Department for Education

The National Year of Reading is a UK-wide campaign designed to tackle the steep decline in reading for enjoyment amongst children, young people and adults, and to engage new audiences with reading. It aims to achieve a lasting change to the nation’s reading habits and is a campaign made available for all ages and communities. The campaign reflects that the decline in reading for enjoyment affects all sectors of society, however there will be a targeted focus on certain priority groups, including boys aged 10 to 16, parents from disadvantaged communities, and early years children.

‘Go All In’ is a fully inclusive campaign, encouraging people to read about whatever interests them, via any genre and all mediums of reading, from physical books, to comics, to e-books. The campaign includes support from a diverse range of authors, celebrities and content creators representing a range of different ages, backgrounds and cultures from communities across the UK. The campaign will reach communities across the UK through schools, libraries, businesses and local partners. Libraries, as free to access community hubs, will play a central role in supporting participation and helping people of all ages and from all sectors of society to develop a lasting love of reading.

The National Year of Reading 2026 aims to make lasting change to the reading habits of the nation to address the decline in reading for pleasure and unlock one of the most powerful tools for equity and opportunity: a love of reading that lasts a lifetime. The campaign aims for lasting impact by engaging new audiences, making reading relevant, transforming practice, and building infrastructure. For example, we are providing £5 million of funding for secondary schools to purchase books to encourage reading for pleasure.

The National Year of Reading is grounded in both existing evidence and new research, conducted by an external research agency. This is a critical component of the campaign, to ensure it is impactful and meaningful, both during the year and beyond.

There will also be an independent external evaluation of the National Year of Reading which will be published in 2027. The evaluation will examine how the campaign influences reading behaviours, connects with audiences and shapes attitudes towards reading, particularly among the campaign’s priority audiences, including teenage boys, the early years, and families from disadvantaged communities. It will also assess the wider impact on the literacy sector and the foundations for long-term change.

Ministers regularly meet and engage with a range of stakeholders to discuss and seek views on the curriculum and how best to support schools, teachers and pupils.

We will set out Oak National Academy’s remit and funding for the coming year in a published letter to the Chair of the Oak Board in due course. I cannot comment on the Judicial Review of Oak, which is ongoing.

Ministers regularly meet and engage with a range of stakeholders to discuss and seek views on the curriculum and how best to support schools, teachers and pupils.

We will set out Oak National Academy’s remit and funding for the coming year in a published letter to the Chair of the Oak Board in due course. I cannot comment on the Judicial Review of Oak, which is ongoing.

The National Year of Reading is a UK-wide campaign to address long-term declines in reading enjoyment.

It includes a major physical and online marketing campaign, as well as exciting events, webinars, resources, and activities in communities, libraries, schools and early years settings throughout the year. Reading together is one of the most powerful ways to build a child’s language and communication skills, strengthen early bonds, and spark a lifelong love of reading, which is why early years is one of the priority groups for the National Year of Reading.

We are raising awareness of the National Year of Reading through a range of methods, such as via departmental communication channels, the National Year of Reading mailing list and social media, communications from the National Literacy Trust, and promotion via the English Hubs network.

All interested parties are encouraged to sign up to the National Year of Reading website for more information: https://goallin.org.uk/.

To further support reading for pleasure, this government has committed over £10 million of dormant assets funding to guarantee a library for every primary school by the end of this parliament, and a further £5 million for secondary schools to purchase books to encourage reading enjoyment amongst their pupils.

The Education Estates Strategy sets out plans for an education estate that supports opportunity for all, with an education estate that is safe, suitable, sustainable and appropriately sufficiently sized. It is backed by a ten-year plan to deliver a decade of renewal to transform schools and colleges.

The department expects all settings to have a climate action plan to ensure that the education estate becomes more climate resilient.

We will support all settings to develop climate action plans and appoint a sustainability lead through the Sustainability Support Programme until at least 2030. More than 10,000 education settings are already accessing this free support.

The Sustainability Support for Education online service signposts settings to relevant actions and trusted guidance and tools.

Climate Ambassadors, working with Ashden’s ‘Let’s Go Zero’ campaign, provide on the ground support and facilitate peer learning.

All settings have the flexibility to develop a plan that reflects their specific context, priorities and needs.

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education sector. This data is shared with the department and includes a wide range of information on students in UK higher education providers (HEPs), including their country of domicile.

Between 2015/16 and 2024/25, international entrants to undergraduate courses at UK HEPs have increased from 103,000 to 123,000. Year on year details are in the table below.

Counts of entrants to UK HEPs by domicile are published in Table 1 of HESA’s Student Data.

The department does not hold analysis of the proportion of borrowers whose loan is projected to increase in their first ten years of repayment.

Student loan repayments are linked to income, not to the amount borrowed or interest applied. As repayments remain income-contingent if a borrower’s salary remains the same, their monthly repayments will also stay the same. Repayments are made at a constant rate of 9% above the earnings threshold, and the 9% rate strikes a balance between affordability for graduates and fairness to taxpayers.

Outstanding debt, including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants. This is a deliberate government investment in students and the economy.

The average outstanding student loan balance of borrowers in the North West government region who have been funded by Student Finance England was £37,000 (rounded to the nearest thousand) on 15 March 2025. This includes all loans, even those not yet liable to repay. The proportion of borrowers currently residing in the North West government region who have been funded by Student Finance England and made at least one repayment in this financial year is 46.8%.

The department does not hold student loan data for Merseyside specifically, as it is not a defined statistical geography in our datasets. Therefore, figures can only be provided at North West regional level.

Please note published national data provides the picture of borrowers’ repayment and employment status on 31 March 2025 and differs to the proportion who have made a repayment in the last year.

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

The initial teacher training (ITT) Criteria set out requirements for ITT courses leading to qualified teacher status. Course design must encompass all aspects of the Initial Teacher Training and Early Career Framework, including safeguarding duties; and accredited providers are required to ensure trainee teachers are aware of Keeping Children Safe in Education (KSCIE), guidance that schools and colleges must have regard to. KCSIE is clear that every school must have a designated safeguarding lead who takes lead responsibility for safeguarding and child protection. In line with KCSIE, all staff should undergo safeguarding and child protection training (including online safety) at induction. Additionally, all staff should receive regular safeguarding and child protection updates, including online safety (e.g., via email, e-bulletins, staff meetings) as required, and at least annually, to continue to provide them with relevant skills and knowledge to safeguard children effectively.

The department has not declined to lay a draft statutory code submitted by an arm’s length body. The government is currently considering a submitted code and, if the decision is taken to approve it, my right hon. Friend, the Secretary of State for Education will lay it before Parliament. Parliament will then have a 40-day period to consider the draft code.

The department holds employment and earnings data for graduates across all industries in various datasets and at multiple points after graduation. This includes the Graduate Outcomes survey at 15 months after graduation, and the higher education (HE) Longitudinal Education Outcomes (LEO) publication data at up to 10 years after graduation.

The LEO data will be used alongside Labour Force Survey data to estimate the longer-term economic contribution of graduates in this year’s upcoming update of the Institute for Fiscal Studies report on the impact of undergraduate degrees on lifetime earnings. LEO data is also used alongside the Student Loans Company and HMRC data to inform the department’s forecasts of student loan repayments, as detailed in the methodology accompanying to the department’s published student loan forecasts. The forecasts and methodology are available at: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2024-25.

Outcomes from various data and at multiple points after graduation are considered by the department to understand graduate outcomes across different sectors. This includes 15 months after graduation in the Graduate Outcomes survey, and 3, 5 and 10 years after graduation in the Longitudinal Education Outcomes (LEO) publication data. The Office for Students uses Graduate Outcomes survey data for their B3 condition of registration measures to help ensure course quality, but these B3 measures do not include graduate earnings.

The department also considers the wider potential benefits of higher education, when designing policy. These may include increased innovation and exports, contributions to cultural and heritage capital, potential intergenerational effects on children’s outcomes and potential associations with health or crime rates.

The department works with Skills England to identify which occupations are the highest priority to the creative industries and which educational pathways lead to these occupations. These occupations cover many skill sets, such as IT, alongside those in creative subjects.

The Creative Industries Sector Plan is a 10-year plan to tackle barriers to growth and maximise opportunities across the sector, with the aim of making the UK the number one destination for creativity and innovation. It sets out how government is partnering with industry to build a skills landscape that meets business needs and ensures that our creative workforce is fit for the future. This includes policies such as short courses, funded through the Growth and Skills Levy, in areas such as digital and artificial intelligence.

The department has had discussions with the Department for Culture, Media and Sport on ways of measuring the wider value of higher education subjects, including on matters of culture and heritage.

The International Student Levy will require higher education (HE) providers to pay £925 per international student per year. This is broadly equivalent to a 4.5% fee, reduced from 6% proposed in the Immigration White Paper. Levy revenue will be fully reinvested into higher education and skills, including to reintroduce targeted maintenance grants.

To mitigate disproportionate impacts on smaller providers, a 220-student allowance will apply to each provider per year. The levy will be introduced in 2028/29 and paid one year in arrears to support financial planning.

An impact analysis published in November 2025 estimated that, in isolation, the levy would result in around £270 million in income losses to the sector in its first year. This impact analysis is accessible at: https://consult.education.gov.uk/international-student-levy-unit/international-student-levy/supporting_documents/international-student-levy-impact-analysispdf.

We have also announced a tuition fee cap increase in line with forecast inflation for the 2025/26, 2026/27 and 2027/28 academic years, and will legislate, when parliamentary time allows, to increase caps automatically for future years. Over the next five years, these uplifts could generate an additional £6 billion for HE providers, significantly outweighing the currently projected less than £1 billion levy cost.

Earnings and employment outcomes in the Longitudinal Education Outcomes (LEO) official statistics cover all employment and income reported to HMRC, whether from salaried employment, self-employment or freelance work.

The Graduate Outcomes survey publication provides annual pay information for graduates’ main employment during census week, 15 months after graduation. This question is not mandatory and salaries are self-reported, whether salaried work, self-employment or freelanced work. Salary information is published by annual salary bands or medians.

Skills England estimated the workforce size and demand levels in the creative industries sector in their publication ‘Assessment of priority skills in 2030’. This is available at: https://www.gov.uk/government/publications/assessment-of-priority-skills-to-2030/assessment-of-priority-skills-to-2030.

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

As part of the childcare experience survey and the childcare and early years survey of parents, parents who claim 30 hours childcare are asked to indicate any additional charges they pay to their provider. The survey does not ask whether paying the fixed charges is conditional for taking up a place.

The department has recently updated statutory guidance for local authorities. This guidance reinforces that there must be no mandatory charges. The statutory guidance is clear that there must not be any mandatory charges for parents in relation to the free hours. We explain in the statutory guidance that while providers can charge for consumables, food and optional extra activities, as well as additional hours beyond the entitlements, that these must be voluntary for the parent. We furthermore provide a non-exhaustive list of items and services that providers cannot charge for.

Local authorities are empowered to ensure that providers follow this guidance through their provider agreements. How that will be enforced is a matter for the local authority to decide.

Negotiations with the European Commission on the UK’s association to Erasmus+ in 2027 have now concluded. We have secured significantly improved financial terms compared to default arrangements, ensuring a fairer balance between the UK’s contribution to the EU and the number of UK participants who receive funding. We negotiated a 30% discount, securing participation for 2027 at a cost of approximately £570 million, saving UK taxpayers around £240 million while securing the benefits of participation for young people in the UK and across the EU.

This commitment covers the 2027/28 academic year. Any participation in Erasmus+ into the next Multiannual Financial Framework from 2028-34 will need to be agreed in the future and be based on a fair and balanced contribution.

We expect over 100,000 UK participants to benefit from mobility and partnership opportunities from participation in 2027. Participants from the EU and other countries associated to the programme will also benefit from the UK’s association through being able to undertake a mobility to the UK or build partnerships with UK institutions. We will have detailed information on the UK’s Erasmus+ beneficiaries after our first year of participation.

Through Erasmus+, learners will have more chances to study, train, work, or volunteer abroad. They will gain language skills, build intercultural ties, and develop real-world skills employers value. For teachers, youth workers, sports sector professionals and other staff, Erasmus+ brings professional development and access to new and innovative practice. For schools, colleges, universities and other education providers, Erasmus+ re-opens structured partnerships and networks that drive quality, encourage research links and enhance international reputation.

The Service Pupil Premium (SPP) is additional funding for state-funded schools in England with children and young people of service families. It will be paid at a rate of £360 per eligible pupil in the 2026/27 financial year.

Schools can tailor their SPP expenditure to meet the specific pastoral and academic needs of individual service children and help mitigate the impact of matters such as family mobility, separation, or parental deployment. It is the responsibility of each school to decide how to use their SPP funding and to communicate this with parents.

Schools are encouraged to consider best practice in the use of SPP funding, set out here: https://www.gov.uk/government/publications/the-service-pupil-premium/service-pupil-premium-examples-of-best-practice

Guidance for schools, academy trusts and local authorities on supporting service pupils is published jointly by the department and the Ministry Of Defence here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.

This recommends that schools consider recording their use of SPP funding as part of their mandatory pupil premium statement, unless they have reason to believe this will identify individual pupils. An optional field in the template is provided for this purpose.

The Service Pupil Premium (SPP) is additional funding for state-funded schools in England with children and young people of service families. It will be paid at a rate of £360 per eligible pupil in the 2026/27 financial year.

Schools can tailor their SPP expenditure to meet the specific pastoral and academic needs of individual service children and help mitigate the impact of matters such as family mobility, separation, or parental deployment. It is the responsibility of each school to decide how to use their SPP funding and to communicate this with parents.

Schools are encouraged to consider best practice in the use of SPP funding, set out here: https://www.gov.uk/government/publications/the-service-pupil-premium/service-pupil-premium-examples-of-best-practice

Guidance for schools, academy trusts and local authorities on supporting service pupils is published jointly by the department and the Ministry Of Defence here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.

This recommends that schools consider recording their use of SPP funding as part of their mandatory pupil premium statement, unless they have reason to believe this will identify individual pupils. An optional field in the template is provided for this purpose.

Graduates make a significant economic and financial contribution to the UK economy. A report commissioned by Universities UK and published in 2024 suggests that the UK higher education sector contributes around £265 billion to the UK economy and that every £1 of public funding invested in the sector’s teaching activities generated a total of some £13 in wider economic impact across the UK.

The Universities UK commissioned report can be found here: https://www.universitiesuk.ac.uk/sites/default/files/field/downloads/2024-09/LE-UUK-Impact-of-university-TL-and-RI-Final-Report.pdf.

The new International Education Strategy reflects the positive impact of international students. It confirms our continued commitment to welcoming students who meet the requirements to study in the UK.

The system must, however, ensure that international students make a positive contribution to the communities in which they study. The ‘Restoring control over the immigration system’ White Paper contains measures that will achieve a reduction in net migration, whilst maintaining the UK’s globally competitive position and boosting our skills base.

The department expects the UK to remain an attractive study destination. The most recent data shows that applications from Sponsored Study visa main applicants in the year ending January 2026 were 2 per cent higher than the previous year. The data is available at: https://www.gov.uk/government/statistics/monthly-entry-clearance-visa-applications-january-2026/monthly-entry-clearance-visa-applications-january-2026.

Whilst we recognise international students’ value, reliance on international fee income is a risk to some providers' income. HE providers must ensure their business models provide long-term sustainability.

The new International Education Strategy reflects the positive impact of international students. It confirms our continued commitment to welcoming students who meet the requirements to study in the UK.

The system must, however, ensure that international students make a positive contribution to the communities in which they study. The ‘Restoring control over the immigration system’ White Paper contains measures that will achieve a reduction in net migration, whilst maintaining the UK’s globally competitive position and boosting our skills base.

The department expects the UK to remain an attractive study destination. The most recent data shows that applications from Sponsored Study visa main applicants in the year ending January 2026 were 2 per cent higher than the previous year. The data is available at: https://www.gov.uk/government/statistics/monthly-entry-clearance-visa-applications-january-2026/monthly-entry-clearance-visa-applications-january-2026.

Whilst we recognise international students’ value, reliance on international fee income is a risk to some providers' income. HE providers must ensure their business models provide long-term sustainability.

The new International Education Strategy reflects the positive impact of international students. It confirms our continued commitment to welcoming students who meet the requirements to study in the UK.

The system must, however, ensure that international students make a positive contribution to the communities in which they study. The ‘Restoring control over the immigration system’ White Paper contains measures that will achieve a reduction in net migration, whilst maintaining the UK’s globally competitive position and boosting our skills base.

The department expects the UK to remain an attractive study destination. The most recent data shows that applications from Sponsored Study visa main applicants in the year ending January 2026 were 2 per cent higher than the previous year. The data is available at: https://www.gov.uk/government/statistics/monthly-entry-clearance-visa-applications-january-2026/monthly-entry-clearance-visa-applications-january-2026.

Whilst we recognise international students’ value, reliance on international fee income is a risk to some providers' income. HE providers must ensure their business models provide long-term sustainability.

The new International Education Strategy reflects the positive impact of international students. It confirms our continued commitment to welcoming students who meet the requirements to study in the UK.

The system must, however, ensure that international students make a positive contribution to the communities in which they study. The ‘Restoring control over the immigration system’ White Paper contains measures that will achieve a reduction in net migration, whilst maintaining the UK’s globally competitive position and boosting our skills base.

The department expects the UK to remain an attractive study destination. The most recent data shows that applications from Sponsored Study visa main applicants in the year ending January 2026 were 2 per cent higher than the previous year. The data is available at: https://www.gov.uk/government/statistics/monthly-entry-clearance-visa-applications-january-2026/monthly-entry-clearance-visa-applications-january-2026.

Whilst we recognise international students’ value, reliance on international fee income is a risk to some providers' income. HE providers must ensure their business models provide long-term sustainability.

The government recognises that timber offers a solution as a renewable, low-carbon resource. It offers potential to reduce emissions and create jobs, as set out in the Timber in Construction Roadmap: https://www.gov.uk/government/publications/timber-in-construction-roadmap-2025/timber-in-construction-roadmap-2025.

The department has piloted a number of projects which explore the use of timber in school construction, including three prototypes using UK timber.

Our construction specification requires that new buildings meet an embodied carbon requirement, and that designs use natural materials to create a healthy learning environment. These specifications encourage the use of timber and other natural materials to meet the needs of our low carbon future.

Timber is a commonly used material in maintaining school buildings. School responsible bodies must ensure that the correct materials are used for any works to maintain fire, safety and other critical requirements.

Experts at Hand will be delivered through a blend of existing specialist capacity and new staff brought in over time, ensuring the expertise available grows sustainably as the offer develops.

We recently announced £26 million investment to train at least 200 educational psychologists per year, starting their training in 2026 and 2027, followed by further investment from 2028 to train even larger cohorts, subject to a future spending review. This builds on £31 million already being invested since 2023 to train around 200 educational psychologists per year.

The educational psychology doctorate is a three-year course and those who began their training in 2023 will graduate and enter the workforce in 2026/27. Together, these investments will result in approximately 200 trained educational psychologists graduating each year, in 2026/27, 2027/28, 2028/29, and 2029/30 respectively.

We also announced an investment of over £15 million in speech and language therapists (SaLTs). This is to upskill more SaLT support workers and to establish new SaLT advanced practitioners to ensure more therapists and support workers are working with education settings to support additional children and young people. We will also promote the Level 6 SaLT degree apprenticeship to boost the pipeline.

The Children’s Wellbeing and Schools Bill is a key step towards delivering the government’s Opportunity Mission to break the link between young people’s background and their future success.

The Bill’s impact assessments were submitted to the Regulatory Policy Committee (RPC) on 5 November 2024, in accordance with the Better Regulation Framework. Collective agreement was provided for measures in the Bill by the Home and Economic Affairs Committee and Parliamentary Business and Legislation Committee in advance of the Bill’s introduction, as required.

The department published the Bill’s impact assessments on 30 January 2025, ahead of the RPC’s final opinion being published on 31 January 2025. The RPC gave the Bill’s impact assessments a green-rating, finding them fit for purpose. Ministers were kept updated throughout.

The information is not held by the department.

The number of private school closures is publicly available from the ‘Get Information about Schools’ website. Where local circumstances show that converting a private school into a state funded school would meet local demand for school places, the conversion may be considered through the established legal process.

The number of private school closures is publicly available from the ‘Get Information about Schools’ website. Where local circumstances show that converting a private school into a state funded school would meet local demand for school places, the conversion may be considered through the established legal process.

City & Guilds of London Institute is an independent organisation. The government has no role in its governance or commercial decisions, including the sale of its charitable assets in October 2025.

The department did not hold discussions with parties involved in that sale prior to it taking place.

Following the sale of City and Guilds Ltd, the organisation has confirmed they will continue to deliver qualifications within the further education sector and work constructively with providers as usual.

City and Guilds of London Institute is an independent organisation. The government has no role in its governance or commercial decisions, including the sale of its charitable assets in October 2025.

Following the sale of City and Guilds Ltd, the organisation has confirmed they will continue to deliver qualifications within the further education sector and work constructively with providers as usual.

Ofqual remain actively engaged with City and Guilds Ltd.

His Majesty’s Treasury does not assess higher education provider quality and value for money, as these assessments are undertaken by the department and the Office for Students.

In 2026/27, the department expects to provide over £9.5 billion for the early years entitlements, more than doubling annual public investment in the early years sector compared to 2023/24, as we have successfully rolled-out the expansion of government-funded childcare for working parents.

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 they are taking to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract. The department does not hold data on waiting lists. No local authorities have reported to us that they do not have sufficient childcare places.

For Ofsted data on Ofsted-registered early years providers who have left the Early Years Register, by region and local authority, please see attached table. The data shows that there has been a slow-down in providers leaving the market.

At 31 March 2025, there were 740 Gypsy Roma and Traveller of Irish Heritage Children Looked After. This represents 0.9% of all children looked after. The Office for National Statistics 2021 census reported that Roma and White Gypsy or Irish Traveller children account for 0.4% of the child population.

The Families First Partnership Programme, backed by £2.4 billion over three years, is delivering national reforms to Family Help, Multi‑Agency Child Protection, and Family Group Decision Making. Funding is ringfenced for prevention, with local authorities deciding how best to support vulnerable children, young people, and families, including those of Gypsy, Roma and Traveller communities.

The government aims to shift children’s social care toward earlier intervention. Central to this is the development of multi‑disciplinary Family Help teams working within communities to provide early, wraparound support. These reforms aim to improve outcomes, prevent escalation of need, and reduce long‑term costs by safely decreasing the number of children entering care.

The Office for Students and the department measure graduate employment and earnings outcomes using multiple data sources including the Graduate Outcomes Survey and Longitudinal Education Outcomes (LEO) data. The OfS uses Condition B3 measures to help monitor and ensure course quality, which in particular includes progression to high-skilled employment. The LEO publication data measures outcomes 3, 5 and 10 years after graduation, and helps inform research on value for money in higher education. Course value in all subjects is informed by a wide range of factors, including graduate earnings at different points in graduates’ careers. Student number controls are no longer an active policy.

The government is committed to supporting local areas to create high-quality places that are suitable to meet the needs of children and young people with special educational needs and disabilities (SEND). We want more pupils to access the right support in a local mainstream setting, enabling them to learn alongside their peers and siblings, instead of travelling a long way to a special school.

​The department is investing at least £3.7 billion in high needs capital funding between 2025/2026 and 2029/2030, to support local authorities to provide places for children and young people with SEND, or who require alternative provision.

​Specialist places for pupils with special educational needs are not provided on the basis of specific distinct needs. The department publishes data on the breakdown of pupils by their recorded primary need type and school type on gov.uk although this may not fully reflect the total number of pupils who experience mental health difficulties, anxieties or depression. The department also publishes data on specialist placement capacity on gov.uk since 2023 but this is not broken down by type of need.

Higher education (HE) employment outcomes are measured at multiple points after graduation, including after 15 months in the Graduate Outcomes survey, and after 3, 5 and 10 years in the HE Longitudinal Education Outcomes (LEO) publication data. Together these datasets provide evidence to inform policy. The HE LEO publication can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

The department recognises that employment trajectories differ by occupation and industry sector and takes the full range of data and evidence into account in its research and policy design.

Any decision on the continuation of the Taith programme following the UK’s association to Erasmus+ in 2027 rests with the Welsh Government.

The department is reintroducing targeted, means-tested maintenance grants of up to £1,000 per year, funded by a levy on international student fees, with both being introduced in the 2028/29 academic year.

This will ensure that the proceeds from international student fees benefit domestic learners, furthering our national opportunity mission, and creating stronger economic links between both home and international students.

This government is clear that it welcomes and values the contributions to our society, economy and higher education providers made by overseas students who want to come to the UK. But it is right to ensure that the financial benefit these students provide also helps our most disadvantaged home students.

As outlined in the International Education Strategy, the UK aims to both grow the value of education exports to £40 billion per year by 2030, whilst ensuring the sustainable recruitment of high-quality students, in line with the Immigration White Paper.

International higher education (HE) students are only one part of the UK’s wider international education offer, which includes education exports and transnational education provision across the entire sector, from early years to schools, colleges and universities.

Introducing a £925 flat-fee International Student Levy on English HE providers will support sustainable international student recruitment, whilst ensuring students contribute to the communities where they study, with the levy revenue funding the reintroduction of targeted maintenance grants for disadvantaged students.

The UK’s world‑class HE sector will continue to offer an attractive and fulfilling experience to students from around the globe.

The department’s position is that a duty of care in higher education (HE) may arise in certain circumstances. Such circumstances would be a matter for the courts to decide, based on the specific facts and context of the case being considered, and will be dependent on the application by a court of accepted common law principles.

The department continues to work closely with students, parents, mental health experts and the HE sector to drive meaningful change in mental health practice through the HE mental health implementation taskforce. The taskforce published its second stage report, which is available here: https://www.gov.uk/government/groups/higher-education-mental-health-implementation-taskforce.