Department for Education

An independent evaluation of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme is underway. Further information on this evaluation is available on Contracts Finder here: https://www.contractsfinder.service.gov.uk/notice/0a81fac4-1f16-427a-82d2-b4bbc44d9f21?origin=SearchResults&p=1. This evaluation will thoroughly explore the implementation and outcomes of the PINS programme so far, including to what extent the programme may have improved schools’ capability and capacity to support neurodivergent pupils. Interim findings from this evaluation are expected in autumn 2025 and will be published, in accordance with Government Social Research protocol.

The department has no role in funding or supporting aesthetic training academies to gain Ofqual recognised status. Instead, this is a matter for training academies and awarding organisations. Ofqual, which is the independent regulator of qualifications in England, publishes guidance on how awarding organisations can apply for recognition for their qualifications, which can be accessed here: https://www.gov.uk/guidance/apply-to-have-your-qualifications-regulated.

At the recent Spending Review, the government announced substantial investment in skills in England with an additional £1.2 billion by 2028/29. This includes supporting targeted skills packages for key sectors such as construction, digital and technology, engineering, and defence.

The government will provide approximately £1.4 billion in funding for the adult skills fund in the 2025/26 academic year. This includes funding the Free Courses for Jobs offer, which gives eligible adults the chance to access high value Level 3 qualifications for free, which can support them to gain higher wages or a better job.

The government will also support adult learners to retrain through our technical education offer, including through a range of apprenticeships and Skills Bootcamps. Our new levy-funded growth and skills offer will introduce greater flexibility to employers and learners in England.

From September 2026, learners will be able to apply for funding from the Lifelong Learning Entitlement (LLE), which will be the new student finance system for courses and modules starting from January 2027 onwards. The LLE will allow people to retrain, upskill and gain new qualifications across their working lives, at a time that is right for them, such as those returning from a career break.

Ministers and departmental officials hold regular meetings with both the Church of England and the Roman Catholic Church. The most recent meetings with my right hon. Friend, the Secretary of State for Education took place earlier this month. There have been no issues or concerns raised about the protection of Cathedral Schools and their choral traditions.

The early years workforce is at the heart of our mission to give every child the best start in life and deliver the Plan for Change.

The latest early years census data reports a 7.2% increase in the number of workers between 2024/25, to 272,500 staff. This represents an increase of 18,200 workers, which is the biggest increase we’ve seen since the data became available in 2018.

We are supporting recruitment through our national ‘Do something BIG’ campaign, with a dedicated website setting out information on qualifications and linking to job vacancies, alongside financial incentives to attract and retain educators in areas of most need, including some rural areas. In addition, we are working with the Department for Work and Pensions to promote and raise awareness of early years careers through the Jobcentre Plus network. We are working with local authorities and mayoral strategic authorities to create new routes into the workforce through skills bootcamps and funding early years initial teacher training, while our delivery support contractor, Childcare Works, is supporting local authorities and providers with one-to-one targeted support, including in rural areas.

The department has not made an estimate of the number of schools in England that have a fast food facility within 400 meters, as the department has no remit over the locations of fast food outlets.

As part of the summer 2024 National Planning Policy Framework (NPPF) consultation, the government sought views on how national planning policy could better support local authorities in promoting healthy communities, specifically in tackling childhood obesity.

The revised NPPF published in December 2024 introduced a new policy to restrict new hot food takeaways and fast food outlets within walking distance of schools and other places where children and young people congregate unless the location is in a designated town centre. Applications should also be refused where there is evidence that a concentration of such uses is having an adverse impact on local health, pollution or anti-social behaviour.

The responsible body, whether a local authority, academy trust, or voluntary-aided body, must ensure the health, safety, and welfare of pupils and staff, including maintaining safe internal environments during hot weather.

The department’s Education Hub offers guidance on managing heatwaves. Additional advice on emergency planning, including extreme heat, is available here: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings.

The UK Health Security Agency provides resources for educators on protecting children in hot weather:

• Guidance for teachers and early years settings.
• General hot weather advice.

The department also allocates annual capital funding to improve school conditions and sustainability.

The department collects data on children missing education from local authorities. The latest data, including breakdowns by geography, characteristic and length of time missing education, is published here: https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education/2024-25-autumn-term. This includes data by region, age, ethnicity and gender.

The department does not yet publish data on physical health or mental health as a primary reason for children missing education. However, these fields have been added to the aggregate termly local authority data collection for the first time beginning autumn 2025 and will be included in the next official statistics release.

Data on pupil absence is collected via the school census and the latest publication is here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2023-24. Reasons for absence are included in the publication, including the illness rate.

It is the department’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change. In 2025/26 alone, we plan to provide over £8 billion for the early years entitlements, which is an additional £2 billion, as we roll out the expansion of the entitlements. We will also work with the Department for Work and Pensions to make it easier for parents to use Universal Credit Childcare and the funded hours together.

The department has regular contact with each local authority in England about its sufficiency of childcare and any issues it faces. Where local authorities report sufficiency challenges, we discuss what action can be taken to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

On 7 July 2025 the government published its Best Start in Life Strategy which sets out plans to ensure all young families can benefit from high quality family services and early years education and childcare, delivering our Plan for Change.

This includes national rollout of Best Start Family Hubs, bringing together the trusted advice and guidance all parents need in one place and linking families to their local services. Backed by £500 million investment these services will reach the children and families who will benefit most from this support, including those from lower-income families and with additional vulnerabilities.

From age 2, children from low-income families, those with education, health and care plans, and looked-after children are eligible for 15 hours of funded early education. Disadvantaged children may also receive the Early Years Pupil Premium, from April 2025 this was increased by 45%.

Children’s early years are crucial to their development, health and life chances. That is why the Plan for Change set out our ambition for a record proportion of children starting school ready to learn.

Ofsted is in the process of delivering changes to the way it works. The decision to update inspection standards is an important element of this work, to ensure that all children receive the best start in life.

​​We want to ensure the sector is financially sustainable and confident as it continues to deliver the early years entitlements. The hourly funding rates for the entitlements are published each year in the autumn ahead of the following financial year. The rate covers the core costs of providing 15 or 30 hours of childcare to parents. We take account of cost pressures facing the sector, including forecasts of average earnings and inflation, and the National Living Wage.

The changes to the regulations governing the school attendance register simplify and consolidate what is recorded in the attendance register by schools, reducing their complexity and burden on schools.

The changes to the penalty notice regulations aimed to improve the consistency in how penalty notices are used across the country, ending the previous postcode lottery. 81% of school or academy trust respondents agreed with the idea of a consistent national threshold for considering a penalty notice in the 2022 public consultation, which is available here: https://consult.education.gov.uk/school-attendance-policy-and-strategy-team/school-registers-and-national-thresholds-for-legal/supporting_documents/Consultation%20Document_Pupil%20Registration%20Regulations_Thresholds%20Legal%20Intervention.pdf.

Local authorities require information from schools to process a penalty notice. How this is done is agreed locally and should not place an undue burden on schools.

We will keep the policies under review through regular engagement with schools.

The changes to the regulations governing the school attendance register simplify and consolidate what is recorded in the attendance register by schools, reducing their complexity and burden on schools.

The changes to the penalty notice regulations aimed to improve the consistency in how penalty notices are used across the country, ending the previous postcode lottery. 81% of school or academy trust respondents agreed with the idea of a consistent national threshold for considering a penalty notice in the 2022 public consultation, which is available here: https://consult.education.gov.uk/school-attendance-policy-and-strategy-team/school-registers-and-national-thresholds-for-legal/supporting_documents/Consultation%20Document_Pupil%20Registration%20Regulations_Thresholds%20Legal%20Intervention.pdf.

Local authorities require information from schools to process a penalty notice. How this is done is agreed locally and should not place an undue burden on schools.

We will keep the policies under review through regular engagement with schools.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life. This includes:

• Widening the apprenticeships offer to include new foundation apprenticeships, with additional learning support funding available to training providers for reasonable adjustments to support apprentices who have SEND.
• Continuing to invest in supported internships by providing up to £12 million to March 2026 for more young people with SEND to transition into sustained, paid employment.
• The Curriculum and Assessment Review, which prioritises practices to remove barriers to progress for children and young people with SEND.
• The Disabled Students’ Allowance, which supports eligible students alongside reasonable adjustments by higher education (HE) providers.
• Adjustment Planners, which have been developed to help disabled students succeed in HE and employment.

As announced in the spending review, we are investing over £1 billion annually in skills by 2028/29. This will support and grow the wide range of options available for everyone to succeed.

Schools are subject to statutory duties regarding political impartiality under Sections 406 and 407 of the Equality Act 1996. This means schools must not promote partisan political views and should ensure that pupils are provided with a balanced treatment of political issues.

In 2022, the department published comprehensive guidance to support schools to meet their duties on political impartiality. This guidance can be found here: https://www.gov.uk/government/publications/political-impartiality-in-schools.

The guidance is clear that all schools should take full responsibility for ensuring lessons and materials are age appropriate, suitable, and politically impartial.

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the noble Lord directly and a copy of his reply will be placed in the Libraries of both Houses.

This government is transforming the apprenticeships offer into a new growth and skills offer, which will deliver greater flexibility to employers and learners in England and support the industrial strategy.

At this stage, the government has not put targets or limits on the level of flexibility in the growth and skills offer. This will be informed by the result of Skills England’s analysis and engagement, including on where flexibilities will be most helpful for employers.

This government is making a substantial investment in skills, with £3 billion of additional funding across the Spending Review period, including an additional £1.2 billion a year by 2028/29.

This includes continuing to invest in apprenticeships and the growth and skills offer to meet priority skills gaps identified by Skills England and the needs of business.

This builds on previous rounds of 16-19 funding agreed for 2025/26 of over £400 million extra funding and making available additional funding of over £190 million in the 2025/26 financial year for the 2025/26 academic year.

The department will spend over £1.4 billion through the Adult Skills Fund (ASF) in the 2025/26 academic year. West Midlands Combined Authority’s devolved ASF budget for the 2024/25 academic year was £133.7 million.

We have also made £155 million available to support schools, colleges and local authorities with increased National Insurance contributions.

The recent Infrastructure Strategy confirmed almost £3 billion per year by 2034/35, rising from £2.4 billion in 2025/26, to improve the condition of the school and college estate.

This increased funding and investment for skills in England will help to boost the provision of vocational and technical education and training in all areas of the country, including the West Midlands.

As with all curriculum subjects, schools are responsible for ensuring the quality of the relationships, sex and health education (RSHE) they provide. This includes ensuring their staff are properly trained and equipped to teach these subjects accurately and confidently.

However, the department is keen to support schools to implement the updated RSHE curriculum, which will come into effect from 01 September 2026, and plan to pilot a new RSHE training grant, starting from 2026. This will also give us the opportunity to monitor implementation going forward.

As with all curriculum subjects, schools are responsible for ensuring the quality of the relationships, sex and health education (RSHE) they provide. This includes ensuring their staff are properly trained and equipped to teach these subjects accurately and confidently.

However, the department is keen to support schools to implement the updated RSHE curriculum, which will come into effect from 01 September 2026, and plan to pilot a new RSHE training grant, starting from 2026. This will also give us the opportunity to monitor implementation going forward.

As with all curriculum subjects, schools are responsible for ensuring the quality of the relationships, sex and health education (RSHE) they provide. This includes ensuring their staff are properly trained and equipped to teach these subjects accurately and confidently.

However, the department is keen to support schools to implement the updated RSHE curriculum, which will come into effect from 01 September 2026, and plan to pilot a new RSHE training grant, starting from 2026. This will also give us the opportunity to monitor implementation going forward.

The kinship allowance pilot will provide financial support to eligible kinship carers with a Special Guardianship Order or a ‘lives with’ Child Arrangement Order where the child would have otherwise been in care. These carers will receive a weekly non-means tested allowance paid at the same rate as the national minimum fostering allowance, if they reside in the pilot local authorities.

The requirements under chapter 2 of the Special Guardianship Regulations 2005 (2005 Regulations) will not apply to the arrangements made under this pilot. Special Guardians receiving financial support under 2005 Regulations are barred from receiving this pilot's allowance to avoid the risk of double public-funding. We believe this will have minimal effect on financial support arrangements under the Special Guardianship Regulations because this pilot is only being run in a select few local authorities and for a specific period of time, so some Special Guardians will continue to prefer receiving financial support under the 2005 Regulations.

Further details of the pilot, including how payments made through the pilot will interact with social security benefits, will be made available when the pilot goes live.

The pilot will be independently evaluated to find out how best to deliver consistent financial support for kinship families. Decisions about future national rollout will be informed by the findings of the evaluation.

The kinship allowance pilot will provide financial support to eligible kinship carers with a Special Guardianship Order or a ‘lives with’ Child Arrangement Order where the child would have otherwise been in care. These carers will receive a weekly non-means tested allowance paid at the same rate as the national minimum fostering allowance, if they reside in the pilot local authorities.

The requirements under chapter 2 of the Special Guardianship Regulations 2005 (2005 Regulations) will not apply to the arrangements made under this pilot. Special Guardians receiving financial support under 2005 Regulations are barred from receiving this pilot's allowance to avoid the risk of double public-funding. We believe this will have minimal effect on financial support arrangements under the Special Guardianship Regulations because this pilot is only being run in a select few local authorities and for a specific period of time, so some Special Guardians will continue to prefer receiving financial support under the 2005 Regulations.

Further details of the pilot, including how payments made through the pilot will interact with social security benefits, will be made available when the pilot goes live.

The pilot will be independently evaluated to find out how best to deliver consistent financial support for kinship families. Decisions about future national rollout will be informed by the findings of the evaluation.

The kinship allowance pilot will provide financial support to eligible kinship carers with a Special Guardianship Order or a ‘lives with’ Child Arrangement Order where the child would have otherwise been in care. These carers will receive a weekly non-means tested allowance paid at the same rate as the national minimum fostering allowance, if they reside in the pilot local authorities.

The requirements under chapter 2 of the Special Guardianship Regulations 2005 (2005 Regulations) will not apply to the arrangements made under this pilot. Special Guardians receiving financial support under 2005 Regulations are barred from receiving this pilot's allowance to avoid the risk of double public-funding. We believe this will have minimal effect on financial support arrangements under the Special Guardianship Regulations because this pilot is only being run in a select few local authorities and for a specific period of time, so some Special Guardians will continue to prefer receiving financial support under the 2005 Regulations.

Further details of the pilot, including how payments made through the pilot will interact with social security benefits, will be made available when the pilot goes live.

The pilot will be independently evaluated to find out how best to deliver consistent financial support for kinship families. Decisions about future national rollout will be informed by the findings of the evaluation.

The kinship allowance pilot will provide financial support to eligible kinship carers with a Special Guardianship Order or a ‘lives with’ Child Arrangement Order where the child would have otherwise been in care. These carers will receive a weekly non-means tested allowance paid at the same rate as the national minimum fostering allowance, if they reside in the pilot local authorities.

The requirements under chapter 2 of the Special Guardianship Regulations 2005 (2005 Regulations) will not apply to the arrangements made under this pilot. Special Guardians receiving financial support under 2005 Regulations are barred from receiving this pilot's allowance to avoid the risk of double public-funding. We believe this will have minimal effect on financial support arrangements under the Special Guardianship Regulations because this pilot is only being run in a select few local authorities and for a specific period of time, so some Special Guardians will continue to prefer receiving financial support under the 2005 Regulations.

Further details of the pilot, including how payments made through the pilot will interact with social security benefits, will be made available when the pilot goes live.

The pilot will be independently evaluated to find out how best to deliver consistent financial support for kinship families. Decisions about future national rollout will be informed by the findings of the evaluation.

The government is committed to supporting all looked-after children and care leavers. The Children’s Wellbeing and Schools Bill introduces corporate parenting responsibilities for government departments and public bodies. This includes a new duty on corporate parents to be alert to matters which could adversely affect the wellbeing of these children and young people, when exercising their functions.

The impacts of the policy on child’s rights and equalities have been assessed. The exemption of functions relating to immigration, asylum, nationality and customs only applies to the specific functions, not to young people themselves, so all looked-after children and care leavers, regardless of immigration status, will be in scope of support provided by corporate parents. Secretaries of State, including my right hon. Friend, the Secretary of State for the Home Department, will be required to consider the wellbeing of all looked-after children and care leavers when exercising functions other than those relating to asylum, immigration, nationality or customs.

The UK gives effect to the United Nations Convention on the Rights of the Child in immigration matters that affect children through Section 55 of the Borders, Citizenship and Immigration Act 2009. This requires my right hon. Friend, the Secretary of State for Education, to make arrangements for ensuring that immigration, asylum and nationality functions are discharged having regard to the need to safeguard and promote the welfare of children who are in the UK.

The government published its Industrial Strategy and eight Sector Plans, including for the creative industries, on 23 June.

Skills are central to the strategy, recognising their vital role in enabling young people to succeed regardless of background and in supporting the UK’s future economic success.

Skills England will ensure the UK has the workforce to support growth sectors such as the creative industries by identifying and addressing current and future skills needs.

New shorter duration and foundation apprenticeships will help more people learn new skills at work and provide high-quality entry pathways for young people.

From April 2026, short courses in areas such as digital and artificial intelligence (AI) will be funded through the growth and skills levy and will support skills within the creative industries.

The government believes creative subjects are important elements of the rounded, enriching education every child deserves. The independent Curriculum and Assessment Review is seeking a curriculum that readies young people for life and work, including creative subjects and skills, with the final report due autumn.

We are launching a National Centre for Arts and Music Education in 2026 to support excellent teacher training in the arts and boost partnerships between schools and arts organisations.

I refer the hon. Member for Farnham and Bordon to the answer of 1 August 2025 to Question 61402.

I refer the hon. Member for Farnham and Bordon to the answer of 1 August 2025 to Question 61402.

I refer the hon. member for Ashfield to the answer of 1 August 2025 to Question 61402.

I refer the hon. member for Ashfield to the answer of 1 August 2025 to Question 61402.

I refer my hon. Friend, the Member for St Helens North to the answer of 1 August 2025 to Question 61402.

​​I refer my hon. Friend, the Member for Rushcliffe to the answer of 1 August 2025 to Question 61402. ​

High-quality teaching is the in-school factor that has the biggest impact on children’s outcomes. This is why the government’s Plan for Change has committed to recruiting an additional 6,500 new expert teachers in secondary and special schools, and in our colleges over the course of this Parliament.

To support this key pledge, we recently announced a 4% pay award for 2025/26, building on the 5.5% pay award for 2024/25, resulting in a near 10% pay award for teachers since this government came to power. We also announced a teacher training financial incentives package worth nearly £233 million, including bursaries worth up to £29,000 tax-free, and scholarships up to £31,000 tax free. We also announced targeted retention payments worth up to £6000, with 10 schools in the Eastbourne constituency, and 31 schools in East Sussex qualifying for these.

The teaching workforce has grown by 2,346 full-time equivalent (FTE) teachers, between 2023/24 and 2024/25, in secondary and special schools. In Eastbourne constituency there are 30 more secondary and special school teachers, with 457 FTE teachers this year.

The department has published independently commissioned insight from the Delivering Better Value programme. This research suggests that, if the system were extensively improved, including using early intervention and better resourcing mainstream schools, tens of thousands more children and young people could have their needs met without the need for lengthy waits and assessments, and have their needs met in a mainstream setting, rather than a specialist placement. Further detail on the research is available here: https://cdn.prod.website-files.com/63b6e5debb4b0114060dc226/66421eaae18cb50ccc378780_66421a046d5569ec0ad11674_DBV%20-%20Phase%201%20Insights%20Summary_Website%20v1.0_Final.pdf.

Further details of the government's intended approach to special educational needs and disabilities reform will be set out in a White Paper in the autumn.

The department provides funding to deliver £24 million worth of grants each year to provide support to low-income families raising disabled or seriously ill children and young people. We have also funded innovative grants that promote best practice for delivering services for short breaks.

To support young people aged 16 to 24 with an education, health and care plan to secure and sustain employment, we are continuing to invest in supported internships by providing up to £12 million to March 2026. This funding will support local authorities to sustain their special educational needs and disabilities Employment Forums, training on employer engagement and training for job coaches. Indicative data from local authorities shows we reached our previous target of doubling the number of supported internships to 4,500 per year and our continued support will enable areas to sustain this.

Section 100 of the Children and Families Act 2014 places a duty on maintained schools, academies and pupil referral units to make arrangements for supporting pupils with medical conditions. Schools should ensure they are aware of any pupils with medical conditions and have policies and processes in place to ensure these can be well managed. Policies should set out how staff will be supported in carrying out their role to support pupils, including how training needs are assessed and how training is commissioned and provided. Any member of school staff providing support to a pupil with medical needs should have received suitable training.

Schools can purchase spare adrenaline auto-injectors from a pharmacy without a prescription and for use in an emergency situation.

The department intends to consult on updated statutory guidance on supporting pupils with medical conditions later this year. The full guidance is available here: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.

High-quality teaching is central to ensuring that all pupils, including those with dyslexia or other types of SEND, are given the best possible opportunity to achieve. To support all teachers, the department is implementing a range of teacher training reforms to ensure teachers have the skills to support all pupils to succeed. From September 2025, Initial Teacher Training and Early Career Teacher induction training must be based on the Initial Teacher Training and Early Career Framework (ITTECF) which contains significantly more content on adaptive teaching and supporting and improving inclusivity for pupils with SEND. From September 2025, the department has also enhanced the requirement on providers of early career teacher training to develop training materials that support the needs of children with SEND.

This academic year, Reading Ambition for All, a continuous professional development programme was launched. The programme explores the appropriate teaching, support and provision for the lowest attaining children in reading, with a particular focus on those with SEND. It is delivered by English Hubs and is primarily aimed at reading leaders, special educational needs and disabilities co-ordinators and senior leaders.

Reading Ambition for All draws on the latest research about how children learn to read and explores effective approaches to teaching those who need specific adaptations to make progress.

State schools that took part in the Partnerships for Inclusion of Neurodiversity in Schools programme in the 2024/25 financial year by (a) local authority and (b) constituency is available in the attached table.

A list of state schools that have taken part in the Early Language Support for Every Child programme up to the end of June 2025 is provided. Please note that as this is a pupil-led and not school-led programme, a small number of schools may have engaged in the programme during the last few weeks of the 2024/25 academic year in July, and we are awaiting an updated list from one of the nine pathfinder areas, the East Midlands, which covers the Leicester City, Leicestershire and Rutland local authority areas. A further list will therefore be provided by the end of August 2025 capturing this information.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life.

The government confirmed a substantial increase in high needs funding in 2025/26, this includes almost £1 billion which is intended to help local authorities in meeting the costs associated with supporting those children and young people with education, health and care plans. A further £740 million has been made available for councils to create more specialist places in mainstream schools, paving the way for significant, long-term reform.

The final Local Government Finance Settlement for 2025/26 makes available over £69 billion for local government, which is a 6.8% cash terms increase on 2024/2025. For Shropshire Council, the final Settlement represents an increase in Core Spending Power of up to 3.8%, making available a total of up to £353.2 million in 2025/26.

All children and young people should have every opportunity to succeed, no matter where they are from. However, we know educational inequalities exist across the country. This is not acceptable in the South East or nationally.

The department is tackling inequalities in the system head-on through our plan for change. From September we will be rolling out 30 hours of funded childcare for working parents, saving eligible parents using their full entitlement an average of £7,500 a year. We are also rolling out free breakfast clubs in every state-funded primary school, expanding free school meals to all children on Universal Credit and have delivered the largest ever uplift to early years pupil premium.

We are recruiting an additional 6,500 expert teachers in our schools and colleges and are making good progress, with over 2,000 more teachers in our secondary and special schools.

The department will spend close to £1.5 billion over the next three years on improving family services and early years education to begin the hard work needed.

We will fund Best Start Family Hubs in every local authority to ensure that children and families who need support the most, especially those from low-income backgrounds or with additional vulnerabilities, can access it. These hubs will be open to all families but will be located in disadvantaged communities where support is most needed, ensuring services are both inclusive and targeted.

​High and rising standards across education, from early years to adulthood, are the key to unlocking stronger outcomes and a better future for children and young people. Our new regional improvement for standards and excellence (RISE) teams are now working closely with schools, including Maths Hubs to sharing best practice and put in place targeted plans to drive-up performance in schools needing extra support.

The department funded, school-led network of Maths Hubs across both primary and secondary schools, focusses on reducing attainment gaps by providing school-to-school support with mathematics subject knowledge and pedagogy training for teachers. In addition, the department funds the Maths Champions programme working with early years settings to boost young children’s basic number skills, and the Advanced Mathematics Support Programme supporting disadvantaged students with an aptitude for mathematics to go on to further study.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review is closely examining the key challenges to attainment for young people and the barriers which hold children back from the opportunities and life chances they deserve, to help us ensure high standards for all. The Review’s interim report, published in March, recognised the need for the curriculum to respond to social and technological change, including to consider what opportunities might be offered around the rise of artificial intelligence and trends in digital information demand.

Please note that in the context of international standings in PISA tests, this response extends only to England as education is a devolved matter.

​High and rising standards across education, from early years to adulthood, are the key to unlocking stronger outcomes and a better future for children and young people. Our new regional improvement for standards and excellence (RISE) teams are now working closely with schools, including Maths Hubs to sharing best practice and put in place targeted plans to drive-up performance in schools needing extra support.

The department funded, school-led network of Maths Hubs across both primary and secondary schools, focusses on reducing attainment gaps by providing school-to-school support with mathematics subject knowledge and pedagogy training for teachers. In addition, the department funds the Maths Champions programme working with early years settings to boost young children’s basic number skills, and the Advanced Mathematics Support Programme supporting disadvantaged students with an aptitude for mathematics to go on to further study.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review is closely examining the key challenges to attainment for young people and the barriers which hold children back from the opportunities and life chances they deserve, to help us ensure high standards for all. The Review’s interim report, published in March, recognised the need for the curriculum to respond to social and technological change, including to consider what opportunities might be offered around the rise of artificial intelligence and trends in digital information demand.

Please note that in the context of international standings in PISA tests, this response extends only to England as education is a devolved matter.