Department for Education

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.

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.

The department's combined expenditure on advertising and marketing for the last three financial years is shown below:
•  2022/23: £34,652,453.53
•  2023/24: £45,761,086.36
•  2024/25: £ 49,833,936.25

This paid marketing activity directly supports operational delivery by helping to recruit more school and college teachers and early years staff, and by ensuring parents are aware of the support available to them and their families, including childcare entitlements and Best Start Family Hubs. It also raises awareness and understanding, and encourages take-up, of government-funded technical qualifications, skills and training offers amongst young people and adults, which is vital to economic growth and opportunity across the country.

The rising spend reflects the changing media landscape and high levels of media inflation, and where paid-for advertising and marketing is used, it is subject to Cabinet Office spending controls, which ensure taxpayer money is spent cost-effectively and reflects professional best practice.

Where possible, activity is delivered in-house as part of cross-government campaigns or at low cost through partner coordination.

Education is devolved, but the department collaborates with the Department of Education in Northern Ireland to share learning and improve standards. Ministers and officials meet throughout the year, including at the UK Education Ministers Council (UKEMC). My noble friend, the Minister for Skills, attended the last UKEMC in November 2025, which was attended by the Northern Ireland Minister of Education and focussed on curriculum reform, behaviour in schools and the use of artificial intelligence in schools.

The department monitors the relationship between workload and wellbeing through the ‘Working Lives of Teachers and Leaders’ study. Wave 4 shows improved wellbeing across all Office for National Statistics-validated personal wellbeing measures in 2025.

In comparison with previous waves, average life satisfaction, happiness and feelings of life being worthwhile all increased, while average anxiety decreased. Teachers and leaders also reported working fewer hours on average since 2022. Teacher and leader wellbeing measures, however, remain lower when compared with the wider population in England.

Measures to help reduce workload and work-related stress, such as the Improve Workload and Wellbeing service, are accessible at: https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/. We also support teachers to use technology, including artificial intelligence, to streamline tasks and reduce unnecessary workload.

Over 4,300 settings have signed up to the Education Staff Wellbeing Charter, which sets out commitments from the department, Ofsted, schools and colleges to promote wellbeing. The department also signposts to Education Support’s free 24-hour helpline, and funds a mental health lead resource hub which includes tools to help address sources of stress, accessible at: https://www.mentallyhealthyschools.org.uk/whole-school-or-college-resources/.

We are tackling the wider pressures on teachers and leaders. The Child Poverty Strategy, the introduction of our strategy for 'Giving every child the best start in life', reform to children’s social care, and the expansion of access to specialist mental health professionals will enhance teachers’ day-to-day experience and strengthen their ability to deliver.

The department monitors the relationship between workload and wellbeing through the ‘Working Lives of Teachers and Leaders’ study. Wave 4 shows improved wellbeing across all Office for National Statistics-validated personal wellbeing measures in 2025.

In comparison with previous waves, average life satisfaction, happiness and feelings of life being worthwhile all increased, while average anxiety decreased. Teachers and leaders also reported working fewer hours on average since 2022. Teacher and leader wellbeing measures, however, remain lower when compared with the wider population in England.

Measures to help reduce workload and work-related stress, such as the Improve Workload and Wellbeing service, are accessible at: https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/. We also support teachers to use technology, including artificial intelligence, to streamline tasks and reduce unnecessary workload.

Over 4,300 settings have signed up to the Education Staff Wellbeing Charter, which sets out commitments from the department, Ofsted, schools and colleges to promote wellbeing. The department also signposts to Education Support’s free 24-hour helpline, and funds a mental health lead resource hub which includes tools to help address sources of stress, accessible at: https://www.mentallyhealthyschools.org.uk/whole-school-or-college-resources/.

We are tackling the wider pressures on teachers and leaders. The Child Poverty Strategy, the introduction of our strategy for 'Giving every child the best start in life', reform to children’s social care, and the expansion of access to specialist mental health professionals will enhance teachers’ day-to-day experience and strengthen their ability to deliver.

The department has announced at least £3 billion for high needs capital between 2026/27 and 2029/30, which is intended to create facilities within mainstream schools that can deliver more flexible support adapted to suit the pupils’ needs, alongside expanding or creating special and alternative provision schools.

Pupil support units are used as a planned intervention to support pupils with additional needs, including behaviour difficulties, and to improve their engagement with mainstream education.

The department has reviewed the existing evidence base, including findings from the department's school and college voice omnibus surveys, and third-party reports.

The department’s ‘Explorative research into In-School Support Units’ found that improvements in outcomes were perceived to span behaviour, attendance and attainment, as well as softer outcomes including improvements in feelings of belonging.

We are working with the sector to develop guidance applicable to pupil support units.

In partnership with NHS England, the department has extended the Early Language and Support for Every Child (ELSEC) programme for the 2025/26 academic year, trialling new ways of working to better identify and support children with speech, language and communication needs in early years settings and primary schools.

The interim independent programme evaluation, due to be published this month, will assess the programme’s impact and allow the department to explore insights into the effectiveness of ELSEC delivery at a local level.

The government has set out plans to address 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.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that the government will continue to take an appropriate and proportionate approach, though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved local special educational needs and disabilities reform plan.

The government has set out plans to address 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.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that the government will continue to take an appropriate and proportionate approach, though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved local special educational needs and disabilities reform plan.

The government has set out plans to address 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.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that the government will continue to take an appropriate and proportionate approach, though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved local special educational needs and disabilities reform plan.

We will work closely with institutions and our young people to maximise take-up, particularly among disadvantaged groups.

A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well ahead of the 2027 funding call which opens in November 2026.

On 17 December 2025, the department published on GOV.UK a page providing information about the Erasmus+ programme and the available opportunities.

There will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.

We will work closely with institutions and our young people to maximise take-up, particularly among disadvantaged groups.

A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well ahead of the 2027 funding call which opens in November 2026.

On 17 December 2025, the department published on GOV.UK a page providing information about the Erasmus+ programme and the available opportunities.

There will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.

Interest accrues on loan balances until the loan has been repaid in full or cancelled, but interest rates do not impact monthly repayments made by borrowers.

Borrowers on Plan 5 student loans only accrue interest at Retail Price Index (RPI) (currently 3.2%) meaning graduates will not repay more than they borrow in real terms. Borrowers on Plan 2 terms have interest applied at RPI only if earnings fall below the repayment threshold, or when out of the labour market, such as with caring responsibilities, ensuring that the loan’s debt value will not grow in real terms. Additionally, borrowers, regardless of their plan, earning under the repayment threshold are not required to make repayments.

Graduates only begin repaying once their earnings exceed the earnings threshold, paying 9% of income above that level. If a graduate becomes disabled and permanently unfit for work, loan balances, including interest may be written off.

For all borrowers, 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.

Interest accrues on loan balances until the loan has been repaid in full or cancelled, but interest rates do not impact monthly repayments made by borrowers.

Borrowers on Plan 5 student loans only accrue interest at Retail Price Index (RPI) (currently 3.2%) meaning graduates will not repay more than they borrow in real terms. Borrowers on Plan 2 terms have interest applied at RPI only if earnings fall below the repayment threshold, or when out of the labour market, such as with caring responsibilities, ensuring that the loan’s debt value will not grow in real terms. Additionally, borrowers, regardless of their plan, earning under the repayment threshold are not required to make repayments.

Graduates only begin repaying once their earnings exceed the earnings threshold, paying 9% of income above that level. If a graduate becomes disabled and permanently unfit for work, loan balances, including interest may be written off.

For all borrowers, 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 is aware of the report produced by the National Association of Disability Practitioners in December 2025 concerning the decision to remove Disabled Students’ Allowance (DSA) funding for nonspecialist spelling and grammar software from March 2025, except in exceptional circumstances. The department considers that the current policy ensures DSA funding is managed appropriately, with support still available where there is a clear disability related need. The department has considered the report carefully but is not intending to make any changes to this policy as a result.

Both inbound and outbound students on an Erasmus+ placement are exempt from tuition and registration fees at their host institution.

As the UK has left the EU, EU nationals are treated as international students when having started courses on or after 1 August 2021. This provides clarity as to which persons are eligible to access home fee status and student finance.

For EU, other EEA and Swiss nationals and their family members covered by citizens’ rights under the Withdrawal Agreements, they will continue to have access to student support and home fee status in England for the duration of their course, subject to meeting the residency requirements.

Both inbound and outbound students on an Erasmus+ placement are exempt from tuition and registration fees at their host institution.

As the UK has left the EU, EU nationals are treated as international students when having started courses on or after 1 August 2021. This provides clarity as to which persons are eligible to access home fee status and student finance.

For EU, other EEA and Swiss nationals and their family members covered by citizens’ rights under the Withdrawal Agreements, they will continue to have access to student support and home fee status in England for the duration of their course, subject to meeting the residency requirements.

The department grant funds the Careers & Enterprise Company (CEC) to support schools and colleges to deliver high quality careers programmes. CEC’s support includes training for school and college-based careers leaders, connecting employers to schools and colleges through 44 careers hubs and delivering this government’s commitment to offer two weeks of meaningful and varied workplace experiences throughout key stages 3 and 4. The careers hub network includes 96% of secondary schools and colleges, 400+ leading employers and over 3,500 business volunteers across all sectors including creative industries.

CEC continues to work with Discover Creative Careers and has produced a range of resources on careers in the creative sector including technical pathways into the sector. Higher education providers are autonomous institutions and are responsible for designing and delivering their own careers advice and employability support for students.

The information is not held centrally and could only be obtained at disproportionate cost.

The turnover rate for all early years educators in private group-based and school-based providers is 16% and 7% respectively. A breakdown by qualification level is unavailable.

To boost recruitment and retention of early years teachers (EYTs) and meet the long-term ambition of having an EYT in every setting, the department will introduce EYT financial incentives worth a maximum of £4,500 per annum to support those working in the most disadvantaged communities. We expect the financial incentives to be available from autumn 2026 and will publish more detail in due course.

We are aiming to more than double the number of funded places on early years initial teacher training courses by 2028 and have introduced a new degree apprenticeship route to help more people become EYTs so that every child, no matter where they live, can benefit from high-quality early education.

We will invest £325 million by 2029/30 to support digital connectivity. This includes expanding Connect the Classroom to thousands more schools in need, supporting schools and responsible bodies to build on the technology underpinning infrastructure and resilience, with the expectation that all schools and colleges should meet core technology standards by 2030.

Connect the Classroom will continue to support schools on the regional improvement for standards and excellence programme, ensuring that poor connectivity is not a barrier to school improvement, with additional selection criteria to be announced in the summer.

The government is dedicated to widening access to high-quality, evidence-based parenting and home-learning support. This helps ensure that families can benefit from interventions that effectively promote children’s early development and contribute to reducing the attainment gap before they begin school. Our aim is to equip more parents to support their child’s development in communication, language, literacy, social and emotional skills and behaviour.

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​Giving Every Child the Best Start in Life underlined the importance of offering both digital and in-person parenting support, so that families with a wide range of needs can access help in a way that works for them. This includes plans to develop a national digital parenting offer.

On 23 September 2025, the department issued a contract notice to explore options for centrally procuring a digital parenting programme. Further information will be provided in due course.

In the special educational needs and disabilities (SEND) consultation, the department set out our ambition that, in time, every secondary school will have an inclusion base.

In every year of this parliament, core funding for schools and SEND is expected to increase, subject to future spending reviews. Overall, there will be £7 billion more being spent on SEND provision in 2028/29 compared to 2025/26. We will also consult on a range of specialist provision funding reforms later in 2026, working with the specialist sector, local authorities and others to develop new funding models. More information about SEND reform was set out in the SEND consultation. For example, by 2028, we will have invested up to £15 million to build the evidence base for, and then provide, National Inclusion Standards.

Additionally, new research into SEN identification will be delivered by UK Research Innovation to develop approaches for the early identification, strengths and needs assessment, and support of children and young people with SEN.

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.  You can find out more about events in your local area here: https://goallin.org.uk/whats-on/. Schools and early years settings in South West England and across the UK can also access a range of engaging online webinars, resources and activities throughout the year. They can find more information here: 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.