and laura's been speaking to cate blanchett about her new film and also her thoughts on the world's politicians. if you go into any houses of parliament around the world, they feel strangely like a boarding house, on top of a treeless hill, you know, surrounded by a moat. they have very little to do with the real world. good morning, i'm victoria standing in for laura this morning. joining us in the studio today... the chancellor of the duchy of lancaster, pat mcfadden, and the conservatives' shadow environment, food and farming secretary victoria atkins. and with us throughout the show, labour's diane abbott,

the longest—serving female mp. hugh fearnley whittingstall, chef and environmental campaigner. and conservative peer craig mackinlay, who stood down as an mp this year after life—threatening sepsis led to the amputation of his hands and feet. let's begin by having a look at what's making the news this morning. the observer and the independent on sunday both lead on the prime minister's plan for change. the independent on sunday has spoken to polling guru sirjohn curtice who's not convinced. the sunday times leads with assisted dying and the pressure it might add to the nhs and courts but also has new allegations about masterchef presenter gregg wallace saying the bbc was warned in 2017. mr wallace says it's entirely false that he engages in sexually harrassing behaviour. the sunday telegraph has spoken to a whistle—blower who says their concerns about wallace's behaviour were ignored by the bbc. the bbc news website also makes the bbc and gregg wallace the top story.

and earlier this morning gregg wallace shared this on instagram about the allegations against him.

well, there is quite a bit to unpack there. you know gregg wallace a little, what you think of this intervention? i little, what you think of this intervention?— intervention? i think the intervention _ intervention? i think the intervention is _ intervention? i think the intervention is not - intervention? i think the intervention is not wise. i intervention? i think the l intervention is not wise. i intervention? i think the - intervention is not wise. i don't know him well, i have met him a couple of times, his likeable, he's a very professional screen presence. i have a very talented chef on masterchef right at the moment, and she is doing incredibly well and i have been really enjoying watching her and enjoying gregg's presenting. i think it is likely that gregg has what we might call a bawdy sense of humour. clearly, that has offended people. i think one of the issues is that down the years, people have not felt able to tell him when he might want to rein it in a bit and clearly

he has crossed some lines. in terms of going about defending himself, i understand the instinct when you feel you are backed into the corner but i don't think it is smart to come out talking like that when at the moment he should probably be listening. the moment he should probably be listeninu. , ., ~ the moment he should probably be listenin. , ., ~ , the moment he should probably be listenin. ,., ~, ., listening. diane abbott, can i ask ou listening. diane abbott, can i ask you specifically. _ listening. diane abbott, can i ask you specifically, about _ listening. diane abbott, can i ask you specifically, about the - listening. diane abbott, can i ask you specifically, about the bit - listening. diane abbott, can i ask. you specifically, about the bit from mr wallace, the complaints coming from a handful of middle—class women of a certain age, what you think of that? , ., , �* that? gregg doesn't get it, the world has moved _ that? gregg doesn't get it, the world has moved on. _ that? gregg doesn't get it, the world has moved on. back- that? gregg doesn't get it, the world has moved on. back in l that? gregg doesn't get it, the i world has moved on. back in the that? gregg doesn't get it, the - world has moved on. back in the day you could _ world has moved on. back in the day you could touch up women and harass womenm _ you could touch up women and harass women... , ., , , ., women... there is no suggestion he has done that. _ women... there is no suggestion he has done that, absolutely _ women... there is no suggestion he has done that, absolutely no - has done that, absolutely no suggestion he had done that at all. backin suggestion he had done that at all. back in the day he could harass women — back in the day he could harass women it_ back in the day he could harass women. it was about power, really. women _ women. it was about power, really. women were not in a position to say or do— women were not in a position to say or do anything. he doesn't understand that the world has moved on. understand that the world has moved on he _ understand that the world has moved on. , , , understand that the world has moved on. , ,~ on. he says it is entirely false that he has — on. he says it is entirely false that he has behaved - on. he says it is entirely false that he has behaved in - on. he says it is entirely false that he has behaved in a - on. he says it is entirely false . that he has behaved in a sexually harassing nature. are there questions for the bbc about another presenter? i questions for the bbc about another resenter? ., . questions for the bbc about another resenter? ., , . ., ,

presenter? i hope there are not, but if there are — presenter? i hope there are not, but if there are whistle-blowers - presenter? i hope there are not, but if there are whistle-blowers out - if there are whistle—blowers out there _ if there are whistle—blowers out there whose _ if there are whistle—blowers out there whose whistle _ if there are whistle—blowers out there whose whistle has - if there are whistle—blowers out there whose whistle has been . if there are whistle—blowers out - there whose whistle has been blown and not _ there whose whistle has been blown and not he _ there whose whistle has been blown and not be listened _ there whose whistle has been blown and not be listened to— there whose whistle has been blown and not be listened to by— there whose whistle has been blown and not be listened to by the - there whose whistle has been blown and not be listened to by the bbc, l there whose whistle has been blown and not be listened to by the bbc, i| and not be listened to by the bbc, i hope it_ and not be listened to by the bbc, i hope it is_ and not be listened to by the bbc, i hope it is not— and not be listened to by the bbc, i hope it is not another— and not be listened to by the bbc, i hope it is not another one - and not be listened to by the bbc, i hope it is not another one of- and not be listened to by the bbc, i hope it is not another one of thesel hope it is not another one of these stories— hope it is not another one of these stories that — hope it is not another one of these stories that should _ hope it is not another one of these stories that should have _ hope it is not another one of these stories that should have been - hope it is not another one of these . stories that should have been looked at earlier~ _ stories that should have been looked at earlier~ ihu— stories that should have been looked at earlier. i'm not— stories that should have been looked at earlier. i'm not going _ stories that should have been looked at earlier. i'm not going to— stories that should have been looked at earlier. i'm not going to stand - at earlier. i'm not going to stand iniudgment _ at earlier. i'm not going to stand iniudgment of— at earlier. i'm not going to stand injudgment of gregg, _ at earlier. i'm not going to stand injudgment of gregg, i - at earlier. i'm not going to stand injudgment of gregg, i don't - at earlier. i'm not going to stand . injudgment of gregg, i don't know him. _ injudgment of gregg, i don't know him. he _ injudgment of gregg, i don't know him. he was — injudgment of gregg, i don't know him, he was well— injudgment of gregg, i don't know him, he was well on _ injudgment of gregg, i don't know him, he was well on the _ injudgment of gregg, i don't know him, he was well on the way - injudgment of gregg, i don't know him, he was well on the way to - him, he was well on the way to becoming — him, he was well on the way to becoming a _ him, he was well on the way to becoming a national— him, he was well on the way to becoming a national treasure l him, he was well on the way to i becoming a national treasure with him, he was well on the way to - becoming a national treasure with a type of— becoming a national treasure with a type of pregrammes _ becoming a national treasure with a type of programmes he _ becoming a national treasure with a type of programmes he was - becoming a national treasure with a type of programmes he was doing. i becoming a national treasure with a. type of programmes he was doing. is he bawdy, _ type of programmes he was doing. is he bawdy, is — type of programmes he was doing. is he bawdy, is he, _ type of programmes he was doing. is he bawdy, is he, you _ type of programmes he was doing. is he bawdy, is he, you know, - type of programmes he was doing. is he bawdy, is he, you know, a - type of programmes he was doing. is he bawdy, is he, you know, a bit - he bawdy, is he, you know, a bit lavish? _ he bawdy, is he, you know, a bit lavish? i— he bawdy, is he, you know, a bit lavish? ithink— he bawdy, is he, you know, a bit lavish? i think has— he bawdy, is he, you know, a bit lavish? i think has —— _ he bawdy, is he, you know, a bit lavish? i think has —— a - he bawdy, is he, you know, a bit lavish? i think has —— a bit- lavish? i think has —— a bit laddish? _ lavish? i think has —— a bit laddish? as— lavish? i think has —— a bit laddish? as diane - lavish? i think has —— a bit laddish? as diane said - lavish? i think has —— a bitj laddish? as diane said the lavish? i think has —— a bit- laddish? as diane said the barrier has moved — laddish? as diane said the barrier has moved over— laddish? as diane said the barrier has moved over the _ laddish? as diane said the barrier has moved over the years - laddish? as diane said the barrier has moved over the years and - laddish? as diane said the barrier has moved over the years and he| laddish? as diane said the barrier. has moved over the years and he has overstretched — has moved over the years and he has overstretched into _ has moved over the years and he has overstretched into lewd _ has moved over the years and he has overstretched into lewd and - has moved over the years and he has overstretched into lewd and sexual. overstretched into lewd and sexual behaviour— overstretched into lewd and sexual behaviour but _ overstretched into lewd and sexual behaviour but that _ overstretched into lewd and sexual behaviour but that is _ overstretched into lewd and sexual behaviour but that is for _ overstretched into lewd and sexual behaviour but that is for the - behaviour but that is for the investigation _ behaviour but that is for the investigation to— behaviour but that is for the investigation to look- behaviour but that is for the investigation to look into, . behaviour but that is for the . investigation to look into, and i agree _ investigation to look into, and i agree with _ investigation to look into, and i agree with hugh, _ investigation to look into, and i agree with hugh, he _ investigation to look into, and i agree with hugh, he is- investigation to look into, and i | agree with hugh, he is probably investigation to look into, and i - agree with hugh, he is probably best at the _ agree with hugh, he is probably best at the moment— agree with hugh, he is probably best at the moment to _ agree with hugh, he is probably best at the moment to shut _ agree with hugh, he is probably best at the moment to shut up _ agree with hugh, he is probably best at the moment to shut up and - agree with hugh, he is probably best at the moment to shut up and see i at the moment to shut up and see where _ at the moment to shut up and see where it— at the moment to shut up and see where it has— at the moment to shut up and see where it has gone. _ at the moment to shut up and see where it has gone. the _ at the moment to shut up and see where it has gone.— at the moment to shut up and see where it has gone. the bbc says they take any issues _ where it has gone. the bbc says they take any issues raised _ where it has gone. the bbc says they take any issues raised them - take any issues raised them seriously and they have robust processes in place to deal with them. they are always clear that any behaviour that falls below the standards expected by the bbc will not be tolerated. we will be back with you shortly. later this week the prime minister

will lay out his "plan for change" committing to "a relentless prioritisation" on his key missions for government. there'll be targets or milestones on nhs waiting lists, crime and early years education. it's being seen as something of a relaunch for a leader whose opinion poll ratings have dropped and who saw his first cabinet resignation this week. let's talk to pat mcfadden, chancellor of the duchy of lancaster who some describe as one of the most powerful people in government. good morning to you, mr mcfadden. you are here to trailhead statistics each from keir starmer this week. after anger amongst pensioners and farmers, afterfreebie gate, the resignation of louise haigh, is this a reset would you say? we resignation of louise haigh, is this a reset would you say?— resignation of louise haigh, is this a reset would you say? we have been workin: on a reset would you say? we have been working on this _ a reset would you say? we have been working on this since _ a reset would you say? we have been working on this since the _ a reset would you say? we have been working on this since the early - a reset would you say? we have been working on this since the early days i working on this since the early days of government. when we got elected injuly, we were elected on the basis of these five long—term missions for the country. we knew that government would always have

against it, it would buffer you around week to week and things that would cause he did a newspaper. but you have to deal with those and alongside those, but you have to look to the long term. some of the missions were ten year goals. what we are doing this week is setting out a plan for change over the next few years to tell the public what the key priorities are in these areas. but also to galvanise the government's system, because the truth is, you need to drive the system if you are going to deliver the people. and that's the two purposes of the plan that we are going to publish this week. find purposes of the plan that we are going to publish this week. and are ou, m going to publish this week. and are you, my understanding _ going to publish this week. and are you, my understanding is _ going to publish this week. and are you, my understanding is you - going to publish this week. and are you, my understanding is you are l you, my understanding is you are going to set a target, particularly when it comes to getting the number of children who are not yet quite ready for school getting them ready and prepared? this ready for school getting them ready and prepared?— and prepared? this is really important- _ and prepared? this is really important. in _ and prepared? this is really important. in recent- and prepared? this is really important. in recent years | and prepared? this is really i important. in recent years we and prepared? this is really - important. in recent years we have seen a drop in the proportion of children who are ready to start learning when they get to school, early development not being where it

should be. it's really important because these things get set very quickly. it's not impossible to rectify later, but it's really very difficult. and very often, if a child starts school, at a lower level of development, in speech and language and these things compared to other children, they are held back throughout their life. and it's not only bad for them, it's bad for the rest of the class as well because the teacher has to spend time getting children who should be ready to school up to speed. you are t in: to ready to school up to speed. you are trying to break _ ready to school up to speed. you are trying to break the _ ready to school up to speed. you are trying to break the link, _ ready to school up to speed. you are trying to break the link, are - ready to school up to speed. you are trying to break the link, are you, - trying to break the link, are you, between the background of a child and their readiness for reception class? ., . ., ,._ and their readiness for reception class? ., ., ., ,.,y , and their readiness for reception class? ., . ., , , class? you are right to say this is in art class? you are right to say this is in part an — class? you are right to say this is in part an inequality _ class? you are right to say this is in part an inequality issue, - class? you are right to say this is l in part an inequality issue, because the proportion of children not ready for school varies around the country. we do not want to see children whose lives are going to be dictated by the circumstances of their birth. it's really important for us, this. so one of the things we wanted to do, through this plan for change, is get that proportion

up for change, is get that proportion up it will free up teaching time, it will be betterfor the up it will free up teaching time, it will be better for the children involved, it will help to tackle inequality, and it will be better for the whole class if we can get more children ready to start school tjy more children ready to start school by the time they walk into the school gate. by the time they walk into the school gate-— by the time they walk into the school gate. you could start, of course, school gate. you could start, of course. by _ school gate. you could start, of course, by helping _ school gate. you could start, of course, by helping those - school gate. you could start, of. course, by helping those children school gate. you could start, of- course, by helping those children in poverty affected by the two child benefit cap, that would be a really good start in life, wouldn't it? well, looks, we have got a child poverty task force looking at this top. poverty task force looking at this to -. , poverty task force looking at this to . _ , ., poverty task force looking at this to -. , . ., poverty task force looking at this to -. , ., ., ., poverty task force looking at this to -. , . ., ., . poverty task force looking at this to. , . ., ., . . top. they have got to wait that the re ort? top. they have got to wait that the report? that _ top. they have got to wait that the report? that will _ top. they have got to wait that the report? that will report _ top. they have got to wait that the report? that will report next - top. they have got to wait that the report? that will report next week| report? that will report next week -- next year- _ report? that will report next week -- next year. child _ report? that will report next week -- next year. child poverty- report? that will report next week -- next year. child poverty is- —— next year. child poverty is really important to us but we have to prioritise in what we do in terms of the public finances... fiaak to prioritise in what we do in terms of the public finances. . ._ of the public finances. .. soak it in ove of the public finances. .. soak it in poverty have _ of the public finances. .. soak it in poverty have to — of the public finances. .. soak it in poverty have to wait? _ of the public finances. .. soak it in poverty have to wait? we - of the public finances. .. soak it in poverty have to wait? we have i of the public finances. .. soak it in | poverty have to wait? we have the re ort poverty have to wait? we have the report coming _ poverty have to wait? we have the report coming next _ poverty have to wait? we have the report coming next wait _ poverty have to wait? we have the report coming next wait -- - poverty have to wait? we have the report coming next wait -- so - poverty have to wait? we have the report coming next wait -- so the| report coming next wait —— so the kids in poverty have to wait? we have the report coming next year. you are not as ambitious as you could be because you could have lifted the cap already and overnight according to the resolution foundation, that would take 490,000

kids out of poverty.— kids out of poverty. well, we did not promise _ kids out of poverty. well, we did not promise that _ kids out of poverty. well, we did not promise that at _ kids out of poverty. well, we did not promise that at the - kids out of poverty. well, we did not promise that at the election. what we are

less of a need for reliance on migration. we are doing other things as well. ~ , ., migration. we are doing other things as well. ~ ,, ., ., ~ migration. we are doing other things as well. ~ y., ., ., ~ . ,., as well. when you look at polling, immigration _ as well. when you look at polling, immigration is _ as well. when you look at polling, immigration is the _ as well. when you look at polling, immigration is the second - as well. when you look at polling, immigration is the second most i immigration is the second most important issue facing the country. it will be in the document this week. you are not going to attach a numerical target, week. you are not going to attach a numericaltarget, it willadd week. you are not going to attach a numerical target, it will add and

flow over the economic needs. we are doing more things. returns, 9000 this year, much more... i am asking about illegal — this year, much more... i am asking about illegal migration. _ this year, much more... i am asking about illegal migration. people - this year, much more... i am asking about illegal migration. people are i about illegal migration. people are concerned about _ about illegal migration. people are concerned about legal— about illegal migration. people are concerned about legal and - about illegal migration. people are concerned about legal and illegal. | concerned about legal and illegal. we are doing more on this. a simple numerical target in any given year, migration has to be not that number, it has not worked well in the past. we want to bring net migration down. on thursday keir starmer accused the conservatives of experimenting with open borders. we do not have open borders, do we? why did he say that? if you look back to the brexit vote years ago, people in my constituency and many other parts of the country voted for brexit, in large part because they wanted to see a fall in net migration. since then, more than tripled. irate net migration. since then, more than triled. ~ ., ., . tripled. we do not have open borders- _

tripled. we do not have open borders- a — tripled. we do not have open borders. a policy _ tripled. we do not have open borders. a policy one - tripled. we do not have open borders. a policy one free . tripled. we do not have open - borders. a policy one free movement and that which _ borders. a policy one free movement and that which resulted _ borders. a policy one free movement and that which resulted in _ borders. a policy one free movement and that which resulted in more - borders. a policy one free movement and that which resulted in more than | and that which resulted in more than and that which resulted in more than a tripling of net migration, why did he say we have open borders? the results seem more open in the area results seem more open i