Department for Education

The department will set out the full Schools White Paper later in the new year, building on the work we have already done to create a system that is rooted in inclusion, where children receive high quality support early on and can thrive at their local school. Impact assessments will be produced alongside final reform proposals when published in the Schools White Paper.

The department does not hold information on the length of time that children and young people wait for an education, health and care (EHC) needs assessment to be carried out.

The department does publish information on the number of EHC plans that are issued within the statutory 20-week timeframe. The number and percentage of plans issued within this timeframe (excluding cases where exceptions apply) for both Cambridgeshire and England are available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b46a4968-aafd-4bd6-948a-08de4155ee12.

Information at constituency level is not available.

Information on EHC plans maintained by local authorities, including requests for an EHC needs assessment, the number of assessments carried out, the number where a decision is made to assess, and the number of plans issued within 20 weeks, are included in the annual statistical release. The latest January 2025 statistics were published in June 2025 here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025.

The department does not hold information on the length of time that children and young people wait for an education, health and care (EHC) needs assessment to be carried out.

The department does publish information on the number of EHC plans that are issued within the statutory 20-week timeframe. The number and percentage of plans issued within this timeframe (excluding cases where exceptions apply) for both Cambridgeshire and England are available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b46a4968-aafd-4bd6-948a-08de4155ee12.

Information at constituency level is not available.

Information on EHC plans maintained by local authorities, including requests for an EHC needs assessment, the number of assessments carried out, the number where a decision is made to assess, and the number of plans issued within 20 weeks, are included in the annual statistical release. The latest January 2025 statistics were published in June 2025 here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025.

Every parent should be able to trust that their child is safe at school, online and in their relationships. But too often toxic ideas are taking hold early and going unchallenged. In December 2025, this government published a new strategy to tackle violence against women and girls. We want to protect young people and drive forward education on healthy relationships, and we will be investing £11 million to pilot the best interventions in schools over the next three years.

The updated relationships, sex and health education (RSHE) guidance, available here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education, significantly strengthens content including an emphasis on building healthy relationships skills from the start of primary school, focusing on kindness and respect. Pupils are expected to develop an understanding of the concepts and laws around misogyny, sexual harassment and sexual violence, including recognising sexism and misogyny and how to report abuse.

It emphasises opening conversations with young people about positive conceptions of masculinity and femininity, including how to identify and learn from positive male role models.

Through a whole school approach, positive action should be taken to build a culture where misogynistic attitudes and behaviour are not tolerated, and any occurrences are identified and tackled.

The information is not readily available or held centrally, and could only be obtained at a disproportionate cost.

The department is working closely with the scheme administrator to process Remediable Service Statements (RSSs) as quickly and efficiently as possible. Several factors have affected the original delivery timeline, including technical dependencies, regulatory requirements, and coordination with external partners.

The administrator will keep affected members informed of revised timelines through established channels, including My Pension Online and its website. The latest update is available here: https://www.teacherspensions.co.uk/news/public-news/2025/11/timeline-for-sending-out-remediable-service-statements-rss.aspx. As responsibility for this work transitions to the new administrator of the Teachers’ Pension Scheme in Summer 2026, the department is working with Tata Consultancy Services to finalise the timeline for issuing all RSSs. Once the timeline is confirmed, it will be communicated to relevant members.

The department continues to monitor progress and is working closely with the scheme administrator to streamline processes and introduce automation where possible. Any pension adjustments arising from members’ choices will be backdated with interest to ensure members are not financially disadvantaged.

The department is progressing projects that will meet the needs of communities and provide a unique offer for students who would otherwise not have access, without damaging the viability of existing local schools and colleges.

We have written to trusts, local authorities and MPs setting out the position on individual projects as well as offering more detailed feedback.

All projects were evaluated in line with consistent criteria set out in a Written Ministerial Statement in October 2024, including published school capacity data (SCAP24), in line with the department’s longstanding approach to assessing pipeline projects, as well as other data from local authorities, such as plans for future housing developments.

Final decisions on projects where a ‘minded to cancel’ letter was issued will be made once trusts and local authorities have had the opportunity to submit any new evidence. Representations should be made by 30 January 2026.

All new department-delivered schools are designed and constructed to the department’s own school building standards. These standards include ventilation, thermal comfort and air quality and can be found here: https://www.gov.uk/government/publications/employers-requirements-part-b-generic-design-brief.

The standards are reviewed regularly and updated when necessary to meet industry best practice and any relevant legislation. An updated set of standards will be published in early 2026.

The department’s publication, ‘Building Bulletin 101: Guidelines on ventilation, thermal comfort and indoor air quality in schools’ (BB101), provides non-statutory guidance, and can be found here: https://www.gov.uk/government/publications/building-bulletin-101-ventilation-for-school-buildings.

The department reviews non-statutory guidance regularly and publishes updates only when necessary.

Each school’s responsible body, usually an academy trust or local authority, are responsible for ensuring that their schools comply with Regulatory Reform (Fire Safety) Order 2005.

This means they must have an up-to-date fire risk assessment, appropriate fire alarms and regular fire drills, to ensure they are as safe as possible and well prepared in the event of a fire.

The department supports schools by providing guidance on estates management and responsibility in the Good Estates Guide for Schools.

All schools are required by law to have a behaviour policy which outlines effective strategies that will encourage good behaviour.

The Behaviour in Schools guidance is clear that any policy must be lawful, proportionate, and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006.

The report recommends that the federation should consult its communities on its behaviour policy, including how best to reflect the government’s expectations on proportionality, dignity and reasonable adjustments. The department continues to engage with Mossbourne Federation to ensure that it implements any changes needed in response to the review’s findings and those from its own review, led by Anne Whyte KC.

The Behaviour in Schools guidance is kept under regular review and will be updated as necessary.

The results of the consultation on Post-16 Level 3 and Below Pathways and the department's response will be published on GOV.UK in spring 2026.

The independent Curriculum and Assessment Review acknowledged that young people in England sit more hours of exams than their peers in many other countries. As GCSEs are reformed, the department will work closely with Ofqual and exam boards to reduce exam time by 2.5 to 3 hours for the average student. In analysis submitted to the Review, Ofqual considered that a reduction of 10% is feasible with current content levels whilst balancing reliability and effects on teaching and learning. We will ensure that any amendments maintain high standards and protect the integrity and validity of the assessment system.

The independent Curriculum and Assessment Review acknowledged that young people in England sit more hours of exams than their peers in many other countries. As GCSEs are reformed, the department will work closely with Ofqual and exam boards to reduce exam time by 2.5 to 3 hours for the average student. In analysis submitted to the Review, Ofqual considered that a reduction of 10% is feasible with current content levels whilst balancing reliability and effects on teaching and learning. We will ensure that any amendments maintain high standards and protect the integrity and validity of the assessment system.

The government remains committed to providing opportunities to study and work abroad, especially for those participants from disadvantaged backgrounds. We expect that over 100,000 people could benefit from mobility and partnership opportunities from Erasmus+ participation in 2027/28. Placement totals will depend on the length of each placement and grant rates. The Erasmus+ Work Programme sets out budget thresholds for education by sector. Thresholds for 2027 will be published in the 2027 Erasmus+ Work Programme.

The Pride in Place Programme is being led by the Ministry of Housing, Communities and Local Government, and is the government’s flagship communities programme, which empowers local people to shape the future of their neighbourhood. Supported by up to £5 billion in funding over ten years, this programme represents a long-term strategy to fix the foundations in hundreds of communities across the country.

The department’s contributions to educational improvements in Telford and Wrekin include:

• Telford was chosen as the lead local authority for the West Midlands under the department’s £70 million Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme Partnership. Key reforms include: ‘Early Language Support for Every Child‘, which focuses on speech, language, and communication needs in early years and primary schools; and ‘Ordinarily Available Inclusive Provision’, which strengthens inclusive practices in mainstream schools.
• Improvements to Education, including a secondary school in Telford that is eligible for the targeted regional improvement for standards and excellence (RISE) program, and receives school improvement support from sector leaders with a proven track record.
• To ensure all schools deliver high quality teaching and learning, the department is utilising universal RISE to stimulate interest from high attaining schools to support others, bringing in teaching schools, maths, English, Behaviour and attendance hubs.

The government’s guidance on the constitution of school governing bodies explains that the most robust governing bodies welcome and thrive on diversity of viewpoints, skills, experiences and backgrounds. This ensures open debate, effective decision-making, and prevents dominance by a single perspective. It promotes inclusivity, strategic challenge, and decisions in the best interests of the school community. As public officeholders, governors must uphold the seven Nolan principles of public life. Additionally, governors must ensure compliance with the law on political impartiality in schools.

Governors, associate members and governance professionals must declare their interests to ensure that transparent strategic decision-making can take place.

Schools should publish governors’ relevant business, financial and pecuniary interests on their website.

There are comparable expectations for academy trusts.

Changes to student loan repayment thresholds are not linked to the National Minimum Wage and National Living Wage.

Borrowers are liable to repay a fixed percentage of earnings only when earning above the applicable student loan repayment threshold. Those earning below the student loan repayment threshold repay nothing. Any outstanding debt, including interest built up, is written off after the loan term ends (or in case of death or disability) at no detriment to the borrower.

A full equality impact assessment of how the student loan reforms may affect graduates, including detail on changes to average lifetime repayments under Plan 5, was produced and published in February 2022, and can be found here: https://www.gov.uk/government/publications/higher-education-reform-equality-impact-assessment.

Food education is covered primarily within Design and Technology, and elements of food education, farming and agriculture can also be covered across Biology, Geography and RSHE in the national curriculum.

The curriculum requires that pupils learn about healthy eating, where food comes from, nutrition and sustainability. Schools also have flexibility within the broad framework of the national curriculum to tailor curriculum subjects to meet the needs of their pupils.

Additional resources are available from Oak National Academy, who have recently developed a new cooking and nutrition curriculum package. This has been designed by experts to give access to practical, engaging lessons covering food preparation, cooking techniques, and healthy eating.

In the recent response to the Curriculum and Assessment Review, the department set out that it will be ensuring that the programmes of study for cooking and nutrition, which will be renamed food and nutrition, are more specific and prepare pupils for life and potential future careers in the food sector.

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.

The statutory guidance, ‘Supporting pupils at school with medical conditions’, recommends the use of individual healthcare plans as good practice. They can help schools support pupils with medical conditions, providing clarity about what needs to be done, when and by whom. The school, healthcare professionals and parents should agree, based on evidence, when a healthcare plan would be appropriate. The guidance can be found here: https://assets.publishing.service.gov.uk/media/5ce6a72e40f0b620a103bd53/supporting-pupils-at-school-with-medical-conditions.pdf.

The government has committed to reviewing this statutory guidance. Our aim is to ensure that schools are better equipped to support all pupils with medical conditions as part of our wider ambition to create more inclusive schools through the forthcoming Schools White Paper.

Annually, the department publishes the Dedicated Schools Grant (DSG), which includes information on the amount of core schools funding allocated by the department nationally as well as to each local authority. This includes the amount of funding allocated in respect of secondary pupils in mainstream schools, the ‘secondary schools unit of funding’. The DSG for financial year 2026/27 has now been published and is available here: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2026-to-2027.

In addition to the funding from the DSG, schools also receive additional school funding annually, for example through the Pupil Premium grant (in respect of pupils eligible for free school meals in the last six years), and capital funding.

The department is committed to ensuring that all children, including deaf and hard of hearing children, have the best possible start in life. The NHS Newborn Hearing Screening Programme aims to identify permanent moderate, severe, and profound deafness and hearing impairment in newborn babies. Screening is offered to all babies in England.

Funding is available to support children with special educational needs and disabilities (SEND), including deaf and hard of hearing children, to access early education and childcare. This includes special educational needs inclusion funding and disability access funding.

Further, in December 2025, the department announced access to early SEND support across the country through Best Start Family Hubs. In every local authority next year, councils are being tasked with recruiting a dedicated SEND practitioner for every hub to provide direct, family-facing support. The new offer will help parents identify emerging needs sooner, and support vital join-up between early years settings, health visitors and SEND teams, including for young children with hearing impairments.

The government has set out its position on page 105 of the budget document, confirming that special educational needs and disabilities (SEND) pressure will be absorbed within the overall government departmental expenditure limits (DEL) budget from the financial year 2028/29 onwards such that we would not expect local authorities to need to fund future special educational needs costs from general funds.

Supply teachers and supply staff perform a valuable role, and the department is grateful for their important contribution to schools across the country.

Schools, academies and local authorities are responsible for the recruitment of their supply staff, which includes deciding whether to use private supply agencies to fill temporary posts or cover teacher absence.

The measure will cap profits of private agencies and does not affect supply teacher pay. Therefore, we should not see any negative impact on the availability and number of supply teachers as a direct result of this policy.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

As part of the national curriculum schools are expected to fund the delivery of music teaching from their schools budget. The government has committed to putting education back at the forefront of national life, with school funding increasing by £3.7 billion in financial year 2025/26, meaning that core school budgets will total £65.3 billion, compared to £61.6 billion in 2024/25.

The government also invests £76 million per year through the Music Hubs grant, including this academic year. This supports 43 Music Hub partnerships across England to offer a range of services to schools, including musical instrument tuition and whole-class ensemble teaching. To widen access, the government is also investing £25 million in capital funding for musical instruments, equipment and technology.

We intend to establish the National Centre for Arts and Music Education by September 2026, and the funding will be set out in due course.

As part of the national curriculum schools are expected to fund the delivery of music teaching from their schools budget. The government has committed to putting education back at the forefront of national life, with school funding increasing by £3.7 billion in financial year 2025/26, meaning that core school budgets will total £65.3 billion, compared to £61.6 billion in 2024/25.

The government also invests £76 million per year through the Music Hubs grant, including this academic year. This supports 43 Music Hub partnerships across England to offer a range of services to schools, including musical instrument tuition and whole-class ensemble teaching. To widen access, the government is also investing £25 million in capital funding for musical instruments, equipment and technology.

We intend to establish the National Centre for Arts and Music Education by September 2026, and the funding will be set out in due course.

The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the grant for children who are looked-after by the local authority or were previously looked-after by a local authority or other state care.

The pupil premium Conditions of Grant set out that maintained schools and academies must publish annual strategy statements setting out their planned use of pupil premium. Governors and trustees should scrutinise schools’ strategy statements, including their plans for and use of their pupil premium grant and the outcomes achieved in the previous academic year.

Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Pupil premium guidance supports school leaders to use their funding effectively. This guidance can be found at: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026/pupil-premium-conditions-of-grant-for-the-2025-to-2026-financial-year.

Designated teachers statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should use parents and guardians’ insights to support decisions on how the PP+ is used. This guidance can be found at: https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.

An evaluation of pupil premium was published in March 2025. This included findings that 58% of schools and 70% of trusts identify looked-after children as one of the groups who most benefit from pupil premium funding. This evaluation can be accessed at: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.

The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the grant for children who are looked-after by the local authority or were previously looked-after by a local authority or other state care.

The pupil premium Conditions of Grant set out that maintained schools and academies must publish annual strategy statements setting out their planned use of pupil premium. Governors and trustees should scrutinise schools’ strategy statements, including their plans for and use of their pupil premium grant and the outcomes achieved in the previous academic year.

Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Pupil premium guidance supports school leaders to use their funding effectively. This guidance can be found at: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026/pupil-premium-conditions-of-grant-for-the-2025-to-2026-financial-year.

Designated teachers statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should use parents and guardians’ insights to support decisions on how the PP+ is used. This guidance can be found at: https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.

An evaluation of pupil premium was published in March 2025. This included findings that 58% of schools and 70% of trusts identify looked-after children as one of the groups who most benefit from pupil premium funding. This evaluation can be accessed at: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.

The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the grant for children who are looked-after by the local authority or were previously looked-after by a local authority or other state care.

The pupil premium Conditions of Grant set out that maintained schools and academies must publish annual strategy statements setting out their planned use of pupil premium. Governors and trustees should scrutinise schools’ strategy statements, including their plans for and use of their pupil premium grant and the outcomes achieved in the previous academic year.

Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Pupil premium guidance supports school leaders to use their funding effectively. This guidance can be found at: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026/pupil-premium-conditions-of-grant-for-the-2025-to-2026-financial-year.

Designated teachers statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should use parents and guardians’ insights to support decisions on how the PP+ is used. This guidance can be found at: https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.

An evaluation of pupil premium was published in March 2025. This included findings that 58% of schools and 70% of trusts identify looked-after children as one of the groups who most benefit from pupil premium funding. This evaluation can be accessed at: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.

I refer the hon. Member for Mid Bedfordshire to the answer of 22 October 2025 to Question ​​81502​.​

The government offers a range of education and training which can be used to support the logistics sector. This includes apprenticeships, such as the Urban Driver and Large Goods Vehicle driver C + E standards, Skills Bootcamps, sector-based work academy programmes and a range of funded qualifications including 26 in logistics and 30 in warehousing and distribution.

The Adult Skills Fund also funds a range of courses to support entry into or progression in the logistics industry. In addition to the costs of training provision, learners can be funded to complete the medical and attain the licence required to become an heavy goods vehicle driver. In areas where the fund has been devolved, to 12 Strategic Authorities and the Greater London Authority, they are responsible for the provision of adult education in their areas.

Higher education institutions are autonomous and responsible for determining the provision they deliver.

The department does not hold this information. Decisions on private school fees are for private schools to make as private businesses. Matters of taxation are for HMRC.

The department does not hold this information. Decisions on private school fees are for private schools to make as private businesses. Matters of taxation are for HMRC.

The European Union is the UK’s largest trading partner, and cooperation with our European partners is, among other issues, central to the government’s work on trade, security, illegal migration, development and climate change, not to mention our support for Ukraine. In order to obtain an answer, the hon. Member for Harborough, Oadby and Wigston may therefore wish to be more specific about the aspects of the UK’s relationship with Europe that he has in mind.

​​​​I refer my hon. Friend, the Member for Newcastle-under-Lyme, to the answer of 22 October 2025 to Question ​​81502​.​

I refer the hon. member for Sleaford and North Hykeham to the answer of 14 October 2025 to question 77488.

Targeted, means-tested maintenance grants will be funded by a new International Student Levy, with both being introduced in the 2028/29 academic year.

The International Student Levy will require higher education providers to pay a flat fee of £925 per international student per year, with proceeds being fully reinvested into higher education and skills. This will make sure that revenue from international students directly benefits domestic students from low-income households.

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities, including those with dyslexia.

The department is supporting settings to identify needs early by strengthening the evidence base of what works. Recently published evidence reviews from University College London will help to drive inclusive practices, as they highlight the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.

We also recently announced new government-backed research into special educational needs identification, which will be delivered by UK Research Innovation in partnership with the department. This will aim to develop and test trusted and effective approaches to help the early identification of children needing targeted educational support.