Department for Education

Schools are trusted to use their judgement to choose high quality resources and deliver their lessons in ways that work best for their pupils.

The independent Curriculum and Assessment Review has recommended that the department works with experts to assess the validity of digital practice in subjects, and we will consider inclusion of relevant digital content in the national curriculum based on this process.

The department has published a comprehensive suite of guidance to ensure that children in care have their needs identified and supported, as part of a dynamic and continuous cycle of care planning. This includes:

• The Children Act 1989 guidance, Volume 2.
• Promoting the health and wellbeing of looked-after children (joint Department for Education and Department of Health and Social Care guidance).
• Promoting the educational outcomes of looked-after children.
• The Special Educational Needs and Disability Code of Practice.

As part of this, each child must have a care plan, bringing together information from assessment across the dimensions of their developmental needs, incorporating a health plan and a personal education plan. Reviews must occur within 20 days of entering care, again within three months, and at least every six months thereafter, and can be brought forward if circumstances change significantly, including to account for significant health, medical events, or diagnoses.

The department is working closely with the scheme administrator to process Remediable Service Statements (RSSs) as quickly and efficiently as possible. Several factors have affected the original delivery timeline, including technical dependencies, regulatory requirements, coordination with external partners and preparation for a transition of contractor.

The combination of these factors means an accurate delivery timetable is not available at present. The department continues to monitor progress and is working closely with the scheme administrator to streamline processes and introduce automation where possible. Any pension adjustments arising from members’ choices will be backdated with interest to ensure members are not financially disadvantaged.

The administrator will keep affected members informed of revised timelines through established channels, including My Pension Online and its website. The latest update is available here: https://www.teacherspensions.co.uk/news/public-news/2025/11/timeline-for-sending-out-remediable-service-statements-rss.aspx. As responsibility for this work transitions to the new administrator of the Teachers’ Pension Scheme in Summer 2026, the department is working with TCS to finalise the timeline for issuing all RSSs. Once the timeline is confirmed, it will be communicated to relevant members.

Education is a devolved matter, and this response relates to state-funded schools in England only.

On 5 November, the government issued the response to the Curriculum and Assessment Review, setting out the changes that will be made to the national curriculum, as well as reforms to qualifications, school accountability and enrichment. The first teaching of a refreshed curriculum will be September 2028, and will include improvements in music, art and design, dance in PE, and drama in English.

We will also consult on an improved version of Progress 8 that balances a strong academic core with breadth.

Next year, the National Centre for Arts and Music Education will support excellent teacher training in the arts, boost partnerships between schools and cultural organisations and promote arts opportunities.

Research from the European Agency for Special Needs and Inclusive Education demonstrates that rates of special educational needs and disabilities (SEND) identification are increasing internationally, and England is one of the countries with a relatively higher percentage change of pupils identified with SEND. The research is available here: https://www.european-agency.org/activities/data/cross-country-reports

My right hon. Friend, the Secretary of State for Health and Social Care announced on 4 December the launch of an independent review into prevalence and support for mental health conditions, ADHD and autism so children, young people and adults can receive the right support

The SEND code of practice: 0 to 25 years makes it clear that meeting the needs of a child with special educational needs does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed. The guidance is available here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.

My right hon. Friend, the Chancellor of the Exchequer’s Autumn Budget 2025 indicated that departments could consider private sources of finance, including Public Private Partnerships, to decarbonise the public sector estate. The department is exploring how this could be applied to schools, including the potential use of Power Purchase Agreements for solar installations. Based on research to date there is an estimated capacity on the school estate in its current roof condition to generate up to 1.9 gigawatts of electricity.

The Great British Energy Solar Partnership for Schools is already investing £100 million to install solar and other energy efficiency interventions on 250 schools and colleges. The department ‘s sustainability website also provides support for all schools on reducing their emissions, including some low-cost approaches.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.

To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026.

The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025.

1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools.

The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.

To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026.

The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025.

1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools.

The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.

To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026.

The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025.

1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools.

The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.

To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026.

The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025.

1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools.

The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.

To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026.

The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025.

1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools.

The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

Children who have had a brain injury can be affected in different ways. Some brain injuries will result in a special educational need (SEN) or a medical need, whilst others may affect a child in other ways. In whatever way a brain injury manifests, it is essential that the pupil’s individual needs are identified and supported appropriately.

Schools must make arrangements to support their pupils with medical conditions and must make reasonable adjustments to their practices, procedures and policies and not discriminate against their disabled pupils.

The governing body should ensure that sufficient staff have received suitable training and are competent before they take on responsibility to support children with medical conditions. They should also ensure that any members of school staff who provide support to pupils with medical conditions, or those with SEN, are able to access information and other teaching support materials as needed.

Mainstream schools must use their best endeavours to meet the special educational needs of their pupils, which includes those with acquired brain injury. Where needs are more complex the school may request the local authority to conduct an education, health and care needs assessment.

Children who have had a brain injury can be affected in different ways. Some brain injuries will result in a special educational need (SEN) or a medical need, whilst others may affect a child in other ways. In whatever way a brain injury manifests, it is essential that the pupil’s individual needs are identified and supported appropriately.

Schools must make arrangements to support their pupils with medical conditions and must make reasonable adjustments to their practices, procedures and policies and not discriminate against their disabled pupils.

The governing body should ensure that sufficient staff have received suitable training and are competent before they take on responsibility to support children with medical conditions. They should also ensure that any members of school staff who provide support to pupils with medical conditions, or those with SEN, are able to access information and other teaching support materials as needed.

Mainstream schools must use their best endeavours to meet the special educational needs of their pupils, which includes those with acquired brain injury. Where needs are more complex the school may request the local authority to conduct an education, health and care needs assessment.

Children who have had a brain injury can be affected in different ways. Some brain injuries will result in a special educational need (SEN) or a medical need, whilst others may affect a child in other ways. In whatever way a brain injury manifests, it is essential that the pupil’s individual needs are identified and supported appropriately.

Schools must make arrangements to support their pupils with medical conditions and must make reasonable adjustments to their practices, procedures and policies and not discriminate against their disabled pupils.

The governing body should ensure that sufficient staff have received suitable training and are competent before they take on responsibility to support children with medical conditions. They should also ensure that any members of school staff who provide support to pupils with medical conditions, or those with SEN, are able to access information and other teaching support materials as needed.

Mainstream schools must use their best endeavours to meet the special educational needs of their pupils, which includes those with acquired brain injury. Where needs are more complex the school may request the local authority to conduct an education, health and care needs assessment.

It is a school's responsibility to ensure they meet the requirements in the Equality Act 2010, including complying with the Public Sector Equality Duty. The department provides guidance to help schools understand their duties under the Act.

Enforcement of equality legislation is the role of the Equality and Human Rights Commission (EHRC), which offers advice, supports legal cases, and can take regulatory action against organisations that breach the law.

If someone believes a school has not complied with the Equality Act, they should first follow the school’s complaints procedure. They can also seek advice from the Equality Advisory and Support Service, which advises and assists people on issues relating to equality and human rights. If, after completing the school’s process, they feel their complaint was mishandled, they may complain to the department, which will review whether the school followed their complaints process correctly.

It is a school's responsibility to ensure they meet the requirements in the Equality Act 2010, including complying with the Public Sector Equality Duty. The department provides guidance to help schools understand their duties under the Act.

Enforcement of equality legislation is the role of the Equality and Human Rights Commission (EHRC), which offers advice, supports legal cases, and can take regulatory action against organisations that breach the law.

If someone believes a school has not complied with the Equality Act, they should first follow the school’s complaints procedure. They can also seek advice from the Equality Advisory and Support Service, which advises and assists people on issues relating to equality and human rights. If, after completing the school’s process, they feel their complaint was mishandled, they may complain to the department, which will review whether the school followed their complaints process correctly.

It is a school's responsibility to ensure they meet the requirements in the Equality Act 2010, including complying with the Public Sector Equality Duty. The department provides guidance to help schools understand their duties under the Act.

Enforcement of equality legislation is the role of the Equality and Human Rights Commission (EHRC), which offers advice, supports legal cases, and can take regulatory action against organisations that breach the law.

If someone believes a school has not complied with the Equality Act, they should first follow the school’s complaints procedure. They can also seek advice from the Equality Advisory and Support Service, which advises and assists people on issues relating to equality and human rights. If, after completing the school’s process, they feel their complaint was mishandled, they may complain to the department, which will review whether the school followed their complaints process correctly.

It is a school's responsibility to ensure they meet the requirements in the Equality Act 2010, including complying with the Public Sector Equality Duty. The department provides guidance to help schools understand their duties under the Act.

Enforcement of equality legislation is the role of the Equality and Human Rights Commission (EHRC), which offers advice, supports legal cases, and can take regulatory action against organisations that breach the law.

If someone believes a school has not complied with the Equality Act, they should first follow the school’s complaints procedure. They can also seek advice from the Equality Advisory and Support Service, which advises and assists people on issues relating to equality and human rights. If, after completing the school’s process, they feel their complaint was mishandled, they may complain to the department, which will review whether the school followed their complaints process correctly.

The national curriculum does not specify how much time should be dedicated to individual subjects at either primary or secondary school. The department trusts school leaders and teachers to design their curriculum and lessons to meet the requirements in a way that is appropriate for their pupils.

​​Arts-based courses are an important part of the creative sector’s contribution to society and the economy.

​Local Skills Improvement Plans (LSIPs) are designed to ensure training provision meets local labour market needs. We have placed stronger expectations on higher education (HE) providers, through statutory guidance, to actively engage with LSIPs and consider them when shaping their course offer, supporting local economic growth.

​For this academic year, strategic priorities grant recurrent (programme) funding allocation for world-leading small and specialist providers is being maintained at £57.4 million. This is in line with the government’s priorities to maximise growth and opportunity for students, HE providers and the economy. For performing and creative arts courses at all approved (fee cap) providers, the per student funding rate for eligible courses is being maintained at £130.54 for this academic year.

Based on publicly available information, we understand that approximately 300 independent special schools (34% of the sector), educating around 14,000 pupils, are owned by fifteen private equity funds, including sovereign wealth funds (SWF). Within these 300 schools, two sovereign wealth funds, Abu Dhabi and Qatar, own 42 schools (5% of the total market). The Qatar Investment Authority acquired Senad Group in 2008, while Mubadala Capital (part of the Abu Dhabi SWF) acquired Witherslack Group from a UK private equity firm in 2021. SWF owned six independent special schools in 2020, increasing to the current level in 2021.

The department knows that effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities.

To support settings to identify need early, the department is strengthening the evidence base of what works to improve early identification in mainstream settings. Recently published evidence reviews from University College London will help to drive inclusive practices, as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.

We also recently announced new government-backed research into special educational need identification, which will be delivered by UK Research Innovation in partnership with the department. This will aim to develop and test trusted and effective approaches to help the early identification of children needing targeted educational support.

In December, the department announced at least £3 billion for high needs capital between 2026/27 and 2029/30 to support children and young people with special educational needs and disabilities or who require alternative provision. We will confirm local authority allocations for this funding in the spring.

This builds on the £740 million invested in 2025/26. which is on track to create around 10,000 new specialist places, of which Surrey Council was allocated just over £16 million for 2025/26.

This funding is intended to create facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs. It can also be used to adapt mainstream schools to be more accessible and create special school places for pupils with the most complex needs.

The department’s parental responsibility guidance sets out how schools should communicate with non-resident parents. The guidance states that ’school and local authority staff must treat all parents equally, unless a court order limits a parent’s ability to make educational decisions, participate in school life or receive information about their child’.

The department’s parental responsibility guidance sets out how schools should communicate with non-resident parents. The guidance states that ’school and local authority staff must treat all parents equally, unless a court order limits a parent’s ability to make educational decisions, participate in school life or receive information about their child’.

The requirement for academy trusts to obtain prior approval from the department for confidentiality clauses associated with staff severance payments was introduced in October 2025 and is set out in paragraph 5.13 of the academy trust handbook, which is available at:

https://www.gov.uk/government/publications/academy-trust-handbook/academy-trust-handbook-2025-effective-from-1-september-2025.

The revision was made to reflect HM Treasury’s updated guidance on public sector exit payments, which states that Treasury approval is required if the payment is novel, contentious or repercussive. Settlement agreements that contain confidentiality clauses are included within this description. As this requirement was only introduced in October 2025, annual data is not currently available.

For local authority-maintained schools, the responsibility and oversight for such decisions will be managed locally.

​On 5 November, the independent Curriculum and Assessment Review published its final report which includes recommendations for a refreshed curriculum and assessment system in England. The government responded to this report and the response includes a commitment to ensure children are more digitally literate. This will be achieved by including media literacy in the new primary citizenship curriculum, and strengthening it in both the English curriculum, English language GCSE and in history. Furthermore, a refreshed computing curriculum will build digital confidence from an early age, including essential content on artificial intelligence.

​Work is now underway to deliver a new curriculum and assessment system that is ambitious for every child, rich in knowledge and strong on skills.

The government is committed to safeguarding children across all education settings, including extracurricular providers outside the statutory education and childcare system, referred to as out-of-school settings (OOSS). Local authorities are legally responsible for safeguarding and promoting the welfare all children in their area, regardless of the education setting they attend.

All OOSS have a legal duty of care to ensure the safety of children attending their settings. The department has published guidance for:

• Parents and careers – this outlines the safeguarding standards providers should have in place.
• Local authorities – to support them to meet their responsibilities for safeguarding and promoting the welfare of all children in their area.

The ‘Early education and childcare’ guidance is available at: https://www.gov.uk/government/publications/early-education-and-childcare--2/early-education-and-childcare-effective-from-1-april-2025, and applies to:

• The duty on local authorities to secure sufficient childcare for parents to enable them to work or undertake education or training which could assist them to obtain work, including wraparound care (Part B).
• The provision of information, advice and assistance to parents (Part C).
• The provision of information, advice and training to childcare providers (Part D).

Whilst the department believes most out-of-school settings offer enriching education in a safe environment, we want this to be true for all. That is why the government held a call for evidence regarding sector safeguarding practices and invited views on approaches for further strengthening safeguarding, including potential regulation. This closed on 21 September and analysis is ongoing. We will respond in due course.

The government is committed to safeguarding children across all education settings, including extracurricular providers outside the statutory education and childcare system, referred to as out-of-school settings (OOSS). Local authorities are legally responsible for safeguarding and promoting the welfare all children in their area, regardless of the education setting they attend.

All OOSS have a legal duty of care to ensure the safety of children attending their settings. The department has published guidance for:

• Parents and careers – this outlines the safeguarding standards providers should have in place.
• Local authorities – to support them to meet their responsibilities for safeguarding and promoting the welfare of all children in their area.

The ‘Early education and childcare’ guidance is available at: https://www.gov.uk/government/publications/early-education-and-childcare--2/early-education-and-childcare-effective-from-1-april-2025, and applies to:

• The duty on local authorities to secure sufficient childcare for parents to enable them to work or undertake education or training which could assist them to obtain work, including wraparound care (Part B).
• The provision of information, advice and assistance to parents (Part C).
• The provision of information, advice and training to childcare providers (Part D).

Whilst the department believes most out-of-school settings offer enriching education in a safe environment, we want this to be true for all. That is why the government held a call for evidence regarding sector safeguarding practices and invited views on approaches for further strengthening safeguarding, including potential regulation. This closed on 21 September and analysis is ongoing. We will respond in due course.

The government is committed to safeguarding children across all education settings, including extracurricular providers outside the statutory education and childcare system, referred to as out-of-school settings (OOSS). Local authorities are legally responsible for safeguarding and promoting the welfare all children in their area, regardless of the education setting they attend.

All OOSS have a legal duty of care to ensure the safety of children attending their settings. The department has published guidance for:

• Parents and careers – this outlines the safeguarding standards providers should have in place.
• Local authorities – to support them to meet their responsibilities for safeguarding and promoting the welfare of all children in their area.

The ‘Early education and childcare’ guidance is available at: https://www.gov.uk/government/publications/early-education-and-childcare--2/early-education-and-childcare-effective-from-1-april-2025, and applies to:

• The duty on local authorities to secure sufficient childcare for parents to enable them to work or undertake education or training which could assist them to obtain work, including wraparound care (Part B).
• The provision of information, advice and assistance to parents (Part C).
• The provision of information, advice and training to childcare providers (Part D).

Whilst the department believes most out-of-school settings offer enriching education in a safe environment, we want this to be true for all. That is why the government held a call for evidence regarding sector safeguarding practices and invited views on approaches for further strengthening safeguarding, including potential regulation. This closed on 21 September and analysis is ongoing. We will respond in due course.

Regional improvement for standards excellence (RISE) teams have already paired over 350 schools with RISE advisers and supporting organisations, including some of our strongest trusts with a record of turning around struggling schools, to share expertise and boost standards. The RISE Adviser budget forms part of Regions Group's resource departmental expenditure limit programme budget.

Regional improvement for standards excellence (RISE) teams have already paired over 350 schools with RISE advisers and supporting organisations, including some of our strongest trusts with a record of turning around struggling schools, to share expertise and boost standards. The department intends to publish the terms of reference, which include membership of the regional improvement for standards and excellence Operations Working Group on GOV.UK following its first meeting in December 2025.

I refer my hon. Friend, the Member for Oldham West, Chadderton and Royton to the answer of 28 November to Question 92868.

As part of our Plan for Change, the department is determined to fix the special educational needs and disabilities (SEND) system and restore the trust of parents. We expect mainstream schools to welcome pupils from across the whole community, including pupils who may need additional support. All schools have a duty to support children and young people with SEND and to cooperate with local partners.

Ofsted’s new focus on inclusion during inspection will strengthen accountability on schools for meeting the needs of children with SEND. Ofsted and the Care Quality Commission last inspected Middlesbrough Local Area Partnership (LAP) in 2023, where the partnership received a positive inspection outcome.

The department will support the mainstream workforce to increase their SEND expertise and encourage schools to set up Resourced Provision or SEN units to increase capacity in mainstream schools. Departmental officials meet with Middlesbrough Council regularly to discuss the delivery of SEND services. In meetings, the LAP is challenged on current data and how future plans will improve services and support children and young people with SEND in Middlesbrough.

The department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion in 2025/26. Of that total, Middlesbrough is being allocated over £41 million through the high needs funding block of their dedicated schools grant.

Pupils learn about politics and Parliament within citizenship at secondary school, as well as within history where relevant.

The independent Curriculum and Assessment Review recommended that the curriculum should support democratic understanding and engagement. In response to the review, the department has committed to make citizenship compulsory in primary schools and to publish revised programmes of study to ensure that all pupils receive an essential grounding in a range of topics including democracy, government and law. We will consult on programmes of study next year, and the new national curriculum will be published in 2027 for first teaching in 2028.

I refer the hon. Member for Chichester to the answer of 29 October 2025 to Question 84047.

There is no place for antisemitism in our society.

The Holocaust is the only historic event which is compulsory within the national curriculum for history at key stage 3. Teaching about antisemitism is integral to teaching this event. There are other opportunities in the curriculum for schools to teach about antisemitism, including through citizenship, relationships and religious education.

The department supports teachers through our Educate Against Hate website, which provides teachers with a range of free, quality-assured resources, including on building resilience to antisemitism, teaching about tolerance and rejecting discrimination.

The department has committed £7 million to fund projects and programmes to improve confidence and resilience in tackling antisemitism in education.

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

The department’s priority is improving outcomes for children and young people with SEND so they get every chance to achieve and thrive in their education, no matter where they are in the country.

We are continuing to engage closely with children, parents and experts as we develop plans to ensure all children and young people get the outcomes and life chances they deserve. The government's approach to SEND reform will be set out in a Schools White Paper, which will be published in the new year.

There will always be a legal right to additional support for children and young people with SEND. My right hon. Friend, the Secretary of State for Education, has also set out our principles for SEND reform in her letter to the Chair of the Education Select Committee.

The schools national funding formula (NFF) allocates core funding for mainstream schools based on school and pupil characteristics. The English as an additional language (EAL) factor forms part of the NFF, accounting for 1.1% of the funding allocated through the NFF in financial year 2025/26.

The funding that schools receive through the EAL factor​ forms part of their overall core funding. It is not ringfenced and it is for schools to decide how to spend the funding they receive to meet the needs of their pupils.

A school’s financial position depends on the overall amount of funding they receive, rather than the funding allocated through individual factors in the NFF. The overall core schools budget (CSB) is increasing by £3.7 billion in 2025/26, meaning the CSB will total £65.3 billion, compared to almost £61.6 billion in 2024/25.

For the 2025/26 financial year, 18,453 schools have at least one pupil on roll who attracts EAL funding through the NFF. The funding that schools actually receive is dependent on their local authority’s funding formula.

The government remains committed to keeping the school funding system under review to ensure it continues to be fair and responsive to the needs of all schools.

The schools national funding formula (NFF) allocates core funding for mainstream schools based on school and pupil characteristics. The English as an additional language (EAL) factor forms part of the NFF, accounting for 1.1% of the funding allocated through the NFF in financial year 2025/26.

The funding that schools receive through the EAL factor​ forms part of their overall core funding. It is not ringfenced and it is for schools to decide how to spend the funding they receive to meet the needs of their pupils.

A school’s financial position depends on the overall amount of funding they receive, rather than the funding allocated through individual factors in the NFF. The overall core schools budget (CSB) is increasing by £3.7 billion in 2025/26, meaning the CSB will total £65.3 billion, compared to almost £61.6 billion in 2024/25.

For the 2025/26 financial year, 18,453 schools have at least one pupil on roll who attracts EAL funding through the NFF. The funding that schools actually receive is dependent on their local authority’s funding formula.

The government remains committed to keeping the school funding system under review to ensure it continues to be fair and responsive to the needs of all schools.

The schools national funding formula (NFF) allocates core funding for mainstream schools based on school and pupil characteristics. The English as an additional language (EAL) factor forms part of the NFF, accounting for 1.1% of the funding allocated through the NFF in financial year 2025/26.

The funding that schools receive through the EAL factor​ forms part of their overall core funding. It is not ringfenced and it is for schools to decide how to spend the funding they receive to meet the needs of their pupils.

A school’s financial position depends on the overall amount of funding they receive, rather than the funding allocated through individual factors in the NFF. The overall core schools budget (CSB) is increasing by £3.7 billion in 2025/26, meaning the CSB will total £65.3 billion, compared to almost £61.6 billion in 2024/25.

For the 2025/26 financial year, 18,453 schools have at least one pupil on roll who attracts EAL funding through the NFF. The funding that schools actually receive is dependent on their local authority’s funding formula.

The government remains committed to keeping the school funding system under review to ensure it continues to be fair and responsive to the needs of all schools.

The schools national funding formula (NFF) allocates core funding for mainstream schools based on school and pupil characteristics. The English as an additional language (EAL) factor forms part of the NFF, accounting for 1.1% of the funding allocated through the NFF in financial year 2025/26.

The funding that schools receive through the EAL factor​ forms part of their overall core funding. It is not ringfenced and it is for schools to decide how to spend the funding they receive to meet the needs of their pupils.

A school’s financial position depends on the overall amount of funding they receive, rather than the funding allocated through individual factors in the NFF. The overall core schools budget (CSB) is increasing by £3.7 billion in 2025/26, meaning the CSB will total £65.3 billion, compared to almost £61.6 billion in 2024/25.

For the 2025/26 financial year, 18,453 schools have at least one pupil on roll who attracts EAL funding through the NFF. The funding that schools actually receive is dependent on their local authority’s funding formula.

The government remains committed to keeping the school funding system under review to ensure it continues to be fair and responsive to the needs of all schools.

The schools national funding formula (NFF) allocates core funding for mainstream schools based on school and pupil characteristics. The English as an additional language (EAL) factor forms part of the NFF, accounting for 1.1% of the funding allocated through the NFF in financial year 2025/26.

The funding that schools receive through the EAL factor​ forms part of their overall core funding. It is not ringfenced and it is for schools to decide how to spend the funding they receive to meet the needs of their pupils.

A school’s financial position depends on the overall amount of funding they receive, rather than the funding allocated through individual factors in the NFF. The overall core schools budget (CSB) is increasing by £3.7 billion in 2025/26, meaning the CSB will total £65.3 billion, compared to almost £61.6 billion in 2024/25.

For the 2025/26 financial year, 18,453 schools have at least one pupil on roll who attracts EAL funding through the NFF. The funding that schools actually receive is dependent on their local authority’s funding formula.

The government remains committed to keeping the school funding system under review to ensure it continues to be fair and responsive to the needs of all schools.

​Too many children are held back by their background. The Opportunity Mission will break the link between background and future success.

Schools receive the pupil premium grant, worth over £3 billion in the 2025/26 financial year, to support the educational outcomes of disadvantaged pupils. Pupil premium eligibility includes pupils who have been recorded as eligible for free school meals (FSM) within the past six years.

​Our Child Poverty Strategy will lift 550,000 children out of poverty by 2030. This includes the expansion of FSM which will lift 100,000 children out of poverty by the end of this Parliament and put £500 back in families’ pockets. Providing over half a million disadvantaged children with a free lunchtime meal will lead to higher attainment, improved behaviour and better outcomes.

Additionally, we are driving standards in every school through regional improvement for standards and excellence teams, a refreshed high-quality curriculum and assessment system, and recruiting an additional 6,500 teachers.

However, we know that there is further work to do, which is why, through our schools white paper, we will build a school system that drives educational excellence for every child, regardless of background or circumstance.