Department for Education

Central government funding for home-to-school travel is provided through the Local Government Finance Settlement which is administered by the Ministry of Housing, Communities and Local Government. The Settlement for the 2025/26 financial year makes available over £69 billion for local government, a 6.8% cash terms increase in Core Spending Power on 2024/25.

To put local government on the road to financial sustainability, the government recently consulted on funding reforms, including a bespoke relative needs formula for home-to-school transport. The consultation response was published here on 20 November:

https://www.gov.uk/government/consultations/the-fair-funding-review-20.

Challenges in the special educational needs and disabilities (SEND) system are creating pressure on home-to-school travel. We have committed to reform the SEND system to enable more children to thrive in local mainstream settings. These reforms will be set out in a Schools White Paper early in the new year.

In the 2023/24 financial year, reserves in the school system totalled more than £6 billion, and the total value of reserves for the further education college sector was over £1.6 billion.

The department recognises the vital role that careers advisors play in supporting young people to thrive in their future career. We do not expect careers advisors to provide clinical mental health care, but we are committed to ensuring they are better equipped to support, identify concerns and signpost students with mental health challenges towards appropriate support.

The department has been working closely with the sector to explore the development of a continuous professional development package to upskill careers advisers working with young people, including support for young people with mental health challenges. We expect the offer to be available from the 2026/27 academic year

Alongside this, the government is committed to providing access to specialist mental health professionals in every school by expanding mental health support teams (MHSTs), so every child and young person has access to early support to address problems before they escalate. By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

All children and young people should have every opportunity to succeed. However, educational inequalities exist across the country and at every phase of education, particularly for white working-class children.

These gaps, whether in Oldham or nationally, are not acceptable.

Through the government’s Plan for Change, we are tackling these inequalities. The department will invest close to £1.5 billion over the next three years on improving family services and early years education to close gaps.

The department is rolling out expanded government-funded childcare entitlements and creating thousands of school-based nurseries to increase the provision of quality childcare. We will fund Best Start Family Hubs in every local authority ensuring children and families needing support most, especially those from low-income backgrounds or with additional vulnerabilities, can access it. This includes building on the great work already done by Oldham’s seven family hubs funded in this financial year.

We are expanding free school meals to all children on Universal Credit from September 2026 and have delivered record increases to early years pupil premium.

This is alongside work to drive high and rising school standards, including regional improvement for standards and excellence attainment conferences with the North-West conference open to schools in Oldham.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including pupils with dyslexia.

The English Hubs programme is dedicated to improving the teaching of reading, and the Reading Ambition for All programme will improve outcomes for children in primary who need additional support with reading, including those with SEND.

All statutory initial teacher training and early career teacher training must cover adaptive teaching and supporting pupils with SEND. The department has reviewed the content of the Initial Teacher Training and Early Career Framework, adding more content related to adaptive teaching and supporting improving inclusivity for SEND pupils. We have also enhanced the requirement on providers to develop SEND specific training materials.

In 2024 we began delivery of the national professional qualification for special educational needs co-ordinators. This mandatory qualification will support participants to develop the essential knowledge and skills needed to set the strategic direction of SEND policy in schools and the conditions in which pupils with SEND can thrive.

Regional improvement for standards excellence (RISE) teams have already paired over 350 schools with RISE advisers and supporting organisations, including some of our strongest trusts with a record of turning around struggling schools, to share expertise and boost standards.

The impact of RISE intervention will rely on both a quantitative evaluation of the impact on pupils, aligned to the government’s Opportunity Mission for all children to achieve and thrive, and an evaluation on the process and delivery of RISE.

An impact evaluation of the programme measuring change over time in key success measures, such as attainment and attendance, for schools receiving targeted RISE intervention set against a suitable group of comparator schools will be carried out in due course.

Regional improvement for standards excellence (RISE) teams have already paired over 350 schools with RISE advisers and supporting organisations, including some of our strongest trusts with a record of turning around struggling schools, to share expertise and boost standards.

The department expects to start publishing that data with appropriate comparisons over time during 2026.

It is for individual settings and responsible bodies to decide on closures based on their own risk assessment. Closures should be a last resort, and the priority is to keep settings open where safe. The department’s guidance for schools includes information on remote education when pupils cannot attend. Remote learning should only be used when attendance is impossible but learning can continue.

The department’s emergency planning guidance outlines how schools should provide remote education, and can be accessed here: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings#exam-and-assessment-disruption. The department has also issued non-statutory guidance on providing remote education guidance for schools which is available at: https://www.gov.uk/government/publications/providing-remote-education-guidance-for-schools/providing-remote-education-guidance-for-schools. Guidance for parents on remote education is available here: https://www.gov.uk/government/publications/providing-remote-education-information-to-parents-template.

Schools can make use of free resources provided by Oak National Academy, which includes comprehensive, curriculum-aligned lesson materials across all key stages and subjects. These can be accessed online and adapted by teachers. More information is available at: https://www.thenational.academy.

All schools and colleges must have contingency plans to ensure exams and assessments proceed during disruption. Detailed guidance on managing exam or assessment disruption can be found here: https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted.

The department is committed to breaking down barriers to opportunity for children and young people in both Newcastle-under-Lyme and Staffordshire. Our approach is rooted in evidence and targeted investment to ensure every child has the best start in life.

‘Giving Every Child the Best Start in Life’, sets out the immediate steps to deliver on our commitment to have a record proportion of children starting school ready to learn. The strategy is backed by close to £1.5 billion over the next three years to make early education and childcare more accessible and affordable, improve quality in the early years and reception, and expand and strengthen family services. In October this year, Staffordshire received a development grant of £262,449.

In Staffordshire, we have funded eight schools to establish new breakfast clubs from this term, two of which are in Newcastle-under-Lyme, improving readiness to learn. Alongside this, we have supported the opening of eight new or expanded school-based nurseries, increasing access to high-quality early years provision.

We have worked in partnership with local authorities and schools to improve attendance at schools in Staffordshire and Newcastle-under-Lyme, tackling the biggest barrier to children achieving at school. We are working in close partnership with Staffordshire County Council to deliver ambitious targets for raising attainment, particularly for disadvantaged pupils as they begin statutory education so more children achieve a good level of development. Through the regional improvement for standards and excellence (RISE) programme, we are supporting 12 schools across the county to enable young people to achieve and thrive.

These measures form part of a wider strategy to reduce inequalities and ensure that children in Newcastle-under-Lyme and across Staffordshire can access the opportunities they deserve.

The department believes all children and young people should have access to a broad and balanced curriculum and a variety of enrichment opportunities at school.

The National Education Nature Park is a whole-school environmental education programme that encourages teachers to take students outside and use their grounds to learn in and about nature. OASES (Outdoor and Sustainability Education Specialists), based in County Durham, were involved in discussions around the development of this initiative.

The value of outdoor learning is also being recognised and promoted in the department’s upcoming Enrichment Framework, which will include 'Nature, outdoors and adventure' as one of five categories of enrichment. We are engaging with national organisations who support outdoor learning and are happy to hear from local and regional organisations with relevant expertise.

The department believes all children and young people should have access to a broad and balanced curriculum and a variety of enrichment opportunities at school.

The National Education Nature Park is a whole-school environmental education programme that encourages teachers to take students outside and use their grounds to learn in and about nature. OASES (Outdoor and Sustainability Education Specialists), based in County Durham, were involved in discussions around the development of this initiative.

The value of outdoor learning is also being recognised and promoted in the department’s upcoming Enrichment Framework, which will include 'Nature, outdoors and adventure' as one of five categories of enrichment. We are engaging with national organisations who support outdoor learning and are happy to hear from local and regional organisations with relevant expertise.

The department believes all children and young people should have access to a broad and balanced curriculum and a variety of enrichment opportunities at school.

The National Education Nature Park is a whole-school environmental education programme that encourages teachers to take students outside and use their grounds to learn in and about nature. OASES (Outdoor and Sustainability Education Specialists), based in County Durham, were involved in discussions around the development of this initiative.

The value of outdoor learning is also being recognised and promoted in the department’s upcoming Enrichment Framework, which will include 'Nature, outdoors and adventure' as one of five categories of enrichment. We are engaging with national organisations who support outdoor learning and are happy to hear from local and regional organisations with relevant expertise.

If a child is too unwell to attend school, local authorities have a duty under Section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.

Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests. Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

The department does not routinely collect or hold data on the outcomes of children who have missed periods of schooling due to ill health.

The department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings, for example through our recently published evidence reviews on the best available evidence on the most effective tools, strategies and approaches for staff in mainstream settings to identify and support children and young people (0-25) with different types of needs.

If a child is too unwell to attend school, local authorities have a duty under Section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.

Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests. Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

The department does not routinely collect or hold data on the outcomes of children who have missed periods of schooling due to ill health.

The department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings, for example through our recently published evidence reviews on the best available evidence on the most effective tools, strategies and approaches for staff in mainstream settings to identify and support children and young people (0-25) with different types of needs.

If a child is too unwell to attend school, local authorities have a duty under Section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.

Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests. Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

The department does not routinely collect or hold data on the outcomes of children who have missed periods of schooling due to ill health.

The department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings, for example through our recently published evidence reviews on the best available evidence on the most effective tools, strategies and approaches for staff in mainstream settings to identify and support children and young people (0-25) with different types of needs.

Following the independent Curriculum and Assessment Review’s final report on 5 November, the department will update the national curriculum to prepare young people for life and work in a changing world, including media and digital literacy. Content will be shaped through expert engagement, with a public consultation on draft proposals next year.

To support schools and teachers, we will provide high quality, free digital resources through Oak National Academy (Oak) and curriculum support through our National Centre for Computing Education (NCCE). Oak will help schools to understand and implement changes, reducing teacher workload.

Currently, media literacy is taught through citizenship, relationships, sex and health education (RSHE) and computing, whilst digital literacy is addressed in computing and RSHE. To support teachers now, Oak provides adaptable resources for computing and citizenship, the Educate Against Hate website offers media literacy materials to counter extremist narratives and the NCCE delivers free courses on digital literacy and artificial intelligence.

I refer the hon. Member for North West Norfolk to the answer of 22 October 2025 to Question ​​81502​.

The performance of regional improvement for standards and excellence advisers will be measured against agreed Programme-level Key Performance Indicators.

International evidence indicates that the number of children and young people with special educational needs and disabilities (SEND) is also increasing in comparable countries. Although definitions and systems vary considerably, the key drivers include improved understanding and diagnosis of need, as well as social and medical factors.

The department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings, for example through our recently published evidence reviews, available at: https://www.gov.uk/government/publications/identifying-and-supporting-the-needs-of-children-with-send-in-mainstream-settings.

The department also funds a ‘What Works in SEND’ programme, which is delivered by the Research and Improvement for SEND Excellence Partnership. This programme produces research and local area case studies that harness best practice from practitioners and partner organisations on local area SEND service delivery.

The Schools White Paper, due to be published in the new year, will set out how the department plans to move forward with reforms to improve the SEND system in future years.

All state funded schools are required to teach first aid as part of the statutory health education set out in the relationships, sex and health education (RSHE) statutory guidance. Independent schools are required to cover health education as part of their responsibility to provide personal, social, health and economic education.

The statutory RSHE guidance includes basic first aid for primary school children, for example dealing with common injuries, such as head injuries. Pupils in secondary schools are taught further first aid, for example how to administer cardiopulmonary resuscitation and the purpose of defibrillators and how to use them.

The department engages regularly with schools on a range of issues.

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. Governing bodies must ensure that the arrangements they put in place are sufficient to meet their statutory responsibilities and that policies, plans, procedures and systems are properly and effectively implemented. This includes the duty under Section 100 of the Children and Families Act 2014 to make arrangements for supporting pupils with medical conditions and the duties under the Equality Act 2010.

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.

The department engages regularly with schools on a range of issues.

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. Governing bodies must ensure that the arrangements they put in place are sufficient to meet their statutory responsibilities and that policies, plans, procedures and systems are properly and effectively implemented. This includes the duty under Section 100 of the Children and Families Act 2014 to make arrangements for supporting pupils with medical conditions and the duties under the Equality Act 2010.

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.

The School Admissions Code permits a trust naming another school in the trust as a feeder school. As with any selection of a feeder school, the trust must ensure that the named school is chosen on reasonable grounds, and the arrangements must be lawful and fair according to local circumstances.

Admission authorities must consult on any change to their admissions arrangements. Once set, anyone who believes a school's admission arrangements are unfair or unlawful can object to the independent schools adjudicator.

In its 2015/16 annual report, the Office of the Schools Adjudicator (OSA) noted an increasing trend for trusts to name all trust primaries as feeders for a secondary school, for reasons including promoting continuity and reflecting trust-wide links.

The report noted some objections to feeder school arrangements were upheld as unfair where distant feeders were prioritised over local children, resulting in longer journeys. However, where priority for distant feeders came after priority for local children, this was unlikely to be found unfair.

Cambridgeshire local area partnership was inspected by Ofsted and the Care Quality Commission (CQC) from 27 to 31 January 2025. The inspection outcome was that the local areas partnership’s arrangements lead to inconsistent experiences and outcomes for children and young people with special educational needs and disabilities (SEND). Five areas for improvement were identified and the department is working with the local partnership to monitor improvement in these five areas.

Where a council does not meet its duties, the department can take action that prioritises children’s needs and supports local areas to bring about rapid improvement. We offer a range of universal, targeted and intensive support through department-managed programmes, such as our sector led improvement Partners.

The current Ofsted/CQC area SEND inspection framework was launched in January 2023. All local areas are due to receive a full inspection under this framework by the end of 2027, driving better outcomes and standards in the system.

As part of our Plan for Change, the department is determined to fix the SEND system and restore the trust of parents. We will bring forward a full Schools White Paper early in the new year.

Many schools excel at offering a diverse range of activities that are woven into their ethos, all delivered using resources within and outside the school. These school activities are often enhanced by working with local clubs, voluntary sector organisations or national partners. We want to enable and build such partnerships to spread opportunities across our schools.

School funding is increasing by £3.7 billion in 2025/26, meaning that core school budgets will total £65.3 billion compared to £61.6 billion in 2024/25. The department is putting in place a range of support that will help schools further, including physical education and school sport partnerships, the national network of music hubs, and £22.5 million of funding from the Department for Culture, Media and Sport over three years to create a tailored enrichment offer in up to 400 schools. The government is also targeting £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to meet the needs of young people, particularly those from disadvantaged and underrepresented backgrounds.

In June we announced that the government is providing £24 million of funding for 'TechYouth', which will give one million students over three years across every secondary school in the UK the chance to learn about technology and gain access to new skills training and career opportunities.

The overall core schools budget (CSB) is increasing by £3.7 billion in the 2025/26 financial year, meaning the CSB totals £65.3 billion, compared to almost £61.6 billion in the 2024/25 financial year.

The £3.7 billion increase includes the £2.3 billion announced at the October Budget 2024, and £1.4 billion in additional funding being provided to support schools with staff pay awards as well as the increases to employer National Insurance contributions (NICs) from April 2025.

Funding for schools is increasing by £4.2 billion per year by 2028/29, compared to 2025/26. This additional funding will provide an above real terms per pupil increase on the core schools budget, taking per-pupil funding to its highest ever level and enabling us to transform the special educational needs and disabilities system.

This investment is also a critical step forward in our mission to support all children and young people to achieve and thrive and will support teachers and leaders to deliver high and rising standards across every school and for every pupil.

The government is revitalising arts education as part of the reformed national curriculum. Our proposed improvements to the ‘Progress 8’ model would recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.

The government will consult on the proposed Progress 8 model. This proposed model includes English and mathematics slots, which follow the same rules as the current Progress 8, and two new science slots. There are four breadth slots, two of which must be filled by GCSE (or relevant AS level) qualifications from two of three categories: humanities, creative and languages. The creative category includes art and design, music, drama, dance, design and technology. The department will consult on an additional category for science subjects. We are interested in views on the impact of these breadth slots on pupil subject choices for GCSEs and technical qualifications.

The final breadth slots will take the two highest point scores in any two subjects, including English language or literature (if not counted in the English slot), other GCSE qualifications, or any technical awards from the department’s approved list. These final two slots will operate in the same way as the current open slots.

The department estimates that overseas pupils at UK independent schools contributed approximately £0.98 billion to the UK economy in 2022.

The government is currently reviewing its International Education Strategy to ensure that it continues be an effective tool in increasing the value of education exports across the UK and reflects the priorities of the education sector. The strategy will be published in the coming months.

Single-sex spaces are protected in law and will always be protected by this government.

Schools must always protect single-sex spaces with regard to toilets, showers and changing rooms. The School Premises (England) Regulations 2012 and the Education (Independent School Standards) Regulations 2014 impose statutory requirements for both maintained and independent schools to provide sex-separated toilets and suitable changing accommodation and showers for pupils (apart from individual toilets in fully enclosed rooms).

The Equality and Human Rights Commission (EHRC) has also submitted the draft updated Code of Practice for Services, Public Functions and Associations to my right hon. Friend, the Minister for Women and Equalities, which the government is considering prior to next steps.

As Baroness Blake of Leeds set out in the Question for Short Debate on 16 October (HL Deb col 81GC 84GC), the Music and Dance Scheme is a long-term commitment and future funding for the scheme beyond this academic year will be announced in due course.

The government is reviewing the UK’s International Education Strategy to ensure it continues to reflect the priorities of the entire education sector, including schools. The International Education Strategy will continue to support the growth of exports across the education sector, including schools. The strategy will be published in the coming months.

The government is reviewing the UK’s International Education Strategy to ensure it continues to reflect the priorities of the entire education sector, including transnational education for schools. The International Education Strategy will continue to support the growth of exports across the education sector, including schools. The strategy will be published in the coming months.

I refer the noble Lady to the answer of 27 November to Question HL11890.

The Office of the Independent Adjudicator is independent from government, and the department does not hold the requested information.

The Office for Students (OfS) and the Office of the Independent Adjudicator (OIA) are independent from government, and we do not hold details on information shared between the two bodies.

The OfS’ registration condition C2 states that registered providers ‘must cooperate with the requirements of the student complaints scheme run by the Office of the Independent Adjudicator for Higher Education, including the subscription requirements’, but it does not have the power to enforce compliance with the OIA’s recommendations.

Where a provider does not comply with the OIA’s recommendations, and the OIA believes this may indicate systemic issues with the provider, the OIA may share this information with the OfS or other relevant bodies.

Education and training achievement rates are available in the ‘Further education and skills’ statistics publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills/2024-25#content-9.

The department does not hold data on the estimated cost of providing those placements in England.

Funding for students who withdraw from their studies during the academic year is reduced through the retention factor in the 16 to 19 funding formula. This has the effect of funding withdrawn students at 50% of their funding band’s rate. This recognises that there is a cost to institutions in delivering programmes to students who do not complete.

Every child in care should have a safe, loving home which is also value for money for the taxpayer.

The department is empowering local authorities to secure the best placements for looked after children at a price that is fair to the taxpayer. We know local authorities cannot do this alone, so we are also taking action at a national level to reshape the market. Through our package of measures, including those set out in the Children’s Wellbeing and Schools Bill, we will rebalance the market, improve competition, regulation and commissioning of placements, shine a light on the level of profit being made, and bring greater visibility to the prices local authorities are paying.

These are matters for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to my hon. Friend, the Member for Lewisham North and a copy of his reply will be placed in the Libraries of both Houses.

These are matters for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to my hon. Friend, the Member for Lewisham North and a copy of his reply will be placed in the Libraries of both Houses.

Progress in English and maths at level 2 is vital for 16–19-year-olds to access opportunities in education, work, and life.

The Post-16 Skills and Education Strategy White Paper sets out reforms to qualifications at levels 3 and 2. At level 3, a new vocational pathway, V Levels, will sit alongside A levels and T Levels. At level 2, two pathways will be introduced: Further Study (progression to level 3) and Occupational (skilled employment). Students can combine these with English and maths qualifications.

Local authorities must support young people to participate in education or training, as per the Education and Skills Act 2008. Through the Post-16 Education and Skills White Paper, the department has committed to help schools, further education providers and local authorities track and share data to prevent young people from becoming not in education, employment or training.

The department published the financial year 2026/27 schools and central school services national funding formula (NFF) on 19 November. High needs allocations will follow shortly.

The department is working with the sector to re-establish teaching as an attractive profession across all subjects, including citizenship. As a first step, this government has increased teacher pay by almost 10% over two years.

Our Plan for Change is committed to recruiting 6,500 new expert teachers across secondary and special schools, and our colleges over the course of this Parliament to ensure sufficient teachers across all subjects. We are making good progress with the workforce has grown by 2,346 on a full-time equivalent basis between 2023/24 and 2024/25 in secondary and special schools, where it is needed most.

Trainee bursaries are reviewed annually to ensure we are focusing on the subjects most in need. Our commitment of over £200 million for bursaries in 2026/27 follows improved recruitment, with 10% more acceptances to start initial teacher training courses this year compared to last year and the teacher leaver rate falling to 9%, one of the lowest on record. In 2024/25 3,685 teachers taught citizenship.

The department is working with the sector to re-establish teaching as an attractive profession across all subjects, including citizenship. As a first step, this government has increased teacher pay by almost 10% over two years.

Our Plan for Change is committed to recruiting 6,500 new expert teachers across secondary and special schools, and our colleges over the course of this Parliament to ensure sufficient teachers across all subjects. We are making good progress with the workforce has grown by 2,346 on a full-time equivalent basis between 2023/24 and 2024/25 in secondary and special schools, where it is needed most.

Trainee bursaries are reviewed annually to ensure we are focusing on the subjects most in need. Our commitment of over £200 million for bursaries in 2026/27 follows improved recruitment, with 10% more acceptances to start initial teacher training courses this year compared to last year and the teacher leaver rate falling to 9%, one of the lowest on record. In 2024/25 3,685 teachers taught citizenship.