Department for Education

The table below provides per pupil funding units from academic years 2020/21 to 2024/25, which represents the funding provided for schools in Sherwood Forest constituency.

The department cannot provide comparable funding data for each of the last 10 years due to the changes in the funding system since that time. The scope of the per-pupil funding before and after academic year 2018/19 are not directly comparable. In particular, funding for the central services provided by local authorities was split out from the schools block funding in 2018/19, and instead funded separately through the central school services block from that year onwards.

The constituency level data for Sherwood Forest is calculated based on the notional schools national funding formula (NFF) allocations for all mainstream schools in the constituency.

The figures in the table below are provided on a cash basis. We also publish real-terms statistics on schools funding at the national level which does not distinguish by phase. We use the GDP deflator to calculate real-terms funding levels. These can be found on the following links: https://explore-education-statistics.service.gov.uk/find-statistics/school-funding-statistics and https://explore-education-statistics.service.gov.uk/methodology/school-funding-statistics-methodology.

* The allocations that schools within a constituency actually receive are determined by the local funding formula in their area. Additional grants, such as the School Supplementary grant (SSG) and the Mainstream Schools Additional grant (MSAG) are included in these figures once they have been incorporated into the Dedicated Schools Grant.

For the 2020/21 to 2023/24 academic years, Sherwood constituency has been used. 2024/25 uses the new constituency boundaries which formed Sherwood Forest.

My right hon. Friend, the Prime Minister and my right hon. Friend, the Secretary of State for Education announced the establishment of Skills England on 22 July 2024, launching it in shadow form with immediate effect. Since then, it has made important progress towards becoming a fully-formed Arm’s Length Body, appointing Richard Pennycook as interim chair and beginning the process for appointing Board members, and forging early relationships with key partners across government and the skills system. Skills England will continue to be established in phases over the next 9 to 12 months, expanding its work and taking on its additional functions as its staffing is built up.

Surrey had their Ofsted and Care Quality Commission Local Area special educational needs and disabilities (SEND) inspection in September 2023 which identified inconsistent experiences and outcomes for children and young people with SEND. The report, published on 24 November 2023, included four areas for improvement.

The department’s regional team has put in place systems to track outcomes against the areas for improvement found by inspectors and the progress made by children and young people with SEND. Surrey County Council are committed to working closely with the department to improve services.

Surrey County Council entered into a Safety Valve agreement with the department in March 2022 with a view to addressing the effectiveness and financial sustainability of the local high needs system.

The department has been working closely with all statutory partners involved in delivering special educational needs and disabilities (SEND) services in Bournemouth, Christchurch and Poole since their local area SEND inspection in June 2021.

The department holds regular formal monitoring meetings with the local authority and partners as part of holding the local area to account for making the necessary improvements in services. The latest monitoring meeting highlighted that the local authority and partners are taking positive steps to improve services, with some evidence of early impact, but that there are still ways to go to ensure that all children and families receive the service they require and deserve.

The department has put in place robust support for the local authority and partners through the appointment of a Sector Led Improvement Partner and SEND advisor support, and the department will continue with its work with the local area to ensure they deliver further improvements in services.

It is also important that we have a fair education funding system that directs funding to where it is needed. However, budgets for the 2025/26 financial year have not been set which means that decisions on high needs funding for children and young people with complex SEND, and the publication of allocations to local authorities for that year, will not be to the usual timescales.

The government has launched an independent Curriculum and Assessment Review, covering key stages 1 to 5, which will be chaired by Professor Becky Francis CBE. The Review will consider the current qualification pathways available at key stage 4 and key stage 5. A call for evidence will be published in the autumn, which will set out the areas where the review group would particularly welcome input. Further information about the Review is available at: https://www.gov.uk/government/news/government-launches-curriculum-and-assessment-review.

The department does not hold or collect the data to provide the requested estimate.

For state-funded schools wishing to recruit teachers on a permanent or fixed term basis, Teaching Vacancies is a free national listing service which removes the cost for schools to list vacancies. 87% of schools are signed up to use the service.

Schools have the autonomy to decide whether to use private supply agencies to fill temporary posts or cover teacher absence and are best placed to make decisions on their approach to recruitment. The department, in conjunction with the Crown Commercial Service, has established the agency supply deal, which supports schools to obtain value for money when hiring agency supply teachers and other temporary school staff. For more information, please visit the following link: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.

Statutory guidance on the current relationships, sex and health education (RSHE) curriculum published on GOV.UK states that pupils should be taught key facts about the menstrual cycle, including what is an average period, the range of menstrual products and implications for emotional and physical health. The guidance is available here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.

While endometriosis is not mentioned specifically in the statutory guidance, it is open to schools to include it as part of this education.

In 2020, the department developed teacher training modules to support schools further, which are freely available to download from GOV.UK. This included working with Endometriosis UK when developing the ‘changing adolescent body’ module, which references endometriosis.

The department is currently reviewing the RSHE statutory guidance. My right hon. Friend, the Secretary of State for Education, has been clear that children’s wellbeing must be at the heart of this guidance for schools. As such, the government will re-engage with stakeholders, look carefully at the consultation responses and consider the relevant evidence before setting out next steps.

Education is a devolved matter, and the response outlines the information for England only.

Having a good standard of English and mathematics is key to a good education, future career options and for ensuring rising standards in literacy and numeracy. The department’s focus is on continued study and improving capability in English and mathematics because of the evidenced benefits this brings to students‘ lives.

The department does not require students who have not yet achieved a GCSE grade 4 or above in mathematics and English to re-sit the qualification. If a student wishes to re-take their Level 2 English and mathematics they should do so when they and their provider think they are ready.

The Curriculum and Assessment Review will seek to deliver an excellent foundation in English and mathematics, including how best to support 16 to 19 year olds who currently do not achieve Level 2 by the age of 16.

The department understands the critical role educational psychologists play in the support available to children and young people, including those with special educational needs and disabilities (SEND). Data on the number of educational psychologists employed by local authorities is collected by the department within the School Workforce Census, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.

Whilst it is the responsibility of local authorities as the employers of educational psychology services to ensure that their services are adequately staffed, the department is taking measures to support local authority educational psychology services by investing in developing the future workforce of educational psychologists.

The department is investing over £21 million to train 400 more educational psychologists from this year. This builds on the £10 million currently being invested in the training of over 200 educational psychologists who began their training in September 2023.

Following graduation, trainees who have had their training funded by the department are required to remain in local authority employment for a minimum period. To support local authority services to recruit and retain their educational psychology workforce, this requirement will increase to three years for those trainees beginning their course this year. This will allow local authority services to benefit from the public investment in educational psychologist training, and support their delivery of statutory assessments and wider work.

The department has offered all Early Years Stronger Practice Hubs further funding until 31 March 2025 so they can continue providing early years educators with support to improve practice, supporting our mission to break down barriers to opportunity by giving children the best start in life.

The Stronger Practice Hubs Programme launched in 2022 to address the COVID-19 pandemic’s impact on the youngest children, with a focus on the most disadvantaged areas. The Hubs support early years settings and childminders by sharing effective practice, learning from the best available evidence, and building lasting local networks.

The department is committed to ensuring that every child in an early years setting receives high quality education and care. Evidence shows that this has a positive impact on outcomes in both the short and long term, particularly for the most disadvantaged children.

The department recognises that the creative arts are essential contributors to our economy, society and soft power. Strategic Priorities Grant funding for specialist providers has been protected; the department is working with the sector to ensure a stable and secure higher education sector that provides a rich range of subjects, including the arts.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE.

The review will seek to refresh the curriculum to ensure it is cutting edge, fit for purpose and meeting the needs of children and young people to support their future life and work.

The government’s ambition is for a curriculum that delivers excellent foundations in reading, writing and mathematics, and ensures every young person gets the opportunity to develop creative, digital, and speaking and listening skills particularly prized by employers.

The review will look closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve – in particular those who are socio-economically disadvantaged, or with special educational needs or disabilities.

The views of the sector will be pivotal to the review and there will be extensive engagement throughout. A call for evidence will be launched in the coming weeks and the review will also undertake a national roadshow, meeting and taking input from staff on the frontline.

The table below sets out funding statistics for the North East and England in each of the last five years.

The figures represent the funding provided through the schools block of the Dedicated Schools Grant (DSG). All of the figures in the table exclude growth funding but include premises. The figures do not include the additional grant funding that schools across the country have received to support pay and pensions increases in 2024/25.

The DSG is allocated at local authority level and, as such, the equivalent figures are not available for Gateshead Central and Whickham constituency. The allocations that schools within a constituency receive are determined by the local funding formula in their area.

The table below provides average per-pupil funding for the last five years, from the 2020/21 to 2024/25 financial years:

* The data the department holds for the North East is for the North East region, as opposed to the North East Combined Authority Area.

The information requested is not readily available and can only be obtained at disproportionate cost. Statistics on pupils with education, health and care (EHC) plans can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans. These statistics include information on the type of setting that pupils with EHC plans attend, but not whether pupils attend the school named in their plan.

Following the last Ofsted inspection, officials have been working with Warwickshire County Council (WCC) to closely monitor progress against the area for improvement identified by inspectors.

The areas were:

(i) Autism Spectrum Disorder (ASD) waiting times, assessments and support following diagnosis.

(ii) Co-production.

(iii) Placement of children and young people with an Education, Health and Care (EHC) Plan.

(iv) Uptake of training for school staff working with children with special educational needs and disabilities (SEND).

(v) And the quality of the online local offer.

The department appointed a SEND advisor to support and work alongside WCC and the local area partnership.

This government’s ambition is that all children and young people with SEND or in alternative provision (AP) receive the right support to succeed in their education and as they move into adult life. The department is committed to taking a community-wide approach in collaboration with Local Area Partnerships, improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.

The department recognises the financial pressures on local authorities due to rising costs in the SEND system. The Core Schools Budget Grant (CSBG) will provide over £140 million, at a national level, in additional funding for special and AP schools in the 2024/25 academic year, to cover increased costs from the 2024 teachers' pay award and the outcome of the support staff negotiations. This is in addition to the £10.75 billion allocated this year for high needs provision and teacher-related costs. Local authorities’ allocations of the CSBG will be confirmed this autumn.

The overall core schools budget will total £61.8 billion in the 2024/25 financial year. The average per pupil funding in England, as allocated through the schools block of the Dedicated Schools Grant (DSG), is £5,957.

In the 2024/25 financial year, the average per-pupil funding for Warwickshire, as allocated through the schools block of the DSG, is £5,634.

The DSG is allocated at local authority level, and as such the equivalent figures are not available for the Stratford-on-Avon constituency. The allocations that schools within a constituency receive are determined by the local funding formula in their area.

The figures provided include premises funding but exclude growth funding. The figures do not include the additional grant funding that schools across the country have received to support pay and pensions increases in 2024/25.

One reason why the per pupil funding figure in Warwickshire is lower than the average in England is that schools in Warwickshire have a lower proportion of pupils who attract deprivation funding through the NFF than the national average.

The department continues to consider the various funding formulae used at national and local levels to ensure that we have a fair education funding system that directs funding to where it is needed.

The department is committed to giving every child the best start in life, regardless of where and how they are educated. We cannot ignore the rising numbers of home-educated children and official data which shows that growing numbers of children have been moved into home education due to mental health concerns or lack of provision for special educational needs in their local schools.

Local authorities have legal duties to be satisfied that all children are receiving a suitable education. However, this duty is undermined by the fact that parents have no obligation to inform their local authority of their decision to home educate. This means that local authorities are unable to fulfil their duties. There is a risk that children are going under the radar and missing out on the education they deserve that will enable them to access the best opportunities in life.

For this reason, the government will use the Children’s Wellbeing Bill to require English local authorities to maintain registers of children not in school. Parents and certain out-of-school education providers will be required to provide information for those registers. This will help local authorities piece together a fuller and more accurate picture of those children who are receiving education otherwise than at school and target resources to locating and supporting those who are missing out on education. Local authorities will also have a duty to provide support to those home-educators who request it, which will act as an incentive for families to register.

The registers will contain information on those children who are registered on a school roll and are receiving education otherwise than at school. It will not include children who are on a school roll but failing to attend. The department is taking separate action on that important issue of persistent absence.

In terms of this new system of registration, parents can be assured that the registers will not be used to criminalise any parent who does not send their child to school. Parents who do not provide information for the registers will result in their local authority being unable to be satisfied that a child is not receiving a suitable education and so the local authority will need to proceed to a formal request for evidence about that education. If that evidence is not forthcoming, or is insufficient, this will usually lead to the local authority needing to issue a School Attendance Order. This is the same mechanism that exists in the current law; no change will be made.

The government takes the matter of data protection very seriously, including any threats to privacy and personal data. Local authorities will be legally restricted as to whom they may share register information with and for what purposes. The usual provisions of the UK-GDPR will apply to all data processing activities.

The department continues to work with local authorities on existing non-statutory registers and to collect data from those registers.

The department is committed to giving every child the best start in life, regardless of where and how they are educated. We cannot ignore the rising numbers of home-educated children and official data which shows that growing numbers of children have been moved into home education due to mental health concerns or lack of provision for special educational needs in their local schools.

Local authorities have legal duties to be satisfied that all children are receiving a suitable education. However, this duty is undermined by the fact that parents have no obligation to inform their local authority of their decision to home educate. This means that local authorities are unable to fulfil their duties. There is a risk that children are going under the radar and missing out on the education they deserve that will enable them to access the best opportunities in life.

For this reason, the government will use the Children’s Wellbeing Bill to require English local authorities to maintain registers of children not in school. Parents and certain out-of-school education providers will be required to provide information for those registers. This will help local authorities piece together a fuller and more accurate picture of those children who are receiving education otherwise than at school and target resources to locating and supporting those who are missing out on education. Local authorities will also have a duty to provide support to those home-educators who request it, which will act as an incentive for families to register.

The registers will contain information on those children who are registered on a school roll and are receiving education otherwise than at school. It will not include children who are on a school roll but failing to attend. The department is taking separate action on that important issue of persistent absence.

In terms of this new system of registration, parents can be assured that the registers will not be used to criminalise any parent who does not send their child to school. Parents who do not provide information for the registers will result in their local authority being unable to be satisfied that a child is not receiving a suitable education and so the local authority will need to proceed to a formal request for evidence about that education. If that evidence is not forthcoming, or is insufficient, this will usually lead to the local authority needing to issue a School Attendance Order. This is the same mechanism that exists in the current law; no change will be made.

The government takes the matter of data protection very seriously, including any threats to privacy and personal data. Local authorities will be legally restricted as to whom they may share register information with and for what purposes. The usual provisions of the UK-GDPR will apply to all data processing activities.

The department continues to work with local authorities on existing non-statutory registers and to collect data from those registers.

Following the last Ofsted inspection, departmental officials have been working with Warwickshire County Council (WCC) to closely monitor progress against the areas for improvement identified by inspectors.

The areas were:

(i) Autism Spectrum Disorder (ASD) waiting times, assessments and support following diagnosis.

(ii) Co-production.

(iii) Placement of children and young people with an Education, Health and Care (EHC) Plan.

(iv) Uptake of training for school staff working with children with special educational needs and disabilities (SEND).

(v) And the quality of the online local offer.

The department has appointed a SEND Advisor to support and work alongside WCC and the local area partnership.

This government’s ambition is that all children and young people with SEND or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department is committed to taking a community-wide approach in collaboration with local area partnerships, improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.

The future of the Holiday Activities and Food programme, beyond 31 March 2025, is subject to the next government Spending Review taking place this autumn. The department will communicate the outcome of that process in due course.

The department engages with a wide range of stakeholders on policy decisions, and the views of external stakeholders from across the higher education (HE) sector continue to inform decision making on the future of the Higher Education (Freedom of Speech) Act 2023.

As set out in the Secretary of State’s letter to colleagues and peers, the decision to pause implementation of the Act took account of the views of bodies representing university students and staff and also of Jewish groups, who feel that the Act is disproportionate, burdensome and damaging to the welfare of students and that it would expose HE providers to costly legal action, and that fear of sanction could push providers to overlook the safety and wellbeing of minority groups.

Ministers and officials in the department continue to meet with a full range of stakeholders representing not only HE providers, but also with academics with concerns about constraints on free speech. This engagement will feed into decision making on the future of the Act and the government’s longer-term policy on free speech in the HE sector.

The department is working across government and in partnership with industry, including through the Construction Skills Delivery Group (CSDG), to ensure that our skills offer meets the needs of the sector.

This includes transforming the Apprenticeship Levy into a new Growth and Skills Levy. The new levy will build on the apprenticeships programme to create opportunities for learners of all ages, and give employers of different sizes greater flexibility to address critical skill shortages in their workforces and drive economic growth.

The department will set out more detail in due course, including further information on the role of Skills England in ensuring that levy-funded training delivers value for money and meets the needs of businesses.

Since 2 September 2024, eligible working parents of children from nine months old can access 15 hours of government-funded early education per week.

Take up from parents is roughly in line with the position at this point in time prior to the April phase of the rollout for eligible working parents of two year olds. Internal figures show a similar trajectory, with over 200,000 entitlement codes validated by providers, meaning parents have secured a place. Thanks to the hard work of local authorities and childcare providers, the department is confident delivery is on track.

The department has not published figures yet because it normally takes a few weeks for local authorities and providers to have validated codes following the 31 August application deadline. The department will be publishing data on codes issued and codes validated for September 2024 in due course.

Expanding access to affordable and high quality childcare is key to breaking down barriers to opportunity and is one of the driving missions of this government.

From 2 September 2024, hundreds of thousands of eligible working parents of children from nine months old have begun to access 15 hours of government-funded early education per week.

The department is looking ahead to delivering the expansion to 30 funded hours from next September. Eligible working parents of children aged nine months and above will be able to access 30 hours (over 38 weeks a year) from the term following their child turning nine months to when they start school.

The department is already taking action to help deliver the additional places needed for the next phase and to deliver the remainder of the promised 3,000 school-based nurseries from 2026 onwards, with a greater focus on more disadvantaged families.

The government is committed to supporting specialist education in the creative sector, including the Music and Dance Scheme (MDS). This remains an important programme for giving opportunities for young people, allowing them access to specialist training and a pathway into the creative industries.

All the education providers on the scheme have been issued with grant funding agreements for the 2024/25 academic year and the final budget is set on the basis of the number of places that are filled and the relevant household income of parents or carers. The department is engaging with the eight providers that are private schools and are therefore subject to the VAT changes planned for January 2025. All the schools have also been made aware of the HM Treasury technical consultation which is open to 15 September, and they will be informed of the outcome of the consultation later this year.

The government is committed to extending opportunities for children and young people in the arts through a broader curriculum, ensuring all pupils in state-funded schools can access creative subjects such as music, alongside subjects such as maths and English.

Around 93% of school children in the UK attend state schools and ending the tax breaks on VAT, and business rates, for private schools is a tough but necessary decision that will secure additional funding to help deliver the government’s commitments relating to education and young people.

I have the deepest sympathy with everyone affected by historic forced adoption. The practice was abhorrent and should never have taken place. Moreover, the treatment that women experienced during this time was very wrong.

Following the report of the Joint Committee on Human Rights (JCHR), ‘The Violation of Family Life: Adoption of Children of Unmarried Women 1949-1976 (2022)’, regulations were amended in 2023 to make it easier for adults to access adoption support. These amendments were widely welcomed.

The department is also currently funding the Adoption England project Improving Adoption Services for Adults (IASA) which is designed to maintain relationships and access to better support for adopted adults, including those adopted between 1940-1970.

Ensuring that parents are able to access affordable and high quality childcare is a top priority. The department’s focus in reforming the system will be to ensure that there are greater and more equal opportunities to access early education for every family, and that there are greater opportunities for children to thrive and develop. As an initial step, the department is working to deliver new places in 3,000 nurseries through upgrading space in primary schools. This will help deliver the expansion in childcare entitlements and ensure that a variety of different types of provision are available that suit the needs of different parents.

Based on assumptions around take-up, likely hours used and whether children are new or existing users of childcare, there is estimated to be demand of an additional 15,000 places for September 2024.

Thousands of children, aged from nine months, will get government-funded childcare for the first time, allowing them to access 15 hours a week, over 38 weeks a year, of high quality, accessible childcare.

Further information on the underpinning assumptions behind these estimates was published in the 2023 Spring Budget Policy costing information note: https://assets.publishing.service.gov.uk/media/66221ba8252f0d71cf757d2b/Spring_budget_2023_childcare_expansion_costing_note_information.pdf.

The department will continue to monitor the sufficiency of childcare provision through regular conversations with local authorities.

Ensuring that parents are able to access affordable and high quality childcare is a top priority. The department’s focus in reforming the system will be to ensure that there are greater and more equal opportunities to access early education for every family, and that there are greater opportunities for children to thrive and develop. As an initial step, the department is working to deliver new places in 3,000 nurseries through upgrading space in primary schools. This will help deliver the expansion in childcare entitlements and ensure that a variety of different types of provision are available that suit the needs of different parents.

Based on assumptions around take-up, likely hours used and whether children are new or existing users of childcare, there is estimated to be demand of an additional 15,000 places for September 2024.

Thousands of children, aged from nine months, will get government-funded childcare for the first time, allowing them to access 15 hours a week, over 38 weeks a year, of high quality, accessible childcare.

Further information on the underpinning assumptions behind these estimates was published in the 2023 Spring Budget Policy costing information note: https://assets.publishing.service.gov.uk/media/66221ba8252f0d71cf757d2b/Spring_budget_2023_childcare_expansion_costing_note_information.pdf.

The department will continue to monitor the sufficiency of childcare provision through regular conversations with local authorities.

1102 private schools closed between 11 May 2010 and 5 July 2024.

The data in the attached table breaks this down into a) Parliamentary constituency and b) Upper tier local authority in England.

The impact on the state sector as a result of the introduction of VAT on private school fees is being carefully considered. HM Treasury will deliver the tax changes. Further details of the government’s assessment of the expected impact will be published at the Budget. A Tax Information and Impact Note will be published alongside the Finance Bill once the independent Office for Budget Responsibility has scrutinised and certified the impacts of the final policy.

High-quality teaching is the factor that makes the biggest difference to a child’s education. There are now 468,693 full-time equivalent teachers in state-funded schools in England, but we must do more to ensure we have the workforce needed to provide the best possible education for every child in all parts of the country, which is why the government has set out the ambition to recruit 6,500 new expert teachers.

The first crucial step towards achieving this is to ensure teaching is once again an attractive and respected profession and that teachers get the pay they deserve. This is why the department has accepted, in full, the School Teachers’ Review Body’s recommendation of a 5.5% pay award for teachers and leaders in maintained schools from this September.

The department is providing schools with almost £1.1 billion in additional funding, in the 2024/25 financial year, to support schools with overall costs. This matches what the department has calculated is needed to fully fund, at a national level, the teacher pay award, and the support staff pay offer in the 2024/25 financial year, after accounting for the overall available headroom in schools’ existing budgets.

Alongside teacher pay, financial incentives are one of the most effective ways to increase teacher supply, and the department is continuing to support teacher trainees with tax-free bursaries of up to £28,000 and scholarships of up to £30,000 in shortage subjects. To help with retention, new teachers of mathematics, physics, chemistry and computing, in the first five years of their careers, also receive retention payments if they are working in disadvantaged schools. In the 2023/24 academic year, two schools in the Stratford-on-Avon constituency were eligible for these retention payments.

To further help teachers stay and thrive in the profession, the department is also addressing teacher workload and wellbeing and supporting schools to introduce flexible working practices.

The department has also established Teaching School Hubs across the country, which provide approved high-quality professional development to teachers at all stages of their careers. Tudor Grange Teaching School Hub is a centre of excellence supporting teacher training and development across Bromsgrove, Redditch, Solihull and Stratford-on-Avon.

Information on state-funded school places as at May 2023 is published at local authority level in the annual School Capacity statistics publication which can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity.

The total number of secondary unfilled places in these local authorities can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/94cbcc62-9d1a-4ab1-cf21-08dcca5019b8.

This includes sixth forms as well as key stages 3 and 4 for schools with sixth forms. Data are not available by year group or key stage.

Data is collected from independent schools through the school level annual school census; this does not include phase but does include age of pupils. This information is published in the 'Schools, pupils and their characteristics’ publication at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics.

Information on the number of pupils aged 11 to 15 enrolled in independent schools in January 2024 for these local authorities can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/67d55589-96d7-4445-9fa8-08dcca50353d.

However, please note that age does not necessarily directly align to state-funded sector primary, secondary and post-16 schools.

The future of the Holiday Activities and Food programme beyond 31 March 2025, is subject to the next government Spending Review taking place this autumn. The department will communicate the outcome of that process in due course.

Departmental officials regularly gather data on the number of teachers opting out of participation in the Teachers’ Pension Scheme (TPS) and discuss this with members of the Scheme Advisory Board, which is made up of employer and member representatives. Due to pension auto-enrolment rules that apply when a maintained school converts to an academy and pension re-enrolment rules requiring teachers to re-submit opt-outs, it is difficult to discern any particular trend. However, officials also monitor the overall participation rate of those eligible to be in the TPS and this has remained consistent in recent years.

The department is not usually informed when independent schools consult with staff regarding ongoing participation in the Teachers’ Pension Scheme. However, the scheme administrator does maintain a record of the number of independent schools participating in the scheme, as well as those that choose to leave the scheme either outright or by phased withdrawal. Independent school participation is regularly discussed with members of the Scheme Advisory Board, which is made up of member and employer representatives; such discussions start from the principle that independent schools participate voluntarily and have the right to cease participation if they so choose.

The employer contribution rate for the Teachers’ Pension Scheme (TPS) increased from 23.68% to 28.68% of member salary with effect from 1 April 2024. This followed on from the results of the most recent scheme valuation exercise, which was based on 2020 data. The revised rate will lead to an increase in pension costs for all participating employers roughly equivalent to 5% of their teacher salary costs in the 2024/25 academic year. Work has not been undertaken to estimate an average cost increase across the independent school sector because this was needed to reflect the estimated costs of pension benefits that have been accrued by members of the TPS, and those benefits that are forecast to be accrued in future. Independent schools have the option to cease participation in the scheme, either outright or through phased withdrawal, if they do not consider they can meet the costs or otherwise no longer wish to continue participation.

Departmental officials regularly gather data on the number of teachers opting out of participation in the Teachers’ Pension Scheme (TPS) and discuss this with members of the Scheme Advisory Board, which is made up of employer and member representatives. Due to pension auto-enrolment rules that apply when a maintained school converts to an academy and pension re-enrolment rules requiring teachers to re-submit opt-outs, it is difficult to discern any particular trend. However, officials also monitor the overall participation rate of those eligible to be in the TPS and this has remained consistent in recent years.

The department is not usually informed when independent schools consult with staff regarding ongoing participation in the Teachers’ Pension Scheme. However, the scheme administrator does maintain a record of the number of independent schools participating in the scheme, as well as those that choose to leave the scheme either outright or by phased withdrawal. Independent school participation is regularly discussed with members of the Scheme Advisory Board, which is made up of member and employer representatives; such discussions start from the principle that independent schools participate voluntarily and have the right to cease participation if they so choose.

The employer contribution rate for the Teachers’ Pension Scheme (TPS) increased from 23.68% to 28.68% of member salary with effect from 1 April 2024. This followed on from the results of the most recent scheme valuation exercise, which was based on 2020 data. The revised rate will lead to an increase in pension costs for all participating employers roughly equivalent to 5% of their teacher salary costs in the 2024/25 academic year. Work has not been undertaken to estimate an average cost increase across the independent school sector because this was needed to reflect the estimated costs of pension benefits that have been accrued by members of the TPS, and those benefits that are forecast to be accrued in future. Independent schools have the option to cease participation in the scheme, either outright or through phased withdrawal, if they do not consider they can meet the costs or otherwise no longer wish to continue participation.

Departmental officials regularly gather data on the number of teachers opting out of participation in the Teachers’ Pension Scheme (TPS) and discuss this with members of the Scheme Advisory Board, which is made up of employer and member representatives. Due to pension auto-enrolment rules that apply when a maintained school converts to an academy and pension re-enrolment rules requiring teachers to re-submit opt-outs, it is difficult to discern any particular trend. However, officials also monitor the overall participation rate of those eligible to be in the TPS and this has remained consistent in recent years.

The department is not usually informed when independent schools consult with staff regarding ongoing participation in the Teachers’ Pension Scheme. However, the scheme administrator does maintain a record of the number of independent schools participating in the scheme, as well as those that choose to leave the scheme either outright or by phased withdrawal. Independent school participation is regularly discussed with members of the Scheme Advisory Board, which is made up of member and employer representatives; such discussions start from the principle that independent schools participate voluntarily and have the right to cease participation if they so choose.

The employer contribution rate for the Teachers’ Pension Scheme (TPS) increased from 23.68% to 28.68% of member salary with effect from 1 April 2024. This followed on from the results of the most recent scheme valuation exercise, which was based on 2020 data. The revised rate will lead to an increase in pension costs for all participating employers roughly equivalent to 5% of their teacher salary costs in the 2024/25 academic year. Work has not been undertaken to estimate an average cost increase across the independent school sector because this was needed to reflect the estimated costs of pension benefits that have been accrued by members of the TPS, and those benefits that are forecast to be accrued in future. Independent schools have the option to cease participation in the scheme, either outright or through phased withdrawal, if they do not consider they can meet the costs or otherwise no longer wish to continue participation.

Information on state-funded school places as at May 2023 is published at local authority level in the annual School Capacity statistics publication, which can be found at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity. School level data for sixth form capacity and number on roll is available here: https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/ee325991-147a-4e4d-ba55-8dd5fdc8d160. This can be used to identify schools at, or over, capacity, and then the proportion of schools within a local authority can be calculated.

The number of sixth form pupils on roll is higher than the reported capacity in: (i) five of the ten school sixth forms in the City of Bristol (50%), (ii) all ten of the school sixth forms in Camden (100%), (iii) three of the six school sixth forms in Haringey (50%), (iv) four of the ten school sixth forms in Kingston upon Thames (40%), (v) five of the ten school sixth forms in Richmond upon Thames (50%), (vi) six of the 15 school sixth forms in Southwark (40%), (vii) the only school sixth form in Stockport (100%) and (viii) 11 of the 28 school sixth forms in Surrey (39%).

School sixth forms often have higher numbers on roll than reported capacity, due to the subjects offered and timetabling.

The department publishes annual statistics on the capacity and pupils on roll in schools each spring at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity and on the number of students enrolled in independent schools each summer, at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. In accordance with the Code of Practice for Statistics, statistics publications are pre-announced on the GOV.UK website and can be accessed here: https://www.gov.uk/search/research-and-statistics?content_store_document_type=upcoming_statistics&organisations%5B%5D=department-for-education&order=updated-newest. Currently, the department has no plans to change this publication schedule. The scheduling ensures that statistics are released as soon as they are ready, while abiding by standards set by the Code of Practice for Statistics, in terms of trustworthiness, quality and value. The Code can be found at the following link: https://code.statisticsauthority.gov.uk/.

Where statistics were published prior to the changes in parliamentary constituency boundaries, they will be updated to reflect the new boundaries in the next publication of statistics. This is expected to be in March 2025 for school capacity statistics and in June 2025 for statistics on schools and pupils, including independent schools.

It may be useful to note that the data requested is published at school level. This can be combined with information from ‘Get Information About Schools’ (GIAS) to identify parliamentary constituency. GIAS currently reflects the changes made following the general election parliamentary constituency changes and is accessible here: https://get-information-schools.service.gov.uk/. Updates to geographical data are made on a quarterly basis using data published by the Office for National Statistics.

The department recognises the financial pressures on local authorities due to rising costs in the special educational needs and disabilities (SEND) system. The Core Schools Budget Grant will provide over £140 million in additional funding for special and alternative provision schools in 2024/25 to cover increased costs from teachers' pay and support staff negotiations. This is in addition to the £10.75 billion allocated this year for high needs funding and teacher-related costs.

The department’s budget for 2025/26 is still under review, with funding allocations dependent on the upcoming Spending Review in October. The department recognises the delay and will announce allocations as soon as possible. We are acutely aware not only of the financial pressures that local authorities are facing due to the increasing cost of supporting young people with complex needs but also of the pressures on the government as a whole due to the financial situation it has inherited.

The department is committed to improving mainstream schools’ support of all their pupils with special educational needs.

The department recognises the financial pressures on local authorities due to rising costs in the special educational needs and disabilities (SEND) system. The Core Schools Budget Grant will provide over £140 million in additional funding for special and alternative provision schools in 2024/25 to cover increased costs from teachers' pay and support staff negotiations. This is in addition to the £10.75 billion allocated this year for high needs funding and teacher-related costs.

The department’ budget for the 2025/26 financial year is still under review, with funding allocations dependent on the upcoming Spending Review in October. The department recognises the delay and will announce allocations as soon as possible. We are acutely aware not only of the financial pressures that local authorities are facing due to the increasing cost of supporting young people with complex needs but also of the pressures on the government as a whole due to the financial situation it has inherited.

The department has confirmed that Wetherby High School is in the school rebuilding programme. Feasibility is expected to be complete by the end of the year, with procurement, planning and design to start from January 2025. All future decisions remain subject to the Spending Review.

Schools and colleges are under a legal duty to safeguard and promote the welfare of all children and must have regard to ‘Keeping children safe in education’ (KCSIE), which is the department’s statutory safeguarding guidance. KCSIE contains information about child-on-child sexual violence and sexual harassment, as well as guidance on managing reports of child-on-child sexual violence and sexual harassment.

Every pupil deserves to learn in a safe, calm classroom and the department will always support its hard working and dedicated teachers to make this happen. Schools should be clear in every aspect of their culture that sexism, sexual violence and sexual harassment are never acceptable and will not be tolerated.

The statutory guidance for Relationships, Sex and Health Education (RSHE) emphasises that schools should be alert to issues such as everyday sexism, misogyny, homophobia and gender stereotypes and take positive action to build a culture where these are not tolerated, with any occurrences identified and tackled. Schools should make clear that sexism, sexual violence and sexual harassment are not acceptable, will never be tolerated and are not an inevitable part of growing up. The full RSHE guidance can be found at: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.

Schools should consider what they can do to foster healthy and respectful peer-to-peer communication and behaviour between boys and girls and provide an environment which challenges perceived limits on pupils based on their gender or any other characteristic.

The department is currently reviewing the RSHE statutory guidance. My right hon. Friend, the Secretary of State for Education, has been clear that children’s wellbeing must be at the heart of this guidance for schools and, as such, the government will look carefully at the consultation responses, discuss with stakeholders and consider the relevant evidence, including the Cass Review which has since been published, before setting out next steps.

The government has established an independent Curriculum and Assessment Review, covering key stages 1 to 5, chaired by Professor Becky Francis CBE.

The review will seek to deliver a curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes young people need to thrive. This includes embedding digital, oracy and life skills in their learning.

The review will consider the key digital skills needed for future life and critical thinking skills to ensure children are resilient to misinformation and extremist content online.

The department is providing schools with almost £1.1 billion in 2024/25 through the Core Schools Budget Grant (CSBG) to support them with overall costs. This funding matches what the department has calculated is needed to fully fund, at a national level, the 5.5% teacher pay award and the support staff pay offer in the 2024/25 financial year, after accounting for the overall available headroom in schools’ existing budgets.

The department’s judgement of affordability is based on national figures, which equates to the position of an “average” school. The funding system is not designed so that every school gets the same funding increase every year: it is designed so that schools seeing the largest pressures typically attract the largest funding increases. It does not match each individual school’s precise costs, as schools have autonomy over their own spending.