Department for Education

Local Authorities currently submit annual data to the department on all ‘children in need’ and ‘children looked after’ in their authorities. This includes information on Section 47 enquiries, initial child protection conferences and children with child protection plans and is published on the department’s ‘Explore Education Statistics’ website. This contains statistics on serious incidents involving children that local authorities have notified to the Child Safeguarding Practice Review Panel. Safeguarding partners also complete annual reports which focus on multi-agency priorities, learning, impact, evidence, and improvement. These are subsequently sent to the department and National Panel and published in the public domain.

When changes are made to the early years foundation stage (EYFS) statutory framework, the department ensures that there is a programme of communications and engagement with the sector to ensure they understand the changes being made. This includes emails sent to local authorities to disseminate to all early years settings.

In addition, where appropriate, the department produces webinars and vodcasts on the Foundation Years website, which we promote to the sector via numerous channels, including local authorities, stronger practice hubs and sector representatives. The Foundation Years website is available here: https://www.foundationyears.org.uk/.

I refer my hon. Friend, the Member for Edmonton and Winchmore Hill, to the answer of 24 September 2025 to Question 76011.

The Adoption and Special Guardianship Support Fund (ASGSF) is targeted at children who were previously looked after by a local authority, as the local authority maintain a statutory responsibility to these children. Local authorities may still provide support for other children where appropriate, including any adopted children who were not previously looked after, using alternative funding streams. Eligibility and budget considerations for the ASGSF are assessed as part of the broader spending review discussions.

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.

Where student parents are not eligible for 30 hours funded childcare, they will remain eligible for the universal 15 hours of free early education, which is available to all 3 and 4-year-olds, regardless of family circumstances.

The government recognises the value of parents continuing in education and provides a range of options for students in higher education to support them with childcare. Support available to full-time students with dependent children includes the Childcare Grant and Parents’ Learning Allowance. Entitlement to these grants is based on a student’s household income.

Healthcare students may also be entitled to the NHS Learning Support Fund. Information on eligibility and how to apply is available here: https://www.nhsbsa.nhs.uk/nhs-learning-support-fund-lsf.

Further information on the childcare offers available to parents can be accessed here: https://www.beststartinlife.gov.uk/.

The department is committed to helping schools decarbonise and reduce energy costs through sustainable solutions like solar. Rooftop solar Power Purchase Agreements (PPAs) can deliver public sector savings and wider social benefits through partnerships with community energy groups. Ministers at the department, and HM Treasury, are clear on the potential here and continue to explore ways to increase renewable energy across the education estate

The government remains focused on supporting schools in adopting renewables to cut emissions and energy bills. The department is already partnering with Great British Energy on an £80 million initiative to install solar panels and other decarbonisation technologies in up to 200 schools and colleges in 2025/26. This programme aims to deliver long-term savings and contribute to net zero goals. We continue to work across government to ensure schools have access to sustainable tools and funding.

The department’s defibrillator programme was the largest rollout of defibrillators across England to date. The programme provided over 20,000 defibrillators to almost 18,000 schools, ensuring that all state-funded schools in England have access to a device.

The department is working with the British Heart Foundation to understand the impact the programme is having. Since our rollout, the number of school defibrillators registered on the national database, The Circuit, has risen by 252%, with 66% of all schools in England now having at least one device registered. Our evaluation shows that defibrillators we provided have been available for use and deployed in over 12,000 emergency situations, where there has been a suspected cardiac arrest.

The department continues to work with the British Heart Foundation to evaluate and understand the impact of our programme and support schools in registering their defibrillators on The Circuit.

Local authorities have been advised to retain adoption records for at least 100 years, an increase from the previous 75-year requirement. The department has also asked them to ensure timely access to these records.

Subject to Parliamentary approval, the department will make this a legal requirement by introducing regulatory changes. These changes will ensure that all adoption case records for individuals adopted before 30 December 2005 are preserved for a minimum of 100 years. This is already a requirement for records for individuals adopted after 30 December 2005.

In addition, the department is supporting and working with Adoption England, who have recently published new guidance to promote consistent and legally compliant practice on access to records across all regional adoption agencies. Adoption England also continues to fund FamilyConnect, a pilot national advice line that supports adopted adults, birth parents, relatives, and professionals with searching for and accessing adoption records.

The government's Opportunity Mission will help every child to achieve and thrive at school through excellent teaching and high standards. It aims to break the link between young people’s background and their future success. Reading is central to this mission and is crucial for success at school and in life.

On 7 July 2025, my right hon. Friend, the Secretary of State for Education, announced that 2026 will be The National Year of Reading, a campaign to address the decline in reading enjoyment amongst children, young people and adults. The National Year of Reading will position reading as a powerful contemporary activity, aiming to engage new audiences in reading and change the national reading culture for good.

The government has committed £27.7 million this financial year to support and drive high and rising standards in reading. This includes supporting the teaching of phonics, early language and reading for pleasure via the English Hubs programme. Furthermore, the government’s reading framework provides guidance on improving the teaching of reading.

The government is investing significantly in early education and childcare to ensure sustainability across all providers, including nurseries and childminders. Government spending on funded hours will reach £9 billion next year, rising further over this Parliament, with around 80% of hours funded from September 2025.

To strengthen the sector, the department is supporting local authorities to shape and oversee childcare markets, helping single-site providers grow, and monitoring financial sustainability to maintain stability and transparency. We are also encouraging investment from charities and social enterprises, expanding nursery provision in schools, building stronger school-nursery partnerships, and supporting childminders with monthly payments and recruitment initiatives.

The department values the diversity of the sector and is committed to working closely with providers to secure affordable, flexible, high-quality childcare. Our ambition is for every family to have access to the early education and care their children need, delivering on our Plan for Change.

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. We are delivering more support to working families than ever before, with the rollout of 30 hours government-funded childcare.

The department does not hold data on the number of student nurses in England who are ineligible for the 30 hours funded childcare.

Further information on the childcare offers available to parents is available here: https://www.beststartinlife.gov.uk/.

Ofsted will receive additional funding as part of the Best Start in Life Strategy to enhance the quality and consistency of early years inspections, and we will fund Ofsted to move towards inspecting all providers at least once every four years, in parity with schools.

Ofsted’s inspectors for early years inspections are early years professionals with relevant knowledge of safer sleep practice and are capable of assessing a provider’s adherence to the relevant suitability and safer sleeping requirements in the early years foundation stage (EYFS). In September 2025 we strengthened the safeguarding requirements in the EYFS statutory framework, including:

• Amendments to promote safer recruitment.
• Creation of new requirements for providers to follow up if a child is absent for a prolonged period of time.
• A new safer eating section.
• A safeguarding training annex and a requirement for safeguarding training to be repeated every two years.
• New requirements to support whistleblowing.

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. We are delivering more support to working families than ever before with the rollout of 30 hours government-funded childcare.

The department does not hold data on estimates of the numbers of families expected to benefit by area.

However, the department does collect data on eligibility codes, which show the number of children who have benefitted by local authority level. This information can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/expansion-to-early-childcare-entitlements-eligibility-codes-issued-and-validated/2025-may. In the spring 2025 term, 7,193 codes were issued to parents in Lincolnshire and 6,620 (92%) of these were validated via childcare providers.

This data was published on 12 May 2025. This data is being updated periodically in response to the 30 hours rollout.

The department collects data on children missing education from local authorities. The latest data, including breakdowns by geography, characteristic and length of time missing education, has been available since 12 December 2024 and can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education/2024-25-autumn-term.

The department does not yet publish data on physical health or mental health as a primary reason for children missing education. However, these fields have been added to the aggregate termly local authority data collection for the first time, beginning autumn 2025 and will be included in the next official statistics release.

Data on pupil absence is collected via the school census, and the latest publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2024-25-autumn-term. Reasons for absence are included in the publication, including the illness rate.

Departmental officials had discussions with their Department for Environment, Food and Rural Affairs counterparts in drawing up the new relationships, sex and health education (RSHE) statutory guidance. The department has made water safety and the Water Safety Code part of statutory health education, taught as part of RSHE. It is included within the new topic of ‘personal safety’. The new curriculum comes into force from September 2026. The guidance can be found here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.

Swimming and water safety are also compulsory elements of the primary physical education curriculum at key stages 1 and 2.

This government’s ambition is that every child or young person receives the best possible educational experience, one that is academically stretching, where every child or young person feels like they belong, and that sets them up for life and work.

As part of our Plan for Change, we are determined to fix the special educational needs and disabilities (SEND) system and restore parents’ trust by ensuring schools have the tools to better identify and support children before issues escalate to crisis point.

We will continue to engage with key stakeholders and seek the appropriate legal advice as we look to build a better system which is grounded in evidence, identifies and supports need at the earliest opportunity, and ensures families can secure support swiftly without a fight. There will always be a legal right to the additional support that children with SEND need.

Through the dedicated schools grant (DSG), Hampshire is receiving £1.1 billion for mainstream schools in the 2025/26 financial year. That is equivalent to £6,031 per pupil (excluding growth and falling rolls funding), which is an increase of 2.4% per pupil compared to 2024/25.

On top of the DSG funding, the department is providing additional funding to support schools with increases to employer National Insurance Contributions, and the costs of the teacher and local government support staff pay awards in 2025/26.

The department provides a suite of free tools, guidance and support to help schools better manage their budgets. Schools are already bringing core operating costs down through initiatives such as our new ‘Energy for Schools’ offer. Additionally, they can access services such as the ‘Get Help Buying for Schools’ service to get best value when procuring goods and our ‘Teaching Vacancies Service’ to save recruitment costs.

Schools have the flexibility to organise the content and delivery of the curriculum to meet the needs of their pupils and to suit their local contexts.

There is no prescription about the number of teaching hours for each subject, or about the format of lessons. It is for schools to decide how much time is spent on any subject.

As part of our Plan for Change, the department is committed to recruiting an additional 6,500 new expert teachers across secondary and special schools, and in our colleges, over the course of this Parliament.

In 2024/25, we drove forward teacher recruitment and retention, backed by investment of around £700 million across schools and further education. The workforce has grown by 2,346 full-time equivalent between 2023/24 and 2024/25, in secondary and special schools where they are needed most. This includes 1,435 more secondary school teachers and 911 more special and pupil referral unit teachers compared to last year.

In the 2025/26 financial year, 10.6% (£5.1 billion) of the schools national funding formula (NFF) has been allocated through deprivation factors, as part of the 17.8% (£8.6 billion) allocated for additional needs overall. The most deprived schools continue, on average, to attract the largest per pupil funding amounts through the schools NFF. This helps schools in their vital work to close attainment gaps.

The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with lots of pupils with additional needs, such as those indicated by measures of deprivation, low prior attainment, or English as an additional language, receive extra funding to help them meet the needs of all their pupils.

The government will keep the operation of the schools NFF for the 2026/27 financial year and future years under review.

The statutory duty to provide sufficient school places sits with local authorities.

The department engages with local authorities, including Hampshire County Council, on a regular basis to review their plans for creating additional school places. When local authorities are experiencing difficulties, the department offers support and advice.

The department also provides capital funding through the Basic Need grant to support local authorities to meet their statutory duty to secure sufficient school places. Hampshire has been allocated just over £22.2 million to support it to create the mainstream school places needed between May 2024 and September 2028.

The Schools Admissions Code also requires every local authority to have a Fair Access Protocol in place, to ensure that vulnerable children, and those who are having difficulty in securing a school place in-year, are allocated a school place as quickly as possible, minimising the time the child is out of school.

The provision of first aid training is a matter for early years, schools and colleges as employers who are best placed to make decisions about the training and development required to meet the needs of their staff and pupils.

The department publishes guidance to support settings to carry out their duties relating to first aid issues both on their premises and off-site.

I refer my hon. Friend, the Member for for Blyth and Ashington to the answer of 19 September 2025 to Question 76624.

This government’s ambition is that every child or young person in our country deserves the best possible educational experience, one that is academically stretching, where every child or young person feels like they belong, and that sets them up for life and work. We will build a better system which is grounded in evidence and identifies and supports need at the earliest opportunity.

Our new regional improvements for standards and excellence (RISE) teams will work with mainstream schools to help them become more inclusive places, as one of four priority areas for improvement.

The recently published RISE Inclusive Mainstream webpage provides schools with programmes and resources to help mainstream schools improve inclusivity and support for those with special educational needs and disabilities and is available here: https://www.gov.uk/government/publications/rise-support-for-inclusive-mainstream-education/rise-support-for-inclusive-mainstream-education.

Primary and secondary schools are free to teach about road safety awareness as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education (PSHE) provision alongside the statutory relationships, sex and health education (RSHE) content. This can also include teaching about general road safety when using bikes in different situations. The statutory RSHE guidance is available here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education/relationships-and-sex-education-rse-secondary

The updated RSHE guidance, published in July 2025, has a new section on personal safety which includes how to recognise risk and keep safe around roads.

Schools can draw on resources available from many providers including, the THINK! campaign, developed by the Department for Transport. The campaign can be accessed here: https://www.think.gov.uk/.

Schools also use Bikeability, the Department for Transport’s flagship national cycle training programme for pupils in England, which teaches core skills that enable pupils to cycle confidently and safely on roads.

High-quality teaching has the strongest positive impact on pupil outcomes in schools, which is why this government has pledged to recruit an additional 6,500 new expert teachers, including in science subjects, backed by a near 10% pay award since July 2024.

To aid recruitment, the department is providing teacher training financial incentives worth nearly £233 million, including bursaries worth up to £29,000 tax-free, and scholarships up to £31,000 tax-free, in science subjects. We are also providing retention incentives for early career science teachers worth up to £6000, with 39 schools in Hampshire qualifying for these.

Schools that host trainee placements leading to qualified teacher status, including those studying a PGCE, can claim funding to help cover the time staff members spend mentoring, given the importance of peer-to-peer support. In 2024/25, the department welcomed over 23,100 new postgraduate trainee teachers, an increase of 8% compared to 2023/24. In 2024/25, 399 trainees began postgraduate teacher training in Hampshire, compared to 317 in 2023/24.

The department’s interventions are having a positive impact, with the teaching workforce growing by 2,346 full-time equivalent teachers between 2023/24 and 2024/25 in secondary and special schools. In the South East, the number of secondary school teachers increased by 221.

High-quality teaching has the strongest positive impact on pupil outcomes in schools, which is why this government has pledged to recruit an additional 6,500 new expert teachers, including in science subjects, backed by a near 10% pay award since July 2024.

To aid recruitment, the department is providing teacher training financial incentives worth nearly £233 million, including bursaries worth up to £29,000 tax-free, and scholarships up to £31,000 tax-free, in science subjects. We are also providing retention incentives for early career science teachers worth up to £6000, with 39 schools in Hampshire qualifying for these.

Schools that host trainee placements leading to qualified teacher status, including those studying a PGCE, can claim funding to help cover the time staff members spend mentoring, given the importance of peer-to-peer support. In 2024/25, the department welcomed over 23,100 new postgraduate trainee teachers, an increase of 8% compared to 2023/24. In 2024/25, 399 trainees began postgraduate teacher training in Hampshire, compared to 317 in 2023/24.

The department’s interventions are having a positive impact, with the teaching workforce growing by 2,346 full-time equivalent teachers between 2023/24 and 2024/25 in secondary and special schools. In the South East, the number of secondary school teachers increased by 221.

All children and young people should have every opportunity to succeed, no matter where they are from. However, the government knows educational inequalities exist at every phase of education across the country. This is not acceptable in the West Midlands, or nationally.

Through our Plan for Change, we are tackling these inequalities and have set a milestone of a 75% of 5 year-olds reaching a good level of development in the early years foundation stage profile assessment by 2028. The department will invest close to £1.5 billion over the next three years to raise quality, close gaps, and break down barriers to opportunity for every child.

We are also rolling out free breakfast clubs in every state-funded primary school, expanding free school meals to all children on Universal Credit from September 2026 and have delivered record increases to the early years pupil premium.

This is alongside our work to drive high and rising standards in every school, including new regional improvement in standards and excellence teams, the Curriculum and Assessment Review and our commitment to recruit an additional 6,500 new expert teachers across secondary and special schools and in our colleges.

The department does not hold information regarding the number of times that teaching assistants have delivered unsupervised classroom teaching in place of qualified supply staff.

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This government’s ambition is that every child or young person receives the best possible educational experience, one that is academically stretching, where every child or young person feels like they belong and that sets them up for life and work.

As part of our Plan for Change, we are determined to fix the special educational needs and disabilities (SEND) system and restore parents’ trust by ensuring schools have the tools to better identify and support children before issues escalate to crisis point.

We will build a better system which is grounded in evidence, identifies and supports need at the earliest opportunity and ensures families can secure support swiftly without a fight. There will always be a legal right to the additional support that children with SEND need.

The government is providing access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs). 53% of schools and colleges in Epping Forest constituency were supported by an MHST in March 2025. Further data for 2024/25 can be found here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. This has been available since 16 May 2025 at national, regional and local authority level and since 10 July 2025 at constituency level. Around six in ten pupils nationally are expected to have access to an MHST by March 2026. Under government plans, all pupils will have access to mental health support in school by 2029/30.

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.

Students who work in addition to their studies and earn the equivalent of at least 16 hours a week at National Minimum Wage (this is equivalent to £195 per week/£10,158 per year in 2025/2026), and under £100,000 adjusted net income per year, may be eligible for this offer. If they are unable to meet this threshold, they will remain eligible for the universal 15 hours of free early education, which is available to all 3 and 4-year-olds, regardless of family circumstances.

The government recognises the value of parents continuing in education and provides a range of support for students in further or higher education to support them with childcare. Support available to full-time students with dependent children includes the Childcare Grant and Parents’ Learning Allowance. Entitlement to these grants is based on a student’s household income. Healthcare students may also be entitled to the NHS Learning Support Fund.

Further information on the childcare offers available to parents can be found at: https://www.beststartinlife.gov.uk/.

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.

Students who work in addition to their studies and earn the equivalent of at least 16 hours a week at National Minimum Wage (this is equivalent to £195 per week/£10,158 per year in 2025/2026), and under £100,000 adjusted net income per year, may be eligible for this offer. If they are unable to meet this threshold, they will remain eligible for the universal 15 hours of free early education, which is available to all 3 and 4-year-olds, regardless of family circumstances.

The government recognises the value of parents continuing in education and provides a range of support for students in further or higher education to support them with childcare. Support available to full-time students with dependent children includes the Childcare Grant and Parents’ Learning Allowance. Entitlement to these grants is based on a student’s household income. Healthcare students may also be entitled to the NHS Learning Support Fund.

Further information on the childcare offers available to parents can be found at: https://www.beststartinlife.gov.uk/.

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.

Students who work in addition to their studies and earn the equivalent of at least 16 hours a week at National Minimum Wage (this is equivalent to £195 per week/£10,158 per year in 2025/2026), and under £100,000 adjusted net income per year, may be eligible for this offer. If they are unable to meet this threshold, they will remain eligible for the universal 15 hours of free early education, which is available to all 3 and 4-year-olds, regardless of family circumstances.

The government recognises the value of parents continuing in education and provides a range of support for students in further or higher education to support them with childcare. Support available to full-time students with dependent children includes the Childcare Grant and Parents’ Learning Allowance. Entitlement to these grants is based on a student’s household income. Healthcare students may also be entitled to the NHS Learning Support Fund.

Further information on the childcare offers available to parents can be found at: https://www.beststartinlife.gov.uk/.

This government inherited a special educational needs and disabilities (SEND) system that has failed to meet the needs of families for far too long.

We want to ensure that, where required, education, health and care (EHC) needs assessments are progressed promptly and, if required, high-quality EHC plans are issued in line with statutory deadlines.

The department continues to monitor and work closely with local authorities that have issues with EHC plan timeliness. Where there are concerns about a local authority’s capacity to make the required improvements, we help to identify the problems and put in place an effective recovery plan. This includes, where needed, providing specialist SEND Advisor support to help identify the barriers to carrying out the EHC plan process in a timely way and put in place practical plans for recovery.

We are working closely with experts, including parents, local authorities, SEND organisations and education settings across the country, as we consider the next steps for SEND reform.

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Melton and Syston and a copy of his reply will be placed in the Libraries of both Houses.

​​​The department introduced 140 newly reformed qualifications to be taught from the beginning of this academic year and just announced a further 27 newly reformed qualifications which it will fund from August 2026. This includes newly reformed alternative academic qualifications and new technical qualifications in health and social care and related areas such as science, that will sit alongside the T Level in health and related A levels. The department is withdrawing funding from unreformed qualifications in the same areas, so that students can benefit from the higher quality reformed alternatives.

​T Levels are out-performing other qualifications. Where a student wishes to study a large qualification in health they should undertake the T Level.

​We published an equalities impact assessment alongside the outcome of the review of qualifications reform. The review is available here: https://www.gov.uk/government/publications/review-of-level-3-qualifications-reform-equality-impact-assessment. The department expects the impact on the number of young people not in education, employment or training, to be mitigated by the availability of T Levels and other reformed qualifications. ​

​​​The department introduced 140 newly reformed qualifications to be taught from the beginning of this academic year and just announced a further 27 newly reformed qualifications which it will fund from August 2026. This includes newly reformed alternative academic qualifications and new technical qualifications in health and social care and related areas such as science, that will sit alongside the T Level in health and related A levels. The department is withdrawing funding from unreformed qualifications in the same areas, so that students can benefit from the higher quality reformed alternatives.

​T Levels are out-performing other qualifications. Where a student wishes to study a large qualification in health they should undertake the T Level.

​We published an equalities impact assessment alongside the outcome of the review of qualifications reform. The review is available here: https://www.gov.uk/government/publications/review-of-level-3-qualifications-reform-equality-impact-assessment. The department expects the impact on the number of young people not in education, employment or training, to be mitigated by the availability of T Levels and other reformed qualifications. ​

The department collects data where a pupil’s first language is known or believed to be other than English. Where a pupil is recorded to speak a first language known or believed to be other than English, a language is recorded. The attached document shows the number of pupils in England, by first language spoken, over the last ten years.

The Union Flag is flown every day at the department headquarters in London. This is the only department building with a flagpole.

This is in accordance with the Union Flag flying guidance for UK government buildings: https://www.gov.uk/guidance/designated-days-for-union-flag-flying.

In 2025/26, the department plans to provide over £8 billion for the early years entitlements as we roll out their expansion. This represents an additional £2 billion compared to 2024/25.

The government’s roll out of an expansion to the funded hours of childcare working parents are entitled to began in April 2024, and parents have been accessing 30 hours per week from the term after their child turns nine months old since 1 September 2025. This marks the final stage of the rollout and will save eligible families who use their full entitlement £7,500 a year on average.

The government will provide an additional £1.6 billion per year by 2028/29, compared to 2025/26, to continue the expansion of government-funded childcare for working parents.

Additionally, the Universal Credit childcare offer supports claimants with the costs of childcare, no matter how many hours they work. Tax-Free Childcare remains available for working parents of children aged 0-11, or up to 17 for eligible disabled children.

The department publishes the number of pupils at the end of key stage 4 who entered GCSE English from the 2017/18 to 2023/24 academic year.

The department also publishes the number of students at the end of 16 to 18 study who entered for GCSE English from the 2019/20 to 2023/24 academic year. This data is not published for 2017/18 or 2018/19. The data for these two years can be found in the attached document.

Data relating to 2024/25 will be published in October 2025 for pupils at the end of key stage 4, and November 2025 for students at the end of 16 to 18 study.

The data relating to pupils at the end of key stage 4 can be found here:

• 2017/18: https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised.
• 2018/19: https://www.gov.uk/government/statistics/key-stage-4-performance-2019-revised.
• 2019/20: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2019-20.
• 2020/21: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2020-21.
• 2021/22: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2021-22.
• 2022/23: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2022-23.
• 2023/24: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2023-24.

This data becomes available in October or November of each year.

The data relating to students at the end of 16 to 18 study can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/a-level-and-other-16-to-18-results/2023-24. GCSE English entries comprise entries to GCSE English Language, English Literature, and English Language and Literature.

From 1 September, hundreds of thousands of families are better able to balance work and family life, with parents who use their full entitlement saving an average of £7,500 a year, and more children getting the high quality early education that will give them the best start in life.

To support the expansion of childcare, the government has supported early years workforce recruitment through the ‘Do Something Big’ campaign, financial incentives and new routes into the profession. We have invested over £8 billion into early years entitlements in 2025/26 and created thousands more places through the school-based nurseries programme. Workforce has grown significantly, with 18,200 more staff delivering entitlements in private, voluntary and independent providers in 2025, a 7.2% rise from the previous year.

There are over 5,800 more providers delivering childcare entitlements this year, the first increase in five years, and the biggest increase since data became available in 2018.

It is the government’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. In 2025/26 alone, we plan to provide over £8 billion for the early years entitlements, which is an additional £2 billion (over 30% increase) compared to 2024/25, as we roll out the expansion of the entitlements. The government is boosting availability and increasing access to childcare for families through the school-based nurseries programme, including school led provision and private, voluntary and independent providers operating from school sites.

The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action the local authority is taking and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

The department continues to help people discover rewarding early years careers through the ‘Do Something Big’ national recruitment campaign, building on our pilot of delivering financial incentives in 38 local authorities this year. This is alongside exploring ways to make childcare more accessible, including supporting childminders in adapting their homes, accessing community spaces and introducing flexibilities for childminders to work with more children from home or on non-domestic premises. We are also looking at a proposed professional register for early years staff, a career framework to support progression, and recognition and increased inspection frequency by Ofsted to ensure quality standards are maintained. Childminders will also be part of the Best Start Family Service, which aims to integrate early years support across education, health and community services.

Since its launch, 750 schools across Ukraine and the UK have applied to take part in the 100 Year Partnership Programme. This unique initiative between the UK and Ukraine will support schools to build lasting international partnerships through shared projects on reading for pleasure, that will support pupils, expand horizons, build confidence and boost mental wellbeing.

Schools are responsible for ensuring that all their pupils, including those classed as having English as an additional language (EAL), can access the full curriculum and have opportunity to achieve and thrive, building the knowledge and skills for life, no matter their background or circumstance.

In the 2024/25 academic year, £484 million was allocated to schools via the EAL factor in the national funding formula. Schools also have flexibility over how they use their overall budget to support EAL pupils.

Most young people legally residing in England will be eligible for a funded 16-19 study programme at a college, school or other 16-19 provider. Study programmes should be tailored to the needs of young people and include appropriate support.