Department for Education

I cannot comment on the Judicial Review of Oak National Academy, which is ongoing.

This government is committed to breaking down barriers to opportunity and tackling child poverty. We want to make sure that every family that needs support can access it.

Local authorities are responsible for managing their own processes for identifying children eligible for free school meals. We know that many schools and local authorities have established very effective ways to encourage eligible families to register.

By introducing a new eligibility threshold for free school meals so that all children from households in receipt of Universal Credit will be eligible for free school meals from the start of the 2026/27 academic year, this will make it much easier for local authorities, schools and parents to know which children are entitled to receive free meals. Our improvements to the digital system used to review eligibility will also make it easier for parents to understand their entitlement.

As with all government policies, we continue to keep free school meals under review.

The government will provide access to NHS-funded Mental Health Support Teams (MHSTs) in every school by 2029.

As of April 2025, 47% of pupils in primary schools and 70% in secondary schools were covered by an MHST. Further data for 2024/25 can be found here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. This has been available since 16 May 2025 at national, regional and local authority level, and since 10 July 2025 at constituency level. Around six in ten pupils nationally are expected to have access to an MHST by April 2026.

MHSTs supplement existing pastoral provision, and schools retain the freedom to determine support based on pupil need, making best use of their funding.

To support education staff, the department provides guidance and practical resources on supporting pupils’ mental health, including a resource hub for mental health leads and a toolkit to select evidence-based targeted support.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

The government is committed to ensuring children in foster care receive appropriate emotional and mental health support. Regulations require every looked-after child to have their emotional and mental health assessed by a medical practitioner. Local authorities must ensure this happens. Integrated care boards and NHS England must cooperate with requests for services. Joint statutory guidance sets clear expectations that local authorities and health partners should promote wellbeing, act early on signs of difficulty, and ensure assessors have the right skills. The guidance can be found here: https://www.gov.uk/government/publications/promoting-the-health-and-wellbeing-of-looked-after-children--2.

We are working with the Department of Health and Social Care to strengthen mental health support for care‑experienced children. Through the Children’s Wellbeing and Schools Bill, new corporate parenting responsibilities will be placed on government departments and relevant public bodies, ensuring they consider the needs of looked-after children and care leavers when designing and delivering health services. In December 2025, my right hon. Friend, the Secretary of State for Health and Social Care and I announced a three year pilot to ensure children in care have access to the support they need sooner. This will build on existing work across the country, bringing social workers and NHS professionals together to provide direct mental health support to children and families when they need it most.

Every local authority in England must appoint a Virtual School Head to promote the educational attainment of the children they look after, including children in foster care, wherever they live or are educated. All schools must also appoint a designated teacher with expertise in the needs of looked-after children. These children attract pupil premium plus funding of £2,630 per child up to the age of 16, managed by the Virtual School Head, to support meeting objectives in each child’s individual Personal Education Plan. We also provide post‑16 funding to help young people progress into further and higher education, training or employment. The full offer for children in care is set out in in the ‘Promoting the education of looked-after and previously looked-after children’ statutory guidance, available at: https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-children.

Through the Children’s Wellbeing and Schools Bill, we are extending the Virtual School Head’s duties to include promoting the educational achievement of all children with a social worker and children in kinship care.

The government continuously reviews student finance to ensure it remains fair, sustainable, and supportive of students from all backgrounds.

Interest accrues on loan balances from the first day the loan is paid to the learning provider, and/or to the student, until the loan has been repaid in full or cancelled. Interest rates are linked to the Retail Price Index to maintain the real value of the loan over a long loan term but do not impact monthly repayments made by borrowers.

Prospective students have access to information across a range of platforms before submitting their loan application. Student loan terms and conditions make clear that the conditions of the loan may change in line with the regulations that govern the loans. Students sign these terms and conditions before any money is paid to them.

Repayments are calculated solely on earnings, not on amount borrowed or the rate of interest applied. Any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

The government continuously reviews student finance to ensure it remains fair, sustainable, and supportive of students from all backgrounds.

Interest accrues on loan balances from the first day the loan is paid to the learning provider, and/or to the student, until the loan has been repaid in full or cancelled. Interest rates are linked to the Retail Price Index to maintain the real value of the loan over a long loan term but do not impact monthly repayments made by borrowers.

Prospective students have access to information across a range of platforms before submitting their loan application. Student loan terms and conditions make clear that the conditions of the loan may change in line with the regulations that govern the loans. Students sign these terms and conditions before any money is paid to them.

Repayments are calculated solely on earnings, not on amount borrowed or the rate of interest applied. Any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

The department has set out plans for a reformed special educational needs and disabilities (SEND) system in the recent Schools White Paper. The department's assessment of future SEND spending will be updated following the SEND consultation.

We have set out plans to address high needs deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit once they have produced and received approval for a strong plan to drive sustained and energetic action in accordance with our new system set out in the Schools White Paper, which will begin to improve outcomes for children and bring costs under control through effective early intervention stopping needs from escalating.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that we will continue to take an appropriate and proportionate approach, though it will not be unlimited.

From 2028/29, SEND spending will be covered by the overall government DEL budget, meaning local authorities are not expected to fund future SEND costs from general funds, once the Statutory Override ends at the end of 2027/28.

The ‘Every Child Achieving and Thriving’ White Paper sets out plans to build on support at home with a stretching, enriching and inclusive school experience to ensure every child has what they need to get on in life.

We know that many schools use their pupil premium to fund tuition. Schools can use their pupil premium to provide peer tutoring and one-to-one or small group tuition when choosing support that will most improve progress, using the department’s ‘menu of approaches’, which is informed by evidence of how best to improve disadvantaged pupils’ attainment.

Through our AI Tutoring Tools Programme, we will be co‑creating and trialling curriculum‑aligned, safe‑by‑design AI tutoring tools with teachers, pupils and experts. This will support teaching, build evidence of impact on attainment and inclusion to ensure pupils, including those who often cannot access private tuition, benefit from high quality individual learning support.

The ‘Every Child Achieving and Thriving’ White Paper sets out plans to build on support at home with a stretching, enriching and inclusive school experience to ensure every child has what they need to get on in life.

We know that many schools use their pupil premium to fund tuition. Schools can use their pupil premium to provide peer tutoring and one-to-one or small group tuition when choosing support that will most improve progress, using the department’s ‘menu of approaches’, which is informed by evidence of how best to improve disadvantaged pupils’ attainment.

Through our AI Tutoring Tools Programme, we will be co‑creating and trialling curriculum‑aligned, safe‑by‑design AI tutoring tools with teachers, pupils and experts. This will support teaching, build evidence of impact on attainment and inclusion to ensure pupils, including those who often cannot access private tuition, benefit from high quality individual learning support.

The ‘Every Child Achieving and Thriving’ White Paper sets out plans to build on support at home with a stretching, enriching and inclusive school experience to ensure every child has what they need to get on in life.

We know that many schools use their pupil premium to fund tuition. Schools can use their pupil premium to provide peer tutoring and one-to-one or small group tuition when choosing support that will most improve progress, using the department’s ‘menu of approaches’, which is informed by evidence of how best to improve disadvantaged pupils’ attainment.

Through our AI Tutoring Tools Programme, we will be co‑creating and trialling curriculum‑aligned, safe‑by‑design AI tutoring tools with teachers, pupils and experts. This will support teaching, build evidence of impact on attainment and inclusion to ensure pupils, including those who often cannot access private tuition, benefit from high quality individual learning support.

There are 46 key stage 4 Technical Awards, which pupils can take alongside GCSEs. These qualifications cover broad sector areas such as health and social care, building and construction and support the development of knowledge and practical skills.

In 2024/25, 45% of students in state-funded schools took at least one Technical Award. The Curriculum and Assessment Review emphasised maintaining stability to allow these qualifications to embed fully in the system and did not propose significant reforms to change delivery or uptake at this stage.

School careers programmes introduce pupils to technical and trade occupations early. Under Provider Access legislation, schools must provide at least six opportunities for pupils in years 8 to 13 to meet technical education or apprenticeship providers. The Schools White Paper also sets out the department’s commitment to broadening pupils’ horizons by ensuring access to high quality careers advice and two weeks’ worth of work experience for every secondary pupil.

The department announced on 27 February that the Kinship Allowance pilot will be delivered through the new Kinship Zones programme, which will operate in seven local authority areas: Bexley, Bolton, Newcastle, North East Lincolnshire, Medway, Thurrock and Wiltshire.

Delivery of support through the Kinship Zones will begin on 1 April 2026, with local authorities leading engagement with eligible kinship families ahead of the rollout.

The seven participating local authorities were selected following last year’s expression of interest process. The final seven were selected because they provided the strongest conditions for generating robust evidence across a diverse range of local contexts and helping the maximum number of children while remaining within budget constraints.

Details of the participating areas have already been published, and further information about the wider Kinship Zones programme is available here: https://www.gov.uk/government/news/government-launches-investment-in-support-for-kinship-carers.

Tackling and preventing bullying in schools is essential to ensuring that schools can provide calm and inclusive learning environments. All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying. They have the freedom to develop their own anti-bullying strategies appropriate to their environment and are held to account by Ofsted.

Where bullying is reported, it is important that schools take prompt action to support the pupil and prevent the bullying from happening again. ​Ofsted’s renewed Education Inspection Framework, which has been in use from November 2025, evaluates a school’s approach to bullying during school inspections. This is considered through the lens of the attendance and behaviour evaluation area.

​To support schools, the department has procured for the development of a bespoke evidence-based toolkit for teachers to guide them through approaches to tackling misbehaviour and bullying, and actions to focus on prevention. ​

The assessments made in relation to the limit on branded school uniform and PE kit contained in the Children’s Wellbeing and Schools Bill, including consideration of implementation timings, have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

In order to support schools to implement the proposed limit by September 2026, we published our statutory guidance ‘Cost of school uniforms’ and have committed to updating it following Royal Assent for the Bill. This guidance is accessible at: https://www.gov.uk/government/publications/cost-of-school-uniforms.

For maintained special schools and special academies, the department uses local authorities’ actual expenditure on high needs top-up funding, to which is added the £10,000 per place funding using pupil numbers from the January school census, divided by those pupil numbers to produce an average placement cost.

For independent special schools (ISS), the department cannot disaggregate this expenditure from that including non-maintained special schools (NMSS), so creates a combined average placement cost by adding spending on ISS fees, top up funding for NMSS and the total £10,000 per place funding for NMSS (using the number of pupils with education, health and care (EHC) plans at NMSS), and dividing by the number of pupils with EHC plans at both ISS and NMSS.

The Curriculum and Assessment Review considered the extent to which the curriculum and the assessment system in England is fit for purpose and meeting the needs of children and young people. The government’s response set out key reforms to the national curriculum that we will be taking forward. The purpose of the national curriculum is to outline what must be taught in schools rather than how.

There are no plans to legislate to make play and continuous provision statutory in the key stage 1 curriculum. However, we will continue to back educators to apply their professional judgment and creativity to meet the needs of their pupils, meaning children will be able to benefit from play-based learning throughout their primary education where appropriate.

The department is taking a range of measures to support the financial sustainability of childminding businesses and other early years providers. From April 2026, local authorities will be required to pass at least 97% of their funding directly to providers.

In addition, the expansion of the early years entitlements is set to benefit childminders. The national average three and four-year-old hourly funding rate for local authorities is increasing by 4.1%, the two-year-old hourly funding rate is increasing by 3.3%, and the nine months to two-year-old hourly funding rate is increasing by 3.4%. Childminders may also benefit from the expected increase in demand for places.

Making Tax Digital standardises the way that sole traders record and claim business expenses. It could benefit childminders as it means that any business expenses related to childminding will be included in their tax calculations. We are however aware of the strength of feeling amongst childminders and those who work with them. The department has been talking regularly to Coram Pacey, HMRC and others to understand the issue, the effect that it is having on the childminding sector and to make sure that the concerns of childminders are clearly understood. The department emphasises its strong support for childminders, who continue to provide high quality and flexible early education, and do so in a way that families across the country greatly value.

We will publish methodology documents to explain the funding distribution of the Inclusive Mainstream Fund for early years settings, schools and 16-19 institutions in the spring.

In our recent publication 'SEND reform: putting children and young people first', we explained we will hold settings and trusts to account on how they take meaningful steps to invest in inclusion. More details can be found here: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first.

Schools will be required to explain their plans to use their overall funding allocation to embed inclusive practice through a published Inclusion Strategy. 16-19 institutions will be required to demonstrate how they will use their inclusion funding in their Accountability Agreements. In early years settings, local authorities will play a role in ensuring providers use their inclusion funding to support inclusive practice. We will provide further detail on these arrangements in the spring.

The government recognises that trauma can have a profound impact on children’s lives and that addressing it requires support from the whole of society.

The NHS provides specialist assessment, talking therapies and medical treatment for conditions such as post-traumatic stress disorder, as well as self‑help resources and routes to urgent or ongoing psychological support.

Education settings also play an important role in identifying and supporting pupils affected by adversity, with the flexibility to choose the pastoral support that best meets their pupils’ needs. The department’s guidance emphasises creating safe, supportive environments and understanding the lasting impact trauma can have on wellbeing and learning.

The government is expanding mental health support teams to ensure access to specialist mental health professionals in all schools and colleges by 2029, alongside £13 million in pilots to enhance support for children with more complex needs, including those linked to trauma, neurodivergence and disordered eating.

As set out in the department’s Schools White Paper, it is vital that children are supported to become digitally literate and confident users of technology. We must strike a healthy balance between preparing young people for a technologically enabled world, whilst not compromising on safety.

We have updated our generative AI safety standards, introducing measures that safeguard children’s cognitive and social-emotional development, protect their mental health, and guard against manipulation. We will also establish new sovereign education benchmarks to provide a trusted framework for evaluating how well AI models meet stringent safety standards and prevent harmful content.

Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education through clarifying digital literacy content within the revised computing curriculum and working with experts to consider incorporating digital content in other subjects. Alongside this, updated relationships, sex and health education statutory guidance, required from September 2026, includes strengthened online safety content, including deepfakes.

The department has set a clear ambition for 70% of hubs to be in the 30% most disadvantaged areas. From April we will be rolling out hubs nationally meaning that they will be in every single local authority by 2028. We are setting a clear expectation that support to families and neighbourhoods under the greatest pressure should be prioritised. Councils know their communities best, and we will work closely with them to make sure this happens.

Provisional funding allocations were shared with Hampshire County Council for the programme during the 2026/29 financial years on 7 November 2025. Payments are subject to local authorities meeting the expectations of the programme.

We know unacceptable inequalities in outcomes exist across the country and at every phase of education.

The ‘Every child achieving and thriving’ White Paper establishes our plan to improve the outcomes of all children, building on support at home with a stretching, enriching and inclusive school experience.

Our ambition is that all children achieve higher standards and the disadvantage gap is halved, enabling 30,000 more disadvantaged young people passing their English and maths GCSEs than today.

The department has committed £28.3 million to drive standards in reading and writing, including the new continuing professional development programme for secondary schools, the Unlocking Reading programme, supporting struggling readers in key stage 3.

Our 40 maths hubs provide local school-to-school support to improve maths teaching, including Venn Essex Maths Hub in South Basildon and East Thurrock constituency.

We will go further by deepening the partnership between maths and English hubs and the Universal Regional Improvement for Standards and Excellence programme, and strengthening and extending Maths Hubs programmes in reception to boost early numeracy.

We know unacceptable inequalities in outcomes exist across the country and at every phase of education.

The ‘Every child achieving and thriving’ White Paper establishes our plan to improve the outcomes of all children, building on support at home with a stretching, enriching and inclusive school experience.

Our ambition is that all children achieve higher standards and the disadvantage gap is halved, enabling 30,000 more disadvantaged young people passing their English and maths GCSEs than today.

The department has committed £28.3 million to drive standards in reading and writing, including the new continuing professional development programme for secondary schools, the Unlocking Reading programme, supporting struggling readers in key stage 3.

Our 40 maths hubs provide local school-to-school support to improve maths teaching, including Venn Essex Maths Hub in South Basildon and East Thurrock constituency.

We will go further by deepening the partnership between maths and English hubs and the Universal Regional Improvement for Standards and Excellence programme, and strengthening and extending Maths Hubs programmes in reception to boost early numeracy.

The department has set out plans for a reformed special educational needs and disabilities (SEND) system in the recent Schools White Paper. Our assessment of future SEND spending will be updated following the SEND consultation. From 2028/29, SEND spending will be covered by the overall government Departmental Expenditure Limit budget.

The department has carried out market engagement with the sector, and we are using feedback from this to inform our invitation to tender. We will launch procurement for a national delivery partner to run the Partnerships Network shortly.

The government has confirmed funding for the School Games organisers until the end of the 2025/26 academic year.

The High Needs Stability Grant is concerned with historic spending and will have no impact on pressures in 2028/29. From the 2028/29 financial year, the government has confirmed that special educational needs and disabilities pressure will be absorbed within the overall government departmental expenditure limits budget such that the government would not expect local authorities to need to fund future special educational needs costs from general funds. Budgets from 2028/29 onwards, including the core schools budget, will be confirmed at the 2027 Spending Review.

Comparisons of the average cost of placements in different types of special school can be made at national level. The data collected on relevant local and central government expenditure is not differentiated on the basis of pupil needs, placement complexity or length of placement.

The department is taking wide‑ranging action to strengthen foster care and ensure that children receive the support they need to thrive.

We have launched an ambitious fostering reform programme that aims to create 10,000 additional foster placements during this Parliament. These reforms are designed to reverse the long‑term decline in fostering capacity, expand the number of suitable homes, and rebuild the system so children can grow up in loving, local family settings with carers who feel trusted and valued. To achieve this, we are improving regional coordination so local authorities can work more effectively together, and we are re-writing the rule book to prioritise stable, trusted relationships.

Foster carers must be thoroughly assessed before approval. All prospective carers undergo rigorous checks and training, and our updated standards will help services ensure assessments are robust, consistent, and focused on the skills needed to provide high quality care.

To support long‑term retention, our reforms will ensure stronger wraparound support, so foster carers receive the practical and emotional help they need. This includes use of carers’ wider support networks, peer support and training. These measures aim to improve the experience of current carers and to encourage more people to come forward.

The department is taking wide‑ranging action to strengthen foster care and ensure that children receive the support they need to thrive.

We have launched an ambitious fostering reform programme that aims to create 10,000 additional foster placements during this Parliament. These reforms are designed to reverse the long‑term decline in fostering capacity, expand the number of suitable homes, and rebuild the system so children can grow up in loving, local family settings with carers who feel trusted and valued. To achieve this, we are improving regional coordination so local authorities can work more effectively together, and we are re-writing the rule book to prioritise stable, trusted relationships.

Foster carers must be thoroughly assessed before approval. All prospective carers undergo rigorous checks and training, and our updated standards will help services ensure assessments are robust, consistent, and focused on the skills needed to provide high quality care.

To support long‑term retention, our reforms will ensure stronger wraparound support, so foster carers receive the practical and emotional help they need. This includes use of carers’ wider support networks, peer support and training. These measures aim to improve the experience of current carers and to encourage more people to come forward.

The department is taking wide‑ranging action to strengthen foster care and ensure that children receive the support they need to thrive.

We have launched an ambitious fostering reform programme that aims to create 10,000 additional foster placements during this Parliament. These reforms are designed to reverse the long‑term decline in fostering capacity, expand the number of suitable homes, and rebuild the system so children can grow up in loving, local family settings with carers who feel trusted and valued. To achieve this, we are improving regional coordination so local authorities can work more effectively together, and we are re-writing the rule book to prioritise stable, trusted relationships.

Foster carers must be thoroughly assessed before approval. All prospective carers undergo rigorous checks and training, and our updated standards will help services ensure assessments are robust, consistent, and focused on the skills needed to provide high quality care.

To support long‑term retention, our reforms will ensure stronger wraparound support, so foster carers receive the practical and emotional help they need. This includes use of carers’ wider support networks, peer support and training. These measures aim to improve the experience of current carers and to encourage more people to come forward.

The National Year of Reading is a UK-wide campaign to address long-term declines in reading enjoyment through engaging new audiences, reshaping public attitudes and building the systems needed to embed lasting, meaningful change, during 2026 and beyond. It includes a major physical and online marketing campaign, as well as exciting events, webinars, resources, and activities in communities, libraries, schools and early years settings throughout the year.

We are raising awareness of the National Year of Reading through a range of methods, such as via departmental communication channels, the National Year of Reading mailing list and social media, communications from the National Literacy Trust, and promotion via the English Hubs network.

The Reading Agency are also providing public libraries with resources, toolkits and print and digital materials to activate the National Year of Reading. Schools and Early Years settings in South Shropshire and across the UK can access a range of engaging online webinars, resources and activities throughout the year. More information can be found at: https://goallin.org.uk/get-involved/schools/.

This government is also providing £5 million of funding for secondary schools to purchase books to encourage reading for pleasure, as well as committing over £10 million in funding to guarantee a library for every primary school by the end of this Parliament.

The department is committed to ensuring that children can access suitable foster placements close to home. Our fostering reforms will expand national capacity and strengthen regional collaboration, improve recruitment and matching processes, and assist local authorities to maintain stable local options.

In the East Midlands specifically, the Foster for East Midlands regional fostering hub is helping increase recruitment by providing a single, streamlined point of entry for enquiries across Derby, Derbyshire, Nottingham and Nottinghamshire. The hub offers clear information, specialist advice and consistent, high quality support to prospective carers, and has already generated strong interest since launch. It also incorporates initiatives such as Mockingbird constellations, which demonstrate the supportive networks available to carers and help increase the appeal of fostering by reducing isolation and enabling a strong community ethos.