calling on the government to _ today? i am calling on the government to publish - today? i am calling on the | government to publish the today? i am calling on the - government to publish the full list of all of the schools affected and publish the papers driving all of that. we don't fully know exactly what is going on. if the government are not prepared to do it, we will force a vote in parliament next week. we need to understand the scale. it is good and well the chancellor saying he will put in place financial support for the mitigations, that is the bare bones of what is required. what we saw under the conservatives was one of the very first acts of the incoming conservative government in 2010 was to cancel labour�*s building schools for the future programme. it has had a big impact. the chickens are coming home to roost after 13 years and i can think of no more defining image of the last years of conservative government than children in classrooms sitting on the metal props to stop the ceiling falling in. scandalous what they have allowed to happen. rishi sunak

himself bears responsibility. he cut the budgets too. good money going off the bat. jn the budgets too. good money going offthe bat. , , the budgets too. good money going off the bat. , .,, , ., ., off the bat. in plasters, not a long-term — off the bat. in plasters, not a long-term plan. _ off the bat. in plasters, not a long-term plan. in _ off the bat. in plasters, not a long-term plan. in wales - off the bat. in plasters, not a. long-term plan. in wales were off the bat. in plasters, not a - long-term plan. in wales were labour long—term plan. in wales were labour has control, they have only started looking at it this year. they did not need to look at every single school they had? they were not looking for raac, dangerous concrete?— looking for raac, dangerous concrete? ~ , , ., concrete? absolutely, they are lookinu , concrete? absolutely, they are looking. but — concrete? absolutely, they are looking, but they _ concrete? absolutely, they are looking, but they continued - concrete? absolutely, they are l looking, but they continued with concrete? absolutely, they are - looking, but they continued with the school rebuilding programme. had the conservatives not cancelled labour's school rebuilding programme in 2010, every secondary school building in england would have been significantly refurbished or rebuilt by 2020. if that had happened, we would not be discussing some of the same school is facing a real challenge and school leaders not focusing on getting kids back into the classroom but managing the mitigations. the classroom but managing the mitigations-_ the classroom but managing the mitiuations. ~ ., . ., mitigations. would you connect today if labour wins — mitigations. would you connect today if labour wins the _ mitigations. would you connect today if labour wins the election _ mitigations. would you connect today if labour wins the election you - if labour wins the election you would pay for a full school

rebuilding programme? j would pay for a full school rebuilding programme? i cannot put riaht rebuilding programme? i cannot put riht 13 rebuilding programme? i cannot put right 13 years _ rebuilding programme? i cannot put right 13 years of... _ rebuilding programme? i cannot put right 13 years of... would _ rebuilding programme? i cannot put right 13 years of... would you - right 13 years of... would you commit to — right 13 years of... would you commit to paying _ right 13 years of... would you commit to paying for - right 13 years of... would you commit to paying for a - right 13 years of... would you commit to paying for a full i right 13 years of... would you - commit to paying for a full school rebuilding programme if you win the election? that is what you are criticising them for can sleep it, would you commit to doing it? we need to would you commit to doing it? - need to know what is going on. —— for cancelling it. as in 1997, if we win the trust of the british people, it will filter the labour government to rebuild what has gone wrong in country, the fact police response... so much going wrong. when you have a government that has been in charge for 13 years, a degree of humility on their part in recognising their responsibility... you on their part in recognising their responsibility. . ._ responsibility... you have very stron . l responsibility... you have very strongly criticised _ responsibility... you have very strongly criticised the - responsibility... you have very - strongly criticised the government for not spending money on rebuilding schools, would it be something you will do if you win the election? its, will do if you win the election? lot we will have to put right. we had a plan, they scrapped it. had they pressed ahead, we would not be having this conversation, that is the reality. having this conversation, that is the reality-—

having this conversation, that is the reali .~ , ., ., the reality. why not commit to it riaht the reality. why not commit to it right now? _ the reality. why not commit to it right now? we — the reality. why not commit to it right now? we would _ the reality. why not commit to it right now? we would face - the reality. why not commit to it right now? we would face a - the reality. why not commit to it| right now? we would face a really difficult situation _ right now? we would face a really difficult situation around - right now? we would face a really difficult situation around the - difficult situation around the economy. you heard from jeremy hunt, no growth in the economy, public finances in a terrible state. the next labour government, if we form the government, we face a really tall order. i am confident we will put education right back at the heart of the impression we have for britain. it is how you allow people to get on in life. but britain. it is how you allow people to get on in life.— to get on in life. but because of the economic _ to get on in life. but because of the economic challenges, - to get on in life. but because of the economic challenges, you l to get on in life. but because of i the economic challenges, you are to get on in life. but because of - the economic challenges, you are not connect today to the full... i want to be clear for the audience. connect today to the full... i want to be clearfor the audience. —— you will not commit today. you want to make it easier for families to get school uniform. with your permission, we cannot resist but show you all those years ago in your school uniform. you say you would want to limit the number of branded items, the special bits and pieces families have to buy, the blazer, sports kit with a particular logo, it can be really expensive, you want to limit it to three pieces, why not

get rid of it? it can iam i am setting out how labour would limit the amount of items to three, i think my pretty school —— my school uniform was pretty smart! i was going to a school building full of these props, because it was falling down, so there is a certain symmetry about that. families are under significant pressure, and i would cut the cost that parents are facing, the cost of branded items are going up, and i don't think there needs to be so many. schools would still have flexibility, but let's make it easierfor would still have flexibility, but let's make it easier for parents and cut the costs. let's make it easier for parents and cut the caste— cut the costs. great to have you with us, especially _ cut the costs. great to have you with us, especially with - cut the costs. great to have you with us, especially with pictures cut the costs. great to have you i with us, especially with pictures to take us back in time! all politics and no play could make sunday a dull day. we don't want that!

so let's talk about a new movie from a much—loved actor that will take us back to the glam—rock era of t rex. bolan's shoes is a bittersweet drama set in 1970s liverpool and contemporary london, starring the actor timothy spall as a man whose life's been knocked badly off course and whose love for marc bolan helps him cope. first, a reminder of why the music lives on. # well, she ain't no witch # and i love the way she twitch, a—ha—ha # well, she ain't no witch # and i love the way she twitch, a—ha—ha... # # well, you're dirty and sweet # clad in black don't look back # and i love you # you're dirty and sweet oh, yeah # well, you dance when you walk # so let's dance, take a chance, understand me # you're dirty, sweet and you're my girl...# nothing like that on a bit of sunday morning to get your toes tapping, great to have you here. were you a

fan of this music during the time? i fan of this music during the time? i do very much like mark bolland, i remember he had two moments, he started out as very much more of a folkrock singer. —— marc bolan. i remember hearing his voice and thinking he sounded like a tainted cherub, it was a beautiful sound, and then it kind of changed and developed into a glam rock when that come along, i was a big bowie fan, roxy music, a whole movement came along, and he was part of that, i do changed and developed. as was i, changing and developing. colour did you do the whole thing, the hair and the airline?! you do the whole thing, the hair and the airline? i didn't, but i had a friend who was a david bowie lookalike. i used to dress up in victorian clouds, trying to be interest and filing! tell]! victorian clouds, trying to be interest and filing!—

victorian clouds, trying to be interest and filing! tell us about the new film. _ interest and filing! tell us about the new film. it _ interest and filing! tell us about the new film. it starts _ interest and filing! tell us about the new film. it starts in - interest and filing! tell us about the new film. it starts in the - the new film. it starts in the 19705, the new film. it starts in the 1970s, a — the new film. it starts in the 1970s. a grow) _ the new film. it starts in the 1970s, a group of— the new film. it starts in the 1970s, a group of kids - the new film. it starts in the 1970s, a group of kids from | the new film. it starts in the | 1970s, a group of kids from a the new film. it starts in the - 1970s, a group of kids from a care home going to see a marc bolan concert, a brother and sister, they are the two main characters, they all go down excited, and the boy is looked after by his sister, he was ten, she is tough, she takes control of the board bullying him and actually not same. they go to the concert, and on the way back is bullied again, and there is a terrible accident. the music is very much marc bolan's, so it is not about marc, but he is at the centre of it, because this terrible tragedy happens on the way back and they are separated, and it cuts to the modern day. separated, and it cuts to the modern da . �* , . ~ separated, and it cuts to the modern da . �* , ., ~' ., separated, and it cuts to the modern what were you doing in bristol? well, it's the next

big place to cardiff. they found me. fully clothed, thrashing about in the millennium fountains, convinced i was cary grant's illegitimate son. i'm a bit prone to hallucinations. cary grant? yeah, there's a statue to him, cary grant. he's a bristol boy done good. i cleaned that too. 72 hours continually in the end. so it is quite a challenging story in some ways, but what does the film have to tell us about how you move on after tragedy, how people survive? ~ . , , . survive? well, it really is about that ultimately, _ survive? well, it really is about that ultimately, it _ survive? well, it really is about that ultimately, it is _ survive? well, it really is about that ultimately, it is a - survive? well, it really is about that ultimately, it is a story - survive? well, it really is about i that ultimately, it is a story about a couple who have split up, and in mysterious circumstances, the love of marc bolan, my character is obsessed with looking after the shrine down in barnes. they come

together because his sister has become a different person, they come together, and it is a story of reconciliation, that terrible word closure, of finding a way of dealing with this terrible damage that has been done to them through this tragedy, and through what this tragedy on their way back, the accident has caused their lives, he has been in and out of psychiatric units, she has chosen to live a completely different life, and they are both living in a certain kind of agony, who in massive denial, because she has changed her identity, and him because he is lost and drifting and is riddled with guilt. and it is their love for each other, and a love of marc bolan, that brings them together, to go on this journey, that brings them together, to go on thisjourney, and that brings them together, to go on this journey, and there are some big

twist, i don't want to give too much away. the dialogue is very witty, so when he talks about his condition, it is very witty, because they are scouse people, and the language they haveis scouse people, and the language they have is wonderful. so it is a serious subject that covers a lot of ground, but there is a lot of weight in it as well. ground, but there is a lot of weight in it as well-— ground, but there is a lot of weight in it as well. bolan's shoes, coming soon, in it as well. bolan's shoes, coming soon. thank — in it as well. bolan's shoes, coming soon. thank you _ in it as well. bolan's shoes, coming soon, thank you very _ in it as well. bolan's shoes, coming soon, thank you very much - in it as well. bolan's shoes, coming soon, thank you very much for - in it as well. bolan's shoes, coming i soon, thank you very much for coming in. and if people haven't seen your latest project, the sixth commandment, extraordinarily creepy, thatis commandment, extraordinarily creepy, that is on bbc iplayer. it's nearly ten o'clock, and we're coming up to the end of the programme. you have been feeding on your response to the politicians, particularly on the problem of concrete in schools, hospitals and other public buildings. ivan ambrose says, "concerns have been raised time and time again." "people's lives are at risk, and if anything happens it will be on the head of this tory government."

but mark from beverley says, "the labour party were in power for a number of years when this happened." "stop just poking the tories." we love hearing from you from all sides of the political spectrum. a few minutes to go before the close of the programme, we are at the beginning of a big political season, and rachel, i know you keep a sharp eye on all of the politicians. do you think the welfare of the younger generations is looked after properly by the current political establishment? ~ , ., . establishment? absolutely not at the moment, establishment? absolutely not at the moment. and — establishment? absolutely not at the moment, and when _ establishment? absolutely not at the moment, and when i _ establishment? absolutely not at the moment, and when i speak _ establishment? absolutely not at the moment, and when i speak to - moment, and when i speak to children. _ moment, and when i speak to children, despite _ moment, and when i speak to children, despite best - moment, and when i speak to. children, despite best intentions, everyone — children, despite best intentions, everyone has_ children, despite best intentions, everyone has been— children, despite best intentions, everyone has been distracted - children, despite best intentions, | everyone has been distracted with multiple _ everyone has been distracted with multiple prime _ everyone has been distracted with multiple prime ministers- everyone has been distracted with multiple prime ministers and - everyone has been distracted with multiple prime ministers and the| multiple prime ministers and the economy — multiple prime ministers and the economy. when _ multiple prime ministers and the economy. when i _ multiple prime ministers and the economy. when i talk— multiple prime ministers and the economy. when i talk to - multiple prime ministers and the| economy. when i talk to children, they tell— economy. when i talk to children, they tell me — economy. when i talk to children, they tell me how _ economy. when i talk to children, they tell me how ambitious - economy. when i talk to children, they tell me how ambitious they. economy. when i talk to children, i they tell me how ambitious they are, for their— they tell me how ambitious they are, for their futures, _ they tell me how ambitious they are,

for their futures, the _ they tell me how ambitious they are, for their futures, the jobs _ they tell me how ambitious they are, for their futures, the jobs they- for their futures, the jobs they want. — for their futures, the jobs they want. they— for their futures, the jobs they want, they want _ for their futures, the jobs they want, they want to _ for their futures, the jobs they want, they want to do - for their futures, the jobs they want, they want to do good i for their futures, the jobs they- want, they want to do good things, but we _ want, they want to do good things, but we have — want, they want to do good things, but we have to _ want, they want to do good things, but we have to put _ want, they want to do good things, but we have to put support - want, they want to do good things, but we have to put support in - want, they want to do good things, but we have to put support in for. but we have to put support in for them _ but we have to put support in for them now — but we have to put support in for them now and _ but we have to put support in for them now. and they— but we have to put support in for them now. and they are - but we have to put support in for them now. and they are crying i but we have to put support in for. them now. and they are crying out for support, — them now. and they are crying out for support, especially— them now. and they are crying out for support, especially the - them now. and they are crying out for support, especially the most i for support, especially the most vulnerable. _ for support, especially the most vulnerable, and _ for support, especially the most vulnerable, and that _ for support, especially the most vulnerable, and that means - for support, especially the most - vulnerable, and that means thinking about— vulnerable, and that means thinking about school— vulnerable, and that means thinking about school buildings, _ vulnerable, and that means thinking about school buildings, supporting l about school buildings, supporting them _ about school buildings, supporting them back— about school buildings, supporting them back to — about school buildings, supporting them back to school, _ about school buildings, supporting them back to school, thinking - about school buildings, supporting. them back to school, thinking about mental— them back to school, thinking about mental health — them back to school, thinking about mental health support _ them back to school, thinking about mental health support they- them back to school, thinking about mental health support they might i mental health support they might need, _ mental health support they might need. and — mental health support they might need. and just— mental health support they might need, and just with _ mental health support they might need, and just with education. . mental health support they might need, and just with education. iti mental health support they mightl need, and just with education. it is tough _ need, and just with education. it is tough being — need, and just with education. it is tough being between— need, and just with education. it is tough being between 14 _ need, and just with education. it is tough being between 14 and - need, and just with education. it is tough being between 14 and 21 - need, and just with education. it is tough being between 14 and 21 andj tough being between 14 and 21 and being _ tough being between 14 and 21 and being on— tough being between 14 and 21 and being on that — tough being between 14 and 21 and being on that exams _ tough being between 14 and 21 and being on that exams cycle. - tough being between 14 and 21 and being on that exams cycle. i've - tough being between 14 and 21 andl being on that exams cycle. i've also most _ being on that exams cycle. i've also most concerned _ being on that exams cycle. i've also most concerned about _ being on that exams cycle. i've also most concerned about our- being on that exams cycle. i've also most concerned about our most - most concerned about our most vulnerable. _ most concerned about our most vulnerable, the _ most concerned about our most vulnerable, the data _ most concerned about our most vulnerable, the data did - most concerned about our most vulnerable, the data did not - most concerned about our most l vulnerable, the data did not show that half— vulnerable, the data did not show that half of— vulnerable, the data did not show that half of children _ vulnerable, the data did not show that half of children in _ vulnerable, the data did not show that half of children in special - that half of children in special needs— that half of children in special needs schools _ that half of children in special needs schools are _ that half of children in special needs schools are not - that half of children in special needs schools are not back, i that half of children in special i needs schools are not back, and that half of children in special - needs schools are not back, and we must _ needs schools are not back, and we must focus — needs schools are not back, and we must focus on — needs schools are not back, and we must focus on the _ needs schools are not back, and we must focus on the most _ needs schools are not back, and wej must focus on the most vulnerable, and i_ must focus on the most vulnerable, and l was _ must focus on the most vulnerable, and l was not — must focus on the most vulnerable, and i was not living _ must focus on the most vulnerable, and i was not living at _ must focus on the most vulnerable, and i was not living at home - must focus on the most vulnerable, and i was not living at home with. and i was not living at home with their— and i was not living at home with their parents. _ and i was not living at home with their parents, make _ and i was not living at home with their parents, make sure - and i was not living at home with their parents, make sure the - and i was not living at home with- their parents, make sure the support is there _ their parents, make sure the support is there as _ their parents, make sure the support is there as a — their parents, make sure the support is there. as a nation, _ their parents, make sure the support is there. as a nation, i— their parents, make sure the support is there. as a nation, i am _ their parents, make sure the support is there. as a nation, i am sure - their parents, make sure the support is there. as a nation, i am sure we i is there. as a nation, i am sure we want— is there. as a nation, i am sure we want to— is there. as a nation, i am sure we want to do— is there. as a nation, i am sure we want to do this, _ is there. as a nation, i am sure we want to do this, and _ is there. as a nation, i am sure we want to do this, and we _ is there. as a nation, i am sure we want to do this, and we need - is there. as a nation, i am sure we want to do this, and we need to. is there. as a nation, i am sure wej want to do this, and we need to be telling _ want to do this, and we need to be telling politicians— want to do this, and we need to be telling politicians to _ want to do this, and we need to be telling politicians to do _ want to do this, and we need to be telling politicians to do this... - telling politicians to do this... what — telling politicians to do this... what do — telling politicians to do this... what do you _ telling politicians to do this... what do you think, _ telling politicians to do this... what do you think, hugh? - telling politicians to do this... what do you think, hugh? [i telling politicians to do this... what do you think, hugh? i totally arree what do you think, hugh? i totally a . ree that what do you think, hugh? i totally agree that the _ what do you think, hugh? i totally agree that the one _ what do you think, hugh? i totally agree that the one thing _ what do you think, hugh? i totally agree that the one thing we - what do you think, hugh? i totally agree that the one thing we need l what do you think, hugh? i totally. agree that the one thing we need to do for— agree that the one thing we need to do for the _ agree that the one thing we need to do for the young people of today is protect— do for the young people of today is protect them from the devastating effects _ protect them from the devastating effects of the climate crisis, and there _ effects of the climate crisis, and there is— effects of the climate crisis, and there is an — effects of the climate crisis, and there is an opportunity to do that

this coming week. it only takes one spanner— this coming week. it only takes one spanner to — this coming week. it only takes one spanner to be a wind turbine, and that has— spanner to be a wind turbine, and that has been grant shapps. next week. _ that has been grant shapps. next week, there is an opportunity to lift the _ week, there is an opportunity to lift the ban on onshore wind and gave _ lift the ban on onshore wind and gave us— lift the ban on onshore wind and gave us more energy security and cheaper _ gave us more energy security and cheaper electricity and fight the climate — cheaper electricity and fight the climate crisis, which is at the heart — climate crisis, which is at the heart of— climate crisis, which is at the heart of this, it is notjust about the energy— heart of this, it is notjust about the energy of the moment, it is about— the energy of the moment, it is about the — the energy of the moment, it is about the future of our young people — about the future of our young --eole. , .. ., about the future of our young neale, , ., ., y., " people. piers, what do you think this political— people. piers, what do you think this political season _ people. piers, what do you think this political season will - people. piers, what do you think this political season will look - this political season will look like? do you think rishi sunak paid attention to your advice? i like? do you think rishi sunak paid attention to your advice?— attention to your advice? i think in relation to kids, _ attention to your advice? i think in relation to kids, i _ attention to your advice? i think in relation to kids, i have _ attention to your advice? i think in relation to kids, i have got - attention to your advice? i think in relation to kids, i have got four i relation to kids, i have got four kids, we have to toughen them up to deal with normal life, there is an epidemic of anxiety and an inability tojust get through epidemic of anxiety and an inability to just get through normal life. i don't think we are going about it in the right way. people get angry when i say this kind of thing, but i am very concerned about it, i hope the prime minister says it too. as a country, we have to get back on the front foot, start believing in ourselves, punching the air, getting more aggressive and exciting, turn this country back into the great

britain we all want it to be, i don't see enough of that energy. i see a lot of people talking down the country, a lot of despondency in the air, because there are a lot of issues to deal with, but we have come through tougher times than this, and look, rishi sunak has got a year and this, and look, rishi sunak has got a yearand four this, and look, rishi sunak has got a year and four months to call an election, and a week is a long time in politics, and i was in america last week, what is going on with donald trump and joe biden, trump is facing nearly 100 criminal charges and could still win the presidency and could still win the presidency and run the country from a prison sell. �* . , . ., ., sell. and that is a whole other sto ! sell. and that is a whole other story! think — sell. and that is a whole other story! think about _ sell. and that is a whole other story! think about that! - sell. and that is a whole other story! think about that! you i sell. and that is a whole other i story! think about that! you can watch all of _ story! think about that! you can watch all of it _ story! think about that! you can watch all of it on _ story! think about that! you can watch all of it on piers - story! think about that! you can watch all of it on piers morgan i watch all of it on piers morgan uncensored...! taste watch all of it on piers morgan uncensored. . . !_ watch all of it on piers morgan uncensored...! ~ . ., ., uncensored. . .! we almost got through without that! — well, that's all we've got time for this week on bbc one. it is wonderful to be back with you for this new political season, no despondency in the studio, we do not allow it, because we like good conversations with you. it's crystal—clear that downing street has an urgent problem with the crumbling condition of some public buildings.

the danger is it gives their rivals the perfect metaphor for the tories' long—term issues. you can catch up with anything you missed on iplayer. and for the first time on a sunday, take a look at this. there is my new podcasting partner, paddy o'connell, finshing up on radio 4. in a few minutes, we'll meet in the newscast studio for our first—ever sunday episode where we'll chew over the morning's big headlines and maybe, if you're good, give you the inside track. that will be available on bbc sounds from lunchtime. and you know, every now and then, we like to give you something that is just unashamedly beautiful, just because. to mark our first weekend back, and the last night of the proms coming up, here is the young british cellist who has become an international star, sheku kanneh—mason. this is star of the county down, a gorgeous way to say goodbye. see you next week. music: star of the county down

live from london. this is bbc news. we have a special report from senegal — on why so many are willing to risk everything crossing one of the most dangerous

migration routes in the world. hello. to the uk now, and headteachers in england are in a race this weekend to find ways to reopen their schools after being told to shut buildings made with unsafe concrete. many from the 104 affected schools are busy rejigging timetables, seeking alternative classrooms and trying to rent temporary toilets. frances read reports. the crumbling of a concrete that simply wasn't made to last raac was a post—war solution, now causing a headache for 21st century britain. more than 100 schools in england have been told they need to close. labour has announced it will force the government to reveal a complete list of affected schools, and now calls for transparency on the scale of the problem and for fast solutions.

it's been known for a while.