Department for Education

Childminders are a key part of the early years workforce. They offer high quality and flexible early education and care that can be tailored to the needs of parents and children. Attracting childminders to join the workforce and retaining them is of vital importance.

The Childminder Start-up Grant scheme provides eligible new childminders, registered on or after 15 March 2023, with payments of up to £1,200 to help with the costs of setting up their business. The scheme was announced at the Spring Budget 2023 and was planned to run for two years.

To qualify for a grant, new childminders had to have completed their childminder registration with either Ofsted or a childminder agency by 31 March 2025, and they must apply to the grant scheme within two months of confirmation of their childminder registration.

Childminders provide more than 158,000 registered early years childcare places and the department is working with the sector to expand the number of childminders, and to make it easier for them to operate, including through increased funding rates. From 1 November 2024, there have also been new flexibilities for childminders to work with more people and spend more time working from non-domestic premises if they want to.

The department does not hold this information.

The Childcare Act 2006 places a duty on local authorities to make sure that there are enough childcare places within its locality for working parents, or for parents who are studying or training for employment, for children aged 0 to 14, or up to 18 for disabled children. In the unlikely event that a parent's childcare provider becomes insolvent or goes bankrupt, parents can contact their local authority who can provide guidance and resources to help them transition to a new provider.

Statistics on higher education (HE) student enrolments by personal characteristics, including the number of HE student enrolments in the 2023/24 and 2023/24 academic years broken down by religious beliefs, are published by the Higher Education Statistics Agency and can be found here: https://www.hesa.ac.uk/data-and-analysis/sb271/figure-5.

This government recognises the vital role non-teaching staff play within the further education (FE) sector, helping colleges to provide support to young people at a critical stage in their education.

FE colleges, rather than government, are responsible for setting and negotiating pay within colleges. FE colleges were incorporated under the terms of the 1992 Further and Higher Education Act, which gives them autonomy over the pay and contractual terms and conditions of their workforce, including support staff.

On 22 May, the department announced an investment of £160 million for colleges and other 16-19 providers in the 2025/2026 financial year. This funding will boost opportunities for learners across the country and drive forward delivery of the critical skills needed to grow our economy.

Additional funding of over £30 million will be provided specifically for 16-19 provision in schools. This funding forms part of the overall £615 million funding envelope for 2025/26, which was announced alongside the 2025/26 school teachers’ pay award. Together, this means that a total additional sum of over £190 million will be available for 16-19 funding in the 2025/26 financial year.

The number of hair and beauty related apprenticeship starts in England is published in the apprenticeship accredited official statistics publication, which can be accessed at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/aab773ca-8918-4c57-2ec9-08dd9836fa33.

These were last published in March 2025 and include full year figures for the 2023/24 academic year and year to date figures for the 2024/25 academic year (August 2024 to January 2025).

Apprenticeships are jobs and starts are dependent on employers choosing to offer apprenticeship opportunities, as well as individuals choosing to undertake them.

All pupils of compulsory school age are entitled to a full-time education. For those who would not get this at school because of illness, exclusion or other reasons, local authorities must arrange suitable alternative education.

Where a child may require an education, health and care (EHC) needs assessment, the department wants to ensure that these are progressed and, if an EHC plan is needed, it is issued promptly so that the child can access the support they need. EHC plans must be issued within 20 weeks of the needs assessment commencing.

The department works with local authorities that have issues with EHC plan timeliness, helping them to identify barriers and put in place an effective recovery plan, including securing specialist special educational needs and disabilities (SEND) adviser support where needed.

The department does not collect data specifically regarding the time taken by local authorities to issue an EHC plan for children who are not in school.

Data shows that in 2023, 64.9% of plans in Cambridgeshire were issued within 20 weeks and 2.6% of all new plans in Cambridgeshire were issued for children and young people who were ‘educated elsewhere’. This includes those who were not in school at the time.

Nationally, 50.3% of plans were issued within 20 weeks and 3.1% of all new EHC plans were issued for children and young people who were ‘educated elsewhere’ in 2023.

Data for 2024 will be published in June.

The response to Written Parliamentary Question 50886 was published on 21 May 2025.

The department spends over £1.5 billion supporting schools to deliver healthy and nutritious breakfasts and lunches in schools. Schools are best placed to make decisions about how provision is made. They have the autonomy to source food locally and sustainably, and to cater to religious dietary requirements based on the needs of their local communities. The department does not hold the requested information, owing to the freedoms that schools have. However, details about the UK’s overall sources of food are available here: https://www.gov.uk/government/statistics/united-kingdom-food-security-report-2024/united-kingdom-food-security-report-2024-theme-2-uk-food-supply-sources#overall-sources-of-uk-food.

The department spends over £1.5 billion supporting schools to deliver healthy and nutritious breakfasts and lunches in schools. Schools are best placed to make decisions about how provision is made. They have the autonomy to source food locally and sustainably, and to cater to religious dietary requirements based on the needs of their local communities. The department does not hold the requested information, owing to the freedoms that schools have. However, details about the UK’s overall sources of food are available here: https://www.gov.uk/government/statistics/united-kingdom-food-security-report-2024/united-kingdom-food-security-report-2024-theme-2-uk-food-supply-sources#overall-sources-of-uk-food.

The department spends over £1.5 billion supporting schools to deliver healthy and nutritious breakfasts and lunches in schools. Schools are best placed to make decisions about how provision is made. They have the autonomy to source food locally and sustainably, and to cater to religious dietary requirements based on the needs of their local communities. The department does not hold the requested information, owing to the freedoms that schools have. However, details about the UK’s overall sources of food are available here: https://www.gov.uk/government/statistics/united-kingdom-food-security-report-2024/united-kingdom-food-security-report-2024-theme-2-uk-food-supply-sources#overall-sources-of-uk-food.

The immigration white paper sets out a series of measures that will achieve a reduction in net migration, while maintaining the UK’s globally competitive offer to international students and making a significant contribution to growth by boosting our skills base.

This includes the commitment to explore the introduction of a levy on higher education (HE) provider income from international students, with proceeds to be reinvested in the domestic HE and skills system. The department will set out more details around the levy in the Autumn Budget.

Analysis of the potential impacts is based on the levy applying to English HE providers only. The department will fully consult all the devolved governments on the implementation of the international student levy.

The immigration white paper sets out a series of measures that will achieve a reduction in net migration, while maintaining the UK’s globally competitive offer to international students and making a significant contribution to growth by boosting our skills base.

This includes the commitment to explore the introduction of a levy on higher education (HE) provider income from international students, with proceeds to be reinvested in the domestic HE and skills system. The department will set out more details around the levy in the Autumn Budget.

Analysis of the potential impacts is based on the levy applying to English HE providers only. The department will fully consult all the devolved governments on the implementation of the international student levy.

The immigration white paper sets out a series of measures that will achieve a reduction in net migration, while maintaining the UK’s globally competitive offer to international students and making a significant contribution to growth by boosting our skills base.

This includes the commitment to explore the introduction of a levy on higher education (HE) provider income from international students, with proceeds to be reinvested in the domestic HE and skills system. The department will set out more details around the levy in the Autumn Budget.

Analysis of the potential impacts is based on the levy applying to English HE providers only. The department will fully consult all the devolved governments on the implementation of the international student levy.

The immigration white paper sets out a series of measures that will achieve a reduction in net migration, while maintaining the UK’s globally competitive offer to international students and making a significant contribution to growth by boosting our skills base.

This includes the commitment to explore the introduction of a levy on higher education (HE) provider income from international students, with proceeds to be reinvested in the domestic HE and skills system. The department will set out more details around the levy in the Autumn Budget.

Analysis of the potential impacts is based on the levy applying to English HE providers only. The department will fully consult all the devolved governments on the implementation of the international student levy.

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education (HE) sector. These data are shared with the department and include a wide range of information on students in UK HE providers.

HESA has not yet published data on the UK HE sector relating to the 2024/25 academic year, therefore information relating to tuition fees in 2024/25 is not currently held by the department.

In the 2014/15 academic year, across all levels and modes of study, 127,135 higher education (HE) student enrolments had an EU permanent address immediately prior to study in a UK HE provider.

The Higher Education Statistics Agency has not yet published data on the UK HE sector relating to the 2024/25 academic year, therefore information relating to enrolments in 2024/25 is not currently held by the department.

I refer the hon. Member for North East Fife to the answer of 30 May 2025 to Question HL7427.

The department does not hold or publish the requested data, as this data is owned by the European Commission.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.

Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.

Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.

Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.

Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.

Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.

Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.

Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.

Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.

Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.

Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.

Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.

Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.

Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.

Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.

Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.

Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.

Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.

Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

Through our work to deliver the Opportunity Mission, the department will break the link between young people’s backgrounds and their future success by tackling the underlying barriers that disadvantaged children face across the country, including in Newcastle upon Tyne East and Wallsend.

Ensuring all children get the best start in life is how we make the biggest difference to their outcomes. That is why the first goal we have set out in our Plan for Change is for a record proportion of children to be starting school ready to learn. We will deliver this through boosting early family support and increasing access to high quality early years education and childcare for children and families.

The quality of teaching is the single most important in-school factor in improving outcomes for children, especially for those from disadvantaged backgrounds. That is why, as one of our first steps for change, the department has committed to recruiting an additional 6,500 new expert teachers across our secondary and special schools and in our colleges over the course of this Parliament.

Alongside this, the department is providing over £3 billion of pupil premium funding this year to help raise the educational outcomes of disadvantaged pupils, supporting them so they can achieve and thrive in education.

It is our ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.

As the early years entitlements are expanded, it is vitally important they remain accessible and affordable for families. The department updated the early years statutory guidance to ensure there is clarity for parents, providers and local authorities about additional charges associated with entitlement hours.

The statutory guidance also emphasises transparency at the heart of how the entitlement should be passed onto parents, including that any costs should be clearer on invoices and websites. However, for these new transparency expectations, the guidance allows a lead-in time until January 2026 to give providers time to adapt.

Government funding for the entitlements does not cover consumables like meals, nappies or sun cream or additional activities, such as trips, so providers are able to ask parents to pay for these. However, in line with a recent high court judgment, these charges must not be mandatory or a condition of accessing a funded place. The high court judgement is accessible here: https://caselaw.nationalarchives.gov.uk/ewhc/admin/2025/224. This guidance must reflect the law governing the delivery of the early education and childcare entitlements, which has not changed.

This government is committed to improving mental health support for all children and young people, including those in Beckenham and Penge. This is critical to high and rising standards in schools and breaking down barriers to opportunity, helping pupils to achieve and thrive in education.

The government will provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every child and young person has access to early support to address problems before they escalate. On 16 May, my right hon. Friend, the Secretary of State for Education announced that an additional 900,000 pupils in schools and learners in further education in England will be covered by an MHST over the next year, taking the total number of pupils covered by teams to around 60%. In Bromley local authority, 66% of pupils/learners and 55% of schools/colleges are supported by an MHST, as at end 2024/25, compared to 52% and 41% nationally, respectively.

The government will also recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures Hubs with access to mental health support workers.

To support education staff, the department provides a range of guidance and practical resources on promoting and supporting pupils’ mental health and wellbeing, such as a resource hub for mental health leads and a toolkit to help schools choose evidence-based early support for pupils.

Since 2015, the department has spent approximately £50 billion on capital investment across England.

£19 billion of that total has supported responsible bodies to invest in the condition of the estate. This is in addition to major rebuilding programmes, including the Priority School Building Programme (532 schools across England, including five in Wiltshire) and the School Rebuilding Programme (SRP) (518 schools, including three in Wiltshire).

Since 2010, previous governments have taken capital decisions which have allowed the condition of the school estate to decline significantly. This government is tackling that inheritance, which is why for 2025/26, we have increased condition allocations to £2.1 billion, up from £1.8 billion in 2024/25. More information on these allocations can be found on GOV.UK. We have also committed £1.4 billion for 2025/26 to continue the current SRP. The number of schools in the SRP released for delivery will increase to 100 this financial year. This means work on these schools can begin sooner.

Local authorities in England have been allocated £10.3 billion of basic need funding between 2015/16 and 2027/28, of which Wiltshire Council has been allocated £62.2 million, to provide mainstream school places.

Of the £3.8 billion high needs capital investment since 2018, Wiltshire has been allocated £29 million to create or improve provision for children and young people with special educational needs and disabilities.

Since 2015, over 450 new free schools have opened (not including studio schools or University Technical Colleges (UTC)), and of those, four schools and one UTC have opened in Wiltshire. The UTC has subsequently closed.

From 2021 to 2026, the department’s Condition Data Collection 2 is providing updated data on the condition of schools in England. Findings from Condition Data Collection 1 can be accessed here: https://depositedpapers.parliament.uk/depositedpaper/2285521/details.

Since 2015, the department has spent approximately £50 billion on capital investment across England.

£19 billion of that total has supported responsible bodies to invest in the condition of the estate. This is in addition to major rebuilding programmes, including the Priority School Building Programme (532 schools across England, including five in Wiltshire) and the School Rebuilding Programme (SRP) (518 schools, including three in Wiltshire).

Since 2010, previous governments have taken capital decisions which have allowed the condition of the school estate to decline significantly. This government is tackling that inheritance, which is why for 2025/26, we have increased condition allocations to £2.1 billion, up from £1.8 billion in 2024/25. More information on these allocations can be found on GOV.UK. We have also committed £1.4 billion for 2025/26 to continue the current SRP. The number of schools in the SRP released for delivery will increase to 100 this financial year. This means work on these schools can begin sooner.

Local authorities in England have been allocated £10.3 billion of basic need funding between 2015/16 and 2027/28, of which Wiltshire Council has been allocated £62.2 million, to provide mainstream school places.

Of the £3.8 billion high needs capital investment since 2018, Wiltshire has been allocated £29 million to create or improve provision for children and young people with special educational needs and disabilities.

Since 2015, over 450 new free schools have opened (not including studio schools or University Technical Colleges (UTC)), and of those, four schools and one UTC have opened in Wiltshire. The UTC has subsequently closed.

From 2021 to 2026, the department’s Condition Data Collection 2 is providing updated data on the condition of schools in England. Findings from Condition Data Collection 1 can be accessed here: https://depositedpapers.parliament.uk/depositedpaper/2285521/details.

The schools national funding formula (NFF) introduced in 2018 is used to distribute core funding for mainstream schools, for pupils from reception to year 11. The NFF determines how much funding each local authority receives, and local authorities then determine individual schools’ final allocations through their own local formulae.

In both the schools NFF and local authority formulae, the majority of funding is distributed on the basis of pupil numbers and pupil characteristics. In line with the formula introduced under the previous government, every school receives a contribution to the costs that do not vary with pupil numbers, which is why both the national and local funding formulae provide a lump sum for every school, irrespective of their size.

The table below summarises the proportion of the funding generated by local authority formulae that the lump sum represents in 2024/25.

Further information can be found at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/school-funding-statistics/2024-25.

All children and young people should have every opportunity to succeed, no matter who they are or where they are from. However, the department knows that disadvantaged pupils are more likely to face unacceptable barriers that hold them back, which is why the Opportunity Mission will break the unfair link between background and success.

High and rising standards are the key to unlocking stronger outcomes for every child and young person, reducing gaps and ensuring they can achieve and thrive.

To drive standards in reading and writing, the government has committed £27.7 million in the 2025/26 financial year. This includes new training and resources for secondary school staff to support reading in key stage 3, with a specific focus on readers who are at risk of falling behind.

The department also funds a national network of Maths Hubs, supported by the National Centre for Excellence in the Teaching of Mathematics. This includes the Great North Maths Hub, which covers the Newcastle Upon Tyne East and Wallsend constituency. The network aims to raise the standard of mathematics teaching from reception to age 18, preventing and reducing attainment gaps.

On 6 May 2025, the department announced a further £8.2 million for the Advanced Mathematics Support Programme, which includes funding to support 400 schools with high-attaining disadvantaged students to progress to higher grades at GCSE and into level 3 mathematics.

Alongside this, we are providing pupil premium funding of over £3 billion in the 2025/26 financial year to improve educational outcomes for disadvantaged pupils.

The freehold site is currently owned by the Reach South Academy Trust, and this will be transferred to the Ministry of Housing, Communities and Local Government, on behalf of my right hon. Friend, the Secretary of State for Education, on termination of the funding agreement, when the school closes permanently.

The department will always aim to recover assets and identify alternative educational or other public sector uses for sites in such circumstances. It is only when this is not possible that we retain the option to sell the site for a commercial return. All options are currently being explored.

Ofsted’s enforcement powers are set out in the Childcare Act 2006. The law gives Ofsted a range of powers to deal with persons providing childcare without appropriate registration and registered providers that fail to meet the legal requirements for early years settings.

Ofsted’s early years and childcare enforcement policy sets out the actions that Ofsted can take, dependent on the register that the after school club is registered on. Before and after-school clubs can register with Ofsted on either or both the Early Years Register and the General Childcare Register, depending on the type of provision and age of the children they intend to care for. Some providers are exempt from registration if they meet the exemptions set out in legislation. Depending on their registration, they must either meet the statutory requirements of the early years foundation stage, or the general childcare register requirements. The requirements for both registers are set by the department.

Departmental officials also meet regularly with their Ofsted counterparts to ensure that the regulations that apply to Ofsted registered providers of after-school childcare remain fit for purpose. Ofsted takes appropriate action on information that they receive about unregistered services and provision on unapproved premises. Ofsted’s process for managing unregistered provision is outlined in their published enforcement policy, which is accessible at: https://www.gov.uk/government/publications/early-years-and-childcare-ofsteds-enforcement-policy/early-years-and-childcare-enforcement-policy#unregistered:~:text=in%20appropriate%20circumstances.-,Unregistered%20childcare%20providers%20and%20provision%20on%20unapproved%20premises,-Most%20childcare%20providers.

Information about Ofsted’s regulatory and enforcement activity in relation to unregistered provision is outlined in Ofsted’s annual report and accounts each year, which is available here: https://www.gov.uk/government/publications/ofsted-corporate-annual-report-and-accounts-2023-to-2024.

Ofsted’s enforcement powers are set out in the Childcare Act 2006. The law gives Ofsted a range of powers to deal with persons providing childcare without appropriate registration and registered providers that fail to meet the legal requirements for early years settings.

Ofsted’s early years and childcare enforcement policy sets out the actions that Ofsted can take, dependent on the register that the after school club is registered on. Before and after-school clubs can register with Ofsted on either or both the Early Years Register and the General Childcare Register, depending on the type of provision and age of the children they intend to care for. Some providers are exempt from registration if they meet the exemptions set out in legislation. Depending on their registration, they must either meet the statutory requirements of the early years foundation stage, or the general childcare register requirements. The requirements for both registers are set by the department.

Departmental officials also meet regularly with their Ofsted counterparts to ensure that the regulations that apply to Ofsted registered providers of after-school childcare remain fit for purpose. Ofsted takes appropriate action on information that they receive about unregistered services and provision on unapproved premises. Ofsted’s process for managing unregistered provision is outlined in their published enforcement policy, which is accessible at: https://www.gov.uk/government/publications/early-years-and-childcare-ofsteds-enforcement-policy/early-years-and-childcare-enforcement-policy#unregistered:~:text=in%20appropriate%20circumstances.-,Unregistered%20childcare%20providers%20and%20provision%20on%20unapproved%20premises,-Most%20childcare%20providers.

Information about Ofsted’s regulatory and enforcement activity in relation to unregistered provision is outlined in Ofsted’s annual report and accounts each year, which is available here: https://www.gov.uk/government/publications/ofsted-corporate-annual-report-and-accounts-2023-to-2024.

Ofsted’s enforcement powers are set out in the Childcare Act 2006. The law gives Ofsted a range of powers to deal with persons providing childcare without appropriate registration and registered providers that fail to meet the legal requirements for early years settings.

Ofsted’s early years and childcare enforcement policy sets out the actions that Ofsted can take, dependent on the register that the after school club is registered on. Before and after-school clubs can register with Ofsted on either or both the Early Years Register and the General Childcare Register, depending on the type of provision and age of the children they intend to care for. Some providers are exempt from registration if they meet the exemptions set out in legislation. Depending on their registration, they must either meet the statutory requirements of the early years foundation stage, or the general childcare register requirements. The requirements for both registers are set by the department.

Departmental officials also meet regularly with their Ofsted counterparts to ensure that the regulations that apply to Ofsted registered providers of after-school childcare remain fit for purpose. Ofsted takes appropriate action on information that they receive about unregistered services and provision on unapproved premises. Ofsted’s process for managing unregistered provision is outlined in their published enforcement policy, which is accessible at: https://www.gov.uk/government/publications/early-years-and-childcare-ofsteds-enforcement-policy/early-years-and-childcare-enforcement-policy#unregistered:~:text=in%20appropriate%20circumstances.-,Unregistered%20childcare%20providers%20and%20provision%20on%20unapproved%20premises,-Most%20childcare%20providers.

Information about Ofsted’s regulatory and enforcement activity in relation to unregistered provision is outlined in Ofsted’s annual report and accounts each year, which is available here: https://www.gov.uk/government/publications/ofsted-corporate-annual-report-and-accounts-2023-to-2024.

It is the department’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.

As the early years entitlements are expanded, it is vitally important they remain accessible and affordable for families. Paragraph A1.41 of the statutory guidance for local authorities says that they must take all steps available to ensure the entitlements are available free of charge to parents and that providers do not charge for certain types of services. This includes top up fees, materials, such as crafts, crayons and paper, business running costs, registration fees and non-refundable deposits as a condition of taking up an entitlements place, general charges and any additional fees not specifically listed and itemised as chargeable extras at A1.33. If a parent wishes to make a voluntary contribution then they can do so, provided they are not being charged for these sorts of services or items and that it is wholly voluntary.

The statutory guidance ‘SEND code of practice: 0 to 25 years’ is clear that meeting the needs of a child with special educational needs (SEN) does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all pupils and put support in place where needed. The full guidance can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with specific learning difficulties. As part of this, the department is considering both international evidence and best practice in its policymaking on SEN, with a focus on strengthening the evidence base on what works to identify and support needs in mainstream settings, including for specific learning difficulties.

The department has also commissioned evidence reviews from University College London, which will highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (age 0 to 25) with different types of needs.

In November 2024, the department established the Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg from Birmingham University, to provide an expert view and make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings. The group brings together experts including clinicians, scientists and academics, education professionals, and charities representing specific types of neurodivergence. We have been clear that in developing their advice, we expect the group to draw on a wide range of inputs, including other sector experts and stakeholders, to ensure appropriate coverage of other types of neurodivergence. The group will also listen to the voices of neurodivergent children and young people, their parents, and others who care for them.

The initial teacher training and early career framework, which replaces the core content framework and early career framework from September 2025 and underpins what all new teachers should learn, contains significantly more content related to adaptive teaching and supporting pupils with SEND. The adaptive teaching content includes, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils.

Support staff in schools perform a valuable role and the department is grateful for their important contribution to schools across the country.

The statutory guidance ‘Supporting pupils with medical conditions at school’ makes clear what is expected of schools in taking reasonable steps to fulfil their legal obligations and to meet the individual needs of pupils with medical conditions. This guidance is accessible at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

Schools should ensure they are aware of any pupils with medical conditions and have policies and processes in place to ensure these can be well managed. Policies should set out how staff will be supported in carrying out their role to support pupils, including how training needs are assessed and how training is commissioned and provided. Any member of school staff providing support to a pupil with medical needs should have received suitable training.

All schools are required to have a behaviour policy that outlines effective strategies to promote good behaviour and specifies the sanctions for misbehaviour. This policy must be communicated to all pupils, school staff, including support staff, and parents to ensure everyone is aware of the high standards of behaviour expected. The behaviour policy should also reflect the school's culture and be supported by all staff and senior leaders, including the headteacher.

The department is establishing up to 90 new regional improvement for standards and excellence Attendance and Behaviour Hubs. Hubs will be led by schools with excellent attendance and behaviour practice who will work closely with other schools to help improve their approach.

Schools have a range of duties under the Equality Act 2010 in relation to their disabled pupils, including to make reasonable adjustments and accessibility planning duties. These duties help ensure that all pupils with disabilities are able to access and thrive in their education. The accessibility duties require a planned approach to increasing accessibility so that, over time, pupils with disabilities are more comprehensively included in the whole life of the school and fewer adjustments are needed for individual disabled pupils.

Many children with disabilities also have special educational needs (SEN). The statutory duty to provide sufficient school places for children with special educational needs and disabilities (SEND) sits with local authorities.

We know that many children and young people with SEND struggle to find a suitable school placement that is close to their home and meets their needs. We are committed to addressing this through improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs. Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and SEN units.

The department has now published allocations for £740 million in High Needs Provision Capital Allocations (HNPCA) for the 2025/26 financial year. Thurrock Council has been allocated just under £2 million and Essex Council has been allocated just under £21 million for high needs capital investment in 2025/26. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs, and to create special school places for pupils with the most complex needs.

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

We are aware of the challenges in the current SEND system, and the government is urgently considering how it needs to be reformed. However, these are complex issues which need a considered approach to deliver sustainable change.

The department is working closely with experts on reforms, including appointing a strategic advisor for SEND, who is playing a key role in convening and engaging with the sector, including leaders, practitioners, children and families.

The department has also established an expert advisory group for inclusion to improve the mainstream education outcomes and experiences for those with SEND, and a Neurodivergence Task and Finish Group to provide a shared understanding of what provision and support in mainstream educational settings should look like for neurodivergent children and young people within an inclusive system.

The department is working at pace to address these challenges and will be setting out our plans to do so in due course.

This government is committed to strengthening the special educational needs and disabilities (SEND) system for all children and young people to ensure they receive the right support to succeed in their education and as they move into adult life.

The department is working closely with experts on reform, including a Strategic Advisor for SEND, who will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider next steps.

An education, health and care (EHC) needs assessment must identify a child or young person’s special educational needs, together with any relevant health or social care needs. If a needs assessment determines that it is necessary for special educational provision to be made for the child or young person, the local authority must prepare an EHC plan.

Local authorities have seen an increase in EHC needs assessment requests. Latest data shows that there are 576,000 children and young people with EHC plans, as of January 2024.

The department knows that parents have struggled to get their children the support they need and deserve, through long and difficult EHC plan processes.

We have listened to parents, local authority colleagues and partners across education, health and social care and are considering carefully how to improve access to support for children with SEND. We are also reflecting on what practice could or should be made consistent nationally.

Publication of annual statistics on education, health and care plans follows the Code of Practice for Statistics. Details of publications, including those requested, can be found here: https://www.gov.uk/search/research-and-statistics?content_store_document_type=upcoming_statistics&organisations%5B%5D=department-for-education&order=updated-newest. Information for the 2025 calendar year will be collected early in 2026 and published later that year.

Having prioritised spending to meet the teachers pay award, schools will now be receiving £65.3 billion in 2025/26 compared to £61.6 billion in the 2024/25 financial year.

The local authority that covers Fylde is Lancashire, and Lancashire is receiving £1.1 billion through the dedicated schools grant (DSG) for mainstream schools in the 2025/26 financial year. This represents a 2.4% increase in per pupil funding compared to the 2024/25 financial year (including premises but excluding growth funding). The additional funding being provided following the teacher pay announcement is on top of what is being provided through the DSG in the 2025/26 financial year.

The department recognises that most schools will need to supplement the new funding they receive in the 2025/26 financial year with improved productivity and smarter spending. However, schools are not alone in their efforts to better manage their spending. The department will be further developing the current suite of initiatives to support schools with their workforce, commercial and asset management. Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts.

The evidence is clear that this government inherited a special educational needs and disabilities (SEND) system left in a state of disarray, with too many children not having their needs met and parents forced to fight for support.

This government is actively working with parents and experts on how children's needs can be better met, including through earlier identification and support to prevent needs escalating. We have made available £740 million to encourage councils to create more specialist places both in mainstream schools and specialist provision, and almost a £1 billion increase to the high needs budget for 2025/26 to ensure children have access to the support they need to achieve and thrive.

At the heart of any changes to the SEND system must be children’s outcomes and opportunities. The department’s aim is for the support children need to be more easily accessed earlier, and to put an end to adversarial processes with parents having to fight for support, while protecting provision currently in place. As part of our Plan for Change, we want to restore the confidence of families up and down the country and deliver the improvement they need so that they can achieve and thrive.