Department for Education

The national curriculum focuses on the key knowledge that must be taught to children aged 5 to 16 years-old in maintained schools. The national curriculum provides a broad framework which ensures schools have flexibility to organise the content and delivery of the curriculum to meet the needs of their pupils.

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

The Review seeks to deliver a curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes needed to thrive.

The Review Group has now published a well-evidenced, clear interim report, which sets out its interim findings and confirms the key areas for further work. This highlights the successes of the current system, making clear that the most trusted and valued aspects of our system will remain, whilst setting a positive vision for the future. The report can be found here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report.

The government will consider any changes it wishes to make to curriculum, assessment and qualifications whilst the Review is conducted, and will respond to the final recommendations in autumn 2025.

Overall core revenue funding for schools totals almost £61.6 billion for the 2024/25 financial year. At the Autumn Budget 2024, the government announced an additional £2.3 billion for mainstream schools and young people with high needs for the 2025/26 financial year, compared to 2024/25. This means that overall core school funding will total almost £63.9 billion in 2025/26. Each school has autonomy to allocate their budgets, including for their staff, to best meet the needs of their pupils to ensure they have the best opportunities in life.

The latest three years of published data for schools’ spending relates to the 2020/21, 2021/22 and 2022/23 financial years. Our estimates in the table below for the proportions of expenditure for teachers and support staff have been compiled by combining published expenditure data sets from academies, which budget by academic year, and local authority maintained schools, which budget by financial year. We have not included cash expenditure data as combining financial and academic year data on school expenditure for different types of schools is less robust for estimating expenditure amounts than it is for estimating proportions. The pattern of expenditure in both 2020/21 and 2021/22 was affected by COVID-19.

Further data on schools’ expenditure in the years following the 2022/23 financial year will be published in due course.

Apprenticeships can support small and medium sized employers (SMEs) to improve their skills base, boost productivity and develop a pipeline of future talent.

To support non-levy paying employers, usually SMEs, to offer apprenticeships, the government pays the full training costs for young apprentices aged 16 to 21 years-old, and for apprentices aged 22 to 24 years-old who have an education, health and care (EHC) plan or have been in local authority care. For all other apprentices, employers who do not pay the levy are required to co-invest 5% towards apprentice training costs.

Employers of all sizes can also benefit from £1,000 payments when they take on apprentices aged 16 to 18 years-old, or apprentices aged 19 to 24 years-old who have an EHC plan or have been in local authority care. This is in recognition of the additional support that younger apprentices may require when entering employment. Employers can choose how they spend these payments.

Employers also benefit from not being required to pay anything towards employees’ National Insurance for all apprentices aged up to age 25 where they earn less than £967 a week (£50,270 a year).

Employers that need help with employing an apprentice, including accessing funding, can access the employer support GOV.UK page, which is available here: https://help.employersupport.apprenticeships.gov.uk/hc/en-gb.

The apprenticeship ambassador network is a group of employers and former and current apprentices. Around 35%of the employers are SMEs. Their remit is to inspire greater numbers of employers and individuals to connect with apprenticeships.

As set out in the Plan for Change, antenatal classes, health visitors, parenting support, baby and toddler groups and access to affordable, high quality early education and childcare are all vital to guiding parents, improving the home learning environment and supporting child development.

A strong and stable family environment is the foundation for better health, education and earnings. It is parenting, alongside the home-learning environment, that has a significant influence on these outcomes. The department knows parents struggle to access services and the support they need. Childcare is also too often unaffordable or not available. This lack of support contributes to too many children not being ready to start school.

That is why the department has set a milestone of 75% of five year-olds reaching a good level of development in the Early Years Foundation Stage Profile assessment by 2028.

To deliver this, we are rolling out expanded government-funded childcare entitlements and creating thousands of school-based nurseries to increase quality childcare, working in partnership with early years providers to drive up standards by reforming training and support for staff and strengthening and joining up family services to improve support through pregnancy and early childhood.

The government remains committed to working with the early years sector, teachers, health professionals and families to ensure every child has the best start in life.

Children’s earliest years are crucial to their health, development and life chances. That is why the department has set a milestone of a record proportion of children starting school ready to learn in the classroom. We will measure our progress through 75% of children at the end of reception reaching a good level of development in the Early Years Foundation Stage (EYFS) Profile assessment by 2028.

The statutory EYFS framework sets the standards and requirements that all early years providers must follow to ensure all children have the best start in life and are prepared for school. It requires that children be assessed against the EYFS Profile in the summer term of the academic year in which they turn five.

The EYFS Profile seeks to measure children’s level of development to support their successful transitions into year 1 and to support parents, carers and early years educators to recognise children’s progress and understand their needs. It comprises an assessment of the child’s outcomes in relation to 17 early learning goals (ELGs) across seven areas of learning.

Children are defined as having a good level of development at the end of the EYFS if they are at the expected level for the 12 ELGs within the five areas of learning. These relate to communication and language, personal, social and emotional development, physical development, literacy and mathematics. This is the definition that will be used to measure progress on school readiness, as set out in the Plan for Change.

The government has a central mission to break down barriers to opportunity for every child. The government has inherited a trend of rising child poverty, which has increased by 700,000 since 2010, with over four million children now growing up in a low income family. That is why the government is committed to delivering an ambitious strategy to reduce child poverty, tackling the root causes and giving every child the best start at life. To support this, a ministerial taskforce has been set up to begin work on the Child Poverty Strategy.

Under current programmes, disadvantaged pupils in state-funded schools, as well as 16 to 18 year-old students in further education, are entitled to receive free meals on the basis of low income. 2.1 million disadvantaged pupils are registered to receive free school meals (FSM) and a further 90,000 are registered to receive further education free meals. In addition, all children in reception, year 1 and year 2 in England's state-funded schools are entitled to universal infant free school meals, which benefits around 1.3 million pupils.

Additionally, the government is committed to introducing free breakfast clubs in every primary school, to set children up for the day and ensure they are ready to learn, while supporting parents and carers to work.

As with all government programmes, the department will keep the approach to FSM under review.

The department hopes to soon announce the tendering arrangements for the Dance and Drama Awards scheme for 2026/27 academic year onwards. Funding for the 2026/27 academic year onwards is subject to the forthcoming spending review.

The department regularly discusses policy issues with a range of sector bodies and interested parties.

Between 2018 and 2021, the Institute of Public Care (IPC), at Oxford Brookes University, carried out a three-year mixed-method evaluation, on behalf of the department. Their report can be accessed at: https://assets.publishing.service.gov.uk/media/6391c41a8fa8f53ba783e8ad/Evaluation_of_the_Adoption_Support_Fund_2018_to_2022_-_summary_.pdf.

The report found that “a high proportion (83%) of parents and guardians participating in the longitudinal survey found the funded support helpful or very helpful overall”. The IPC report also found “a statistically significant (substantial, with large effect size) improvement in parent and guardian estimates of the extent to which the main aim of the funded support had been met by the end of the intervention” and reported that parents and guardians scored on average “7 out of 10 in relation to a question about the extent to which positive change(s) for their child and/or family had been sustained 6 months since the conclusion of adoption support fund-funded support”.

The impact of the therapies available within the adoption and special guardianship fund (ASGSF) is currently being assessed from multiple angles. The National Institute for Health Research is conducting a randomised control trial into Dyadic Developmental Psychotherapy (DDP), one of the main therapies the ASGSF funds. This research is currently in its third and final phase and it will provide robust evidence regarding the effectiveness of DDP. The department started to collect data from outcomes measurement tools for ASGSF-funded therapies in December 2023. As therapy treatment comes to an end, this data will give an overall picture of the impact and adequacy of individual ASGSF-funded therapies.

The department has been making a range of changes to improve the timeliness of the ASGSF application process. For example, we have streamlined the online application process to reduce administration for local authorities and regional adoption agencies (RAAs) and have changed systems to ensure that application outcomes are delivered more swiftly. We have also introduced a direct communication link with therapy providers to give early updates on any changes and advice on submitting applications.

These changes should help to reduce delays within local authorities and RAAs before applications are received. The additional support to providers, with better sharing of information about the ASGSF, should also help families to receive support more quickly.

The department has considered what changes to the ASGSF portal will facilitate making the re-application for therapies more efficient. The streamlining of the application process has already reduced the information required, and an option to simplify the process in the case of a re-application is under consideration.

The department regularly discusses policy issues with a range of sector bodies and interested parties.

Between 2018 and 2021, the Institute of Public Care (IPC), at Oxford Brookes University, carried out a three-year mixed-method evaluation, on behalf of the department. Their report can be accessed at: https://assets.publishing.service.gov.uk/media/6391c41a8fa8f53ba783e8ad/Evaluation_of_the_Adoption_Support_Fund_2018_to_2022_-_summary_.pdf.

The report found that “a high proportion (83%) of parents and guardians participating in the longitudinal survey found the funded support helpful or very helpful overall”. The IPC report also found “a statistically significant (substantial, with large effect size) improvement in parent and guardian estimates of the extent to which the main aim of the funded support had been met by the end of the intervention” and reported that parents and guardians scored on average “7 out of 10 in relation to a question about the extent to which positive change(s) for their child and/or family had been sustained 6 months since the conclusion of adoption support fund-funded support”.

The impact of the therapies available within the adoption and special guardianship fund (ASGSF) is currently being assessed from multiple angles. The National Institute for Health Research is conducting a randomised control trial into Dyadic Developmental Psychotherapy (DDP), one of the main therapies the ASGSF funds. This research is currently in its third and final phase and it will provide robust evidence regarding the effectiveness of DDP. The department started to collect data from outcomes measurement tools for ASGSF-funded therapies in December 2023. As therapy treatment comes to an end, this data will give an overall picture of the impact and adequacy of individual ASGSF-funded therapies.

The department has been making a range of changes to improve the timeliness of the ASGSF application process. For example, we have streamlined the online application process to reduce administration for local authorities and regional adoption agencies (RAAs) and have changed systems to ensure that application outcomes are delivered more swiftly. We have also introduced a direct communication link with therapy providers to give early updates on any changes and advice on submitting applications.

These changes should help to reduce delays within local authorities and RAAs before applications are received. The additional support to providers, with better sharing of information about the ASGSF, should also help families to receive support more quickly.

The department has considered what changes to the ASGSF portal will facilitate making the re-application for therapies more efficient. The streamlining of the application process has already reduced the information required, and an option to simplify the process in the case of a re-application is under consideration.

The department regularly discusses policy issues with a range of sector bodies and interested parties.

Between 2018 and 2021, the Institute of Public Care (IPC), at Oxford Brookes University, carried out a three-year mixed-method evaluation, on behalf of the department. Their report can be accessed at: https://assets.publishing.service.gov.uk/media/6391c41a8fa8f53ba783e8ad/Evaluation_of_the_Adoption_Support_Fund_2018_to_2022_-_summary_.pdf.

The report found that “a high proportion (83%) of parents and guardians participating in the longitudinal survey found the funded support helpful or very helpful overall”. The IPC report also found “a statistically significant (substantial, with large effect size) improvement in parent and guardian estimates of the extent to which the main aim of the funded support had been met by the end of the intervention” and reported that parents and guardians scored on average “7 out of 10 in relation to a question about the extent to which positive change(s) for their child and/or family had been sustained 6 months since the conclusion of adoption support fund-funded support”.

The impact of the therapies available within the adoption and special guardianship fund (ASGSF) is currently being assessed from multiple angles. The National Institute for Health Research is conducting a randomised control trial into Dyadic Developmental Psychotherapy (DDP), one of the main therapies the ASGSF funds. This research is currently in its third and final phase and it will provide robust evidence regarding the effectiveness of DDP. The department started to collect data from outcomes measurement tools for ASGSF-funded therapies in December 2023. As therapy treatment comes to an end, this data will give an overall picture of the impact and adequacy of individual ASGSF-funded therapies.

The department has been making a range of changes to improve the timeliness of the ASGSF application process. For example, we have streamlined the online application process to reduce administration for local authorities and regional adoption agencies (RAAs) and have changed systems to ensure that application outcomes are delivered more swiftly. We have also introduced a direct communication link with therapy providers to give early updates on any changes and advice on submitting applications.

These changes should help to reduce delays within local authorities and RAAs before applications are received. The additional support to providers, with better sharing of information about the ASGSF, should also help families to receive support more quickly.

The department has considered what changes to the ASGSF portal will facilitate making the re-application for therapies more efficient. The streamlining of the application process has already reduced the information required, and an option to simplify the process in the case of a re-application is under consideration.

The department regularly discusses policy issues with a range of sector bodies and interested parties.

Between 2018 and 2021, the Institute of Public Care (IPC), at Oxford Brookes University, carried out a three-year mixed-method evaluation, on behalf of the department. Their report can be accessed at: https://assets.publishing.service.gov.uk/media/6391c41a8fa8f53ba783e8ad/Evaluation_of_the_Adoption_Support_Fund_2018_to_2022_-_summary_.pdf.

The report found that “a high proportion (83%) of parents and guardians participating in the longitudinal survey found the funded support helpful or very helpful overall”. The IPC report also found “a statistically significant (substantial, with large effect size) improvement in parent and guardian estimates of the extent to which the main aim of the funded support had been met by the end of the intervention” and reported that parents and guardians scored on average “7 out of 10 in relation to a question about the extent to which positive change(s) for their child and/or family had been sustained 6 months since the conclusion of adoption support fund-funded support”.

The impact of the therapies available within the adoption and special guardianship fund (ASGSF) is currently being assessed from multiple angles. The National Institute for Health Research is conducting a randomised control trial into Dyadic Developmental Psychotherapy (DDP), one of the main therapies the ASGSF funds. This research is currently in its third and final phase and it will provide robust evidence regarding the effectiveness of DDP. The department started to collect data from outcomes measurement tools for ASGSF-funded therapies in December 2023. As therapy treatment comes to an end, this data will give an overall picture of the impact and adequacy of individual ASGSF-funded therapies.

The department has been making a range of changes to improve the timeliness of the ASGSF application process. For example, we have streamlined the online application process to reduce administration for local authorities and regional adoption agencies (RAAs) and have changed systems to ensure that application outcomes are delivered more swiftly. We have also introduced a direct communication link with therapy providers to give early updates on any changes and advice on submitting applications.

These changes should help to reduce delays within local authorities and RAAs before applications are received. The additional support to providers, with better sharing of information about the ASGSF, should also help families to receive support more quickly.

The department has considered what changes to the ASGSF portal will facilitate making the re-application for therapies more efficient. The streamlining of the application process has already reduced the information required, and an option to simplify the process in the case of a re-application is under consideration.

An announcement on funding for the adoption and special guardianship support fund will be made as soon as possible. All future funding decisions will be considered as part of the next spending review.

Currently, there are ten fostering regional programmes active across England, collaborating with 64% of all local authorities to recruit and retain foster carers who will provide loving homes, local to the children who need them. An additional £15 million was announced to support this programme in the budget, and the department intends to move towards full national roll-out in the next financial year.

As part of this model, the department is supporting foster carers, and the children they care for, by expanding ‘The Mockingbird Family Model’. This innovative evidence-based approach, where relationships are central to the design of the programme, involves six to ten satellite families grouped into a constellation around a hub home carer. Research shows that carers who participate in Mockingbird are 82% less likely to de-register than households that do not participate.

In addition, the department funds ‘Fosterlink’, a diagnostic support service for local authority fostering services, which will review current processes to identify areas for service and practice improvements, as well as creating a national network in which to share best practice. Finally, the department is continuing to fund ‘Fosterline’, a free helpline service for current and prospective foster carers.

​The government is committed to delivering the Lifelong Learning Entitlement (LLE) as set out in the Autumn Budget statement in October 2024. From the LLE’s launch in January 2027, the Office for Students (OfS) will regulate all providers offering LLE-funded provision.

​The OfS has made clear that it expects to restart work on registrations, degree awarding powers and university titles in August 2025, although the changes will remain under review until then. The department understands the OfS will keep providers updated throughout this period about its plans, including confirming application arrangements from August onwards. The government supports the reasons for the temporary pause so that the OfS can refocus its efforts on provider financial sustainability. As the independent regulator, it is for the OfS to process registrations in the manner it deems most appropriate.

​The government will continue to engage closely with the OfS and providers to support timely transition arrangements for the launch of the LLE. The government, together with the OfS, will provide further information on the regulation of providers under the LLE in spring 2025.​

​The government is committed to delivering the Lifelong Learning Entitlement (LLE) as set out in the Autumn Budget statement in October 2024. From the LLE’s launch in January 2027, the Office for Students (OfS) will regulate all providers offering LLE-funded provision.

​The OfS has made clear that it expects to restart work on registrations, degree awarding powers and university titles in August 2025, although the changes will remain under review until then. The department understands the OfS will keep providers updated throughout this period about its plans, including confirming application arrangements from August onwards. The government supports the reasons for the temporary pause so that the OfS can refocus its efforts on provider financial sustainability. As the independent regulator, it is for the OfS to process registrations in the manner it deems most appropriate.

​The government will continue to engage closely with the OfS and providers to support timely transition arrangements for the launch of the LLE. The government, together with the OfS, will provide further information on the regulation of providers under the LLE in spring 2025.​

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

Apprenticeship starts for individual standards are published in the apprenticeships statistics publication.

Starts on apprenticeships that are cyber-related are shown here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/97cccb00-3175-41c6-f1bf-08dd5cc661f7.

Employers in the cyber security industry can also benefit from additional apprenticeship standards, including others in the digital sector.

Apprenticeships are a great way for individuals to begin, or progress in, a successful career in the hair and beauty industry. Employers in the hair and beauty sector have developed several high quality apprenticeships, including the level 2 hairdressing professional standard, to help them develop their workforce.

The department continues to promote the benefits that apprenticeships offer to students in schools and colleges through the Apprenticeship Support and Knowledge programme and through the Skills for Life campaign.

To support smaller employers to access apprenticeships, the government pays the full training costs for young apprentices aged 16 to 21, and for apprentices aged 22 to 24 who have an education, health and care (EHC) plan or have been in local authority care.

Employers can also benefit from £1,000 payments when they take on apprentices aged 16 to 18, or apprentices aged 19 to 24 who have an EHC plan or have been in local authority care. Employers can choose how they spend these payments.

In December, the department announced £740 million of capital for high needs funding in 2025/26. This can be used to deliver new places in mainstream and special schools, as well as other specialist settings, including resourced provision. It can also be used to improve the suitability and accessibility of existing buildings.

We will publish local authorities’ allocation of the £740 million funding later in the spring.

The Employment Relations Act (ERA) 1999 states that teachers, like any other workers, are entitled to be accompanied by a colleague, a trade union employee or an official accredited by a trade union if called to a disciplinary or grievance meeting by their employer. Individuals may also ask to be accompanied by someone else, but the employer does not have to agree. The government has no plans to change that position for teachers.

Too many children and young people do not have access to the same enrichment opportunities as their peers, suffer from poor mental health and, in some cases, end up being drawn into crime rather than going on to achieve and thrive.

The government has committed to the creation of the new Young Futures programme, which will establish a network of Young Futures Hubs and Young Futures Prevention Partnerships, to intervene earlier to ensure this cohort is identified and offered support in a more systematic way.

Young Futures Hubs will bring together services to improve access to opportunities and support for children and young people at community level, promoting positive outcomes and enabling them to thrive. Prevention Partnerships will identify children and young people who are vulnerable to being drawn into crime, including anti-social behaviour, and divert them by offering them suitable support in a more systematic way.

The Young Futures programme is one part of delivering support within a much wider youth landscape. They will be designed to complement core services and wider initiatives spanning youth, education, employment, social care, mental health, youth justice and policing.

Tackling anti-social behaviour is a top priority for this government and is a key part of our Safer Streets Mission. Anti-social behaviour causes great harm and misery to communities and, if left unchecked, can lead to more serious offending. Effective youth anti-social behaviour intervention is crucial in disrupting this pipeline. In many cases, informal and early intervention can be successful in changing behaviour and protecting communities.

As part of the wider youth landscape, this government has launched the co-production of an ambitious National Youth Strategy to set out a new vision for young people and an action plan for delivering this.

The department regularly reviews information from Music and Dance Scheme (MDS) providers about the post-MDS activities of their students in relation to education and employment.

Providers do not share information with the department relating to MDS alumni involved in international dance competitions or their prominence on the international stage.

Core funding allocations for schools is distributed through the dedicated schools grant (DSG). Annual DSG allocations are published at local authority level. Allocations are not available by constituency, since local authorities are responsible for distributing the funding they receive locally through their own local formulae.

Funding for schools in South Cambridgeshire constituency is determined by reference to Cambridgeshire’s local formula.

Through the DSG, Cambridgeshire is receiving £518.9 million for mainstream schools in the 2025/26 financial year. This represents £5,405 per primary pupil and £6,924 per secondary pupil, and is an increase of 2.4% per pupil compared to the 2024/25 financial year, excluding growth and falling rolls funding.

The DSG allocations for each local authority can be found here: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2025-to-2026.

The schools national funding formula (NFF) distributes funding for mainstream schools based on schools’ and pupils’ needs and characteristics. The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with more 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 their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

Due to the timing of the general election and the need for certainty for schools, the schools NFF for the 2025/26 financial year has the same structure as the previous year. This continuity minimises disruption to local authorities and schools. Longer term, the department will consider changes to the formula, recognising the importance of establishing a fair funding system that directs funding where it is needed.

The department is also providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex special educational needs and disabilities to £11.9 billion. Of that total, Cambridgeshire County Council is being allocated over £114 million through the high needs funding block of the DSG, which is an increase of £7.5 million on this year’s DSG high needs block, calculated using the high needs NFF. This NFF allocation is a 7% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in respect of the increase in employers’ National Insurance contributions, in the 2025/26 financial year. This CSBG continues the separate grants payable this year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

Core funding allocations for schools is distributed through the dedicated schools grant (DSG). Annual DSG allocations are published at local authority level. Allocations are not available by constituency, since local authorities are responsible for distributing the funding they receive locally through their own local formulae.

Funding for schools in South Cambridgeshire constituency is determined by reference to Cambridgeshire’s local formula.

Through the DSG, Cambridgeshire is receiving £518.9 million for mainstream schools in the 2025/26 financial year. This represents £5,405 per primary pupil and £6,924 per secondary pupil, and is an increase of 2.4% per pupil compared to the 2024/25 financial year, excluding growth and falling rolls funding.

The DSG allocations for each local authority can be found here: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2025-to-2026.

The schools national funding formula (NFF) distributes funding for mainstream schools based on schools’ and pupils’ needs and characteristics. The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with more 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 their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

Due to the timing of the general election and the need for certainty for schools, the schools NFF for the 2025/26 financial year has the same structure as the previous year. This continuity minimises disruption to local authorities and schools. Longer term, the department will consider changes to the formula, recognising the importance of establishing a fair funding system that directs funding where it is needed.

The department is also providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex special educational needs and disabilities to £11.9 billion. Of that total, Cambridgeshire County Council is being allocated over £114 million through the high needs funding block of the DSG, which is an increase of £7.5 million on this year’s DSG high needs block, calculated using the high needs NFF. This NFF allocation is a 7% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in respect of the increase in employers’ National Insurance contributions, in the 2025/26 financial year. This CSBG continues the separate grants payable this year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

Core funding allocations for schools is distributed through the dedicated schools grant (DSG). Annual DSG allocations are published at local authority level. Allocations are not available by constituency, since local authorities are responsible for distributing the funding they receive locally through their own local formulae.

Funding for schools in South Cambridgeshire constituency is determined by reference to Cambridgeshire’s local formula.

Through the DSG, Cambridgeshire is receiving £518.9 million for mainstream schools in the 2025/26 financial year. This represents £5,405 per primary pupil and £6,924 per secondary pupil, and is an increase of 2.4% per pupil compared to the 2024/25 financial year, excluding growth and falling rolls funding.

The DSG allocations for each local authority can be found here: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2025-to-2026.

The schools national funding formula (NFF) distributes funding for mainstream schools based on schools’ and pupils’ needs and characteristics. The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with more 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 their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

Due to the timing of the general election and the need for certainty for schools, the schools NFF for the 2025/26 financial year has the same structure as the previous year. This continuity minimises disruption to local authorities and schools. Longer term, the department will consider changes to the formula, recognising the importance of establishing a fair funding system that directs funding where it is needed.

The department is also providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex special educational needs and disabilities to £11.9 billion. Of that total, Cambridgeshire County Council is being allocated over £114 million through the high needs funding block of the DSG, which is an increase of £7.5 million on this year’s DSG high needs block, calculated using the high needs NFF. This NFF allocation is a 7% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in respect of the increase in employers’ National Insurance contributions, in the 2025/26 financial year. This CSBG continues the separate grants payable this year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

Core funding allocations for schools is distributed through the dedicated schools grant (DSG). Annual DSG allocations are published at local authority level. Allocations are not available by constituency, since local authorities are responsible for distributing the funding they receive locally through their own local formulae.

Funding for schools in South Cambridgeshire constituency is determined by reference to Cambridgeshire’s local formula.

Through the DSG, Cambridgeshire is receiving £518.9 million for mainstream schools in the 2025/26 financial year. This represents £5,405 per primary pupil and £6,924 per secondary pupil, and is an increase of 2.4% per pupil compared to the 2024/25 financial year, excluding growth and falling rolls funding.

The DSG allocations for each local authority can be found here: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2025-to-2026.

The schools national funding formula (NFF) distributes funding for mainstream schools based on schools’ and pupils’ needs and characteristics. The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with more 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 their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

Due to the timing of the general election and the need for certainty for schools, the schools NFF for the 2025/26 financial year has the same structure as the previous year. This continuity minimises disruption to local authorities and schools. Longer term, the department will consider changes to the formula, recognising the importance of establishing a fair funding system that directs funding where it is needed.

The department is also providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex special educational needs and disabilities to £11.9 billion. Of that total, Cambridgeshire County Council is being allocated over £114 million through the high needs funding block of the DSG, which is an increase of £7.5 million on this year’s DSG high needs block, calculated using the high needs NFF. This NFF allocation is a 7% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in respect of the increase in employers’ National Insurance contributions, in the 2025/26 financial year. This CSBG continues the separate grants payable this year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

Core funding allocations for schools is distributed through the dedicated schools grant (DSG). Annual DSG allocations are published at local authority level. Allocations are not available by constituency, since local authorities are responsible for distributing the funding they receive locally through their own local formulae.

Funding for schools in South Cambridgeshire constituency is determined by reference to Cambridgeshire’s local formula.

Through the DSG, Cambridgeshire is receiving £518.9 million for mainstream schools in the 2025/26 financial year. This represents £5,405 per primary pupil and £6,924 per secondary pupil, and is an increase of 2.4% per pupil compared to the 2024/25 financial year, excluding growth and falling rolls funding.

The DSG allocations for each local authority can be found here: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2025-to-2026.

The schools national funding formula (NFF) distributes funding for mainstream schools based on schools’ and pupils’ needs and characteristics. The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with more 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 their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

Due to the timing of the general election and the need for certainty for schools, the schools NFF for the 2025/26 financial year has the same structure as the previous year. This continuity minimises disruption to local authorities and schools. Longer term, the department will consider changes to the formula, recognising the importance of establishing a fair funding system that directs funding where it is needed.

The department is also providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex special educational needs and disabilities to £11.9 billion. Of that total, Cambridgeshire County Council is being allocated over £114 million through the high needs funding block of the DSG, which is an increase of £7.5 million on this year’s DSG high needs block, calculated using the high needs NFF. This NFF allocation is a 7% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in respect of the increase in employers’ National Insurance contributions, in the 2025/26 financial year. This CSBG continues the separate grants payable this year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

Core funding allocations for schools is distributed through the dedicated schools grant (DSG). Annual DSG allocations are published at local authority level. Allocations are not available by constituency, since local authorities are responsible for distributing the funding they receive locally through their own local formulae.

Funding for schools in South Cambridgeshire constituency is determined by reference to Cambridgeshire’s local formula.

Through the DSG, Cambridgeshire is receiving £518.9 million for mainstream schools in the 2025/26 financial year. This represents £5,405 per primary pupil and £6,924 per secondary pupil, and is an increase of 2.4% per pupil compared to the 2024/25 financial year, excluding growth and falling rolls funding.

The DSG allocations for each local authority can be found here: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2025-to-2026.

The schools national funding formula (NFF) distributes funding for mainstream schools based on schools’ and pupils’ needs and characteristics. The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with more 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 their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

Due to the timing of the general election and the need for certainty for schools, the schools NFF for the 2025/26 financial year has the same structure as the previous year. This continuity minimises disruption to local authorities and schools. Longer term, the department will consider changes to the formula, recognising the importance of establishing a fair funding system that directs funding where it is needed.

The department is also providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex special educational needs and disabilities to £11.9 billion. Of that total, Cambridgeshire County Council is being allocated over £114 million through the high needs funding block of the DSG, which is an increase of £7.5 million on this year’s DSG high needs block, calculated using the high needs NFF. This NFF allocation is a 7% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in respect of the increase in employers’ National Insurance contributions, in the 2025/26 financial year. This CSBG continues the separate grants payable this year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

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

The structure of the high needs national funding formula (NFF) is largely unchanged in the 2025/26 financial year as the government needs time to consider what changes are necessary, both to make sure that we establish a fair education funding system that directs funding to where it is needed and to support any SEND reforms.

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex SEND to £11.9 billion. Of that total, Cornwall County Council is being allocated over £86 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £7.1 million on this year’s DSG high needs block, calculated using the high needs national funding formula (NFF). This NFF allocation is an 8.7% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation. We have also announced £740 million high needs capital funding for the 2025/26 financial year. We will confirm plans to allocate this funding to local authorities later in the spring.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in respect of the increase in employers’ National Insurance contributions, in the 2025/26 financial year. This CSBG continues the separate grants payable this year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

Where a request is made, a local authority must decide within a statutory six-week deadline, unless exceptions apply, whether to conduct an education, health and care (EHC) needs assessment for a child or young person. Where appropriate, the local authority must then draw up a plan which names a setting within a statutory twenty-week deadline, unless exceptions apply. In some circumstances the local authority will name a special school on an EHC plan and the school must then admit the pupil. This is the usual way in which a pupil gets a place at such a school.

Information relating to the time between the date of a request for an assessment and the date of an assessment outcome at local authority level was released in the answer of 29 July 2024 to Question 2202.

The department publishes official statistics on EHC plans annually here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans. This includes data at local authority level on the rate of EHC plans issued within the statutory deadline of twenty weeks.

The department does not collect information on waiting times for placements for specialist provision.

The department knows that children and young people with special educational needs and disabilities (SEND) frequently require access to additional support from a broad specialist workforce across education, health and care, including speech and language therapy and educational psychologists.

This is why the department introduced the speech and language degree apprenticeship, which is now in its third year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.

The department is working closely with NHS England to improve access to community health services, including speech and language therapy, for children and young people with SEND.

The department is also investing a further £21 million to train 400 more educational psychologists from 2024, in addition to the £10 million currently being invested in the training of over 200 educational psychologists, who began their training in September 2023.

We are the department for opportunity. As part of this we are committed to help every learner to achieve and thrive, through excellent teaching and high standards. This includes a focus on children and young people with special educational needs and disabilities (SEND).

The department has put measures in place to support students with SEND. All publicly funded further education (FE) teacher training routes are required to support trainees to achieve the learning and skills teacher occupational standard. The standard requires trainee teachers to actively promote equality of opportunity and inclusion by responding to the needs of all students, including children and young people with SEND and/or dyslexia.

The department has also continued to offer financial incentives for those undertaking teacher training for the FE sector in priority subject areas. We confirmed that FE teacher training bursaries will be offered for a further year, the 2025/26 academic year. We have set the bursaries for SEND at £15,000.

All education and training providers, including technical colleges, and other related service providers, have a duty to make reasonable adjustments for disabled people, so they are not disadvantaged compared to non-disabled students. This includes people with a learning difficulty. This duty is set out under section 20 of the Equality Act 2010, which is available here: https://www.legislation.gov.uk/ukpga/2010/15/section/20.

The department will shortly be finalising business planning decisions on how its budget will be allocated for the next financial year. All decisions regarding the adoption and special guardianship support fund are being considered as part of these discussions. An announcement will be made as soon as possible.

The department knows that many local authorities have an existing family group decision making (FGDM) service in place, including many who use the family group conference model. In some local authorities, independent coordinators are recruited to facilitate or ‘chair’ FGDM meetings and, in other areas, social workers are trained to deliver the service.

Through the Children’s Wellbeing and Schools Bill, the department is seeking to place a duty on local authorities to offer an FGDM meeting to all parents and those with parental responsibility whose children are on the edge of care, unless this is not in the best interests of the child. This will ensure that families have the opportunity to participate in planning and decision-making at this critical point.

As part of this, the department will be developing guidance about best practice in delivering FGDM. This will include guidance on how to ensure that facilitators of the FGDM process have the appropriate skills and training. We are conscious of the additional resources that local authorities will require to fulfil this measure, which may include recruiting or training extra staff. That is why this government has committed to an uplift of £13 million for the Children’s Social Care Prevention Grant for 2025/26, which will be used to support the rollout of FGDM across the country for all families on the edge of care. This money can be used to expand a local authority’s existing service, including training additional facilitators for FGDM.

The Money and Pensions Service (MaPS) is an arm’s length body of the Department for Work and Pensions and has a statutory duty to coordinate the UK strategy for financial wellbeing. This strategy includes a goal to ensure that two million more children and young people in the UK are receiving a meaningful financial education by 2030. To support the provision of financial education, MaPS undertakes and promotes research to improve their understanding of children and young people’s financial education needs and their financial wellbeing. MaPS’ assessment of the evidence is that the skills, knowledge, attitudes and behaviours that help people to manage money and achieve good financial wellbeing begin to develop from an early age and continue to develop throughout childhood and the teenage years. MaPS’ published research can be found here: https://maps.org.uk/en/publications/research.

Financial education is currently taught through the national curriculum for mathematics at key stages 1 to 4 and citizenship at key stages 3 and 4. Together this covers personal budgeting, saving for the future, managing credit and debt and calculating interest. Primary schools are free to teach financial education within citizenship. The non-statutory primary citizenship programme of study at key stages 1 and 2 equip pupils to look after their money and realise that future wants and needs may be met through saving.

The government has established an independent Curriculum and Assessment Review, which seeks to deliver an excellent foundation in core subjects, including mathematics, and a rich, broad and innovative curriculum that readies young people for life and work.

The Review group will publish an interim report in early spring setting out its interim findings and confirming the key areas for further work and publish its final report with recommendations this autumn. We will take decisions on what changes to make to the curriculum in light of these recommendations.

As announced at the Autumn Budget 2024, the department is providing an additional £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex special educational needs and disabilities (SEND) to £11.9 billion. Of that total, Devon County Council is being allocated over £125 million through the high needs funding block of the dedicated schools grant (DSG). This represents an increase of £8.9 million on this year’s DSG high needs block, calculated using the high needs national funding formula (NFF). This NFF allocation is an increase of 7.7% per head of their 2 to 18 year-old population, against their equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in relation to the increase in employers’ National Insurance contributions, in the 2025/26 financial year. The CSBG, alongside other separate grants payable this year, are designed to help special schools and alternative provision with the costs of teachers’ pay and pension increases, as well as other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

The department has also been working closely with all statutory partners involved in delivering SEND services in Devon since their local area SEND inspection in May 2022, which found that insufficient progress had been made against the four areas of significant weakness identified during their previous inspection in December 2018.

In response to these findings, the department issued an Improvement Notice in September 2022, and an Accelerated Progress Plan was developed with the local authority and integrated care board. In addition, the department and NHS England have both deployed SEND advisers to assist the local area and to offer advice and support.

As part of the department’s intervention, there are robust monitoring arrangements in place. The department is holding regular formal monitoring meetings with the local authority and partners to hold the local area to account for making the necessary improvements in services and to consider what further support can be provided as part of our SEND intervention in Devon.

My right hon. Friend, the Secretary of State for Education has now also announced £740 million for high needs capital funding in 2025/26 to support children and young people with SEND or who require alternative provision.

This new funding can be used to adapt classrooms to be more accessible for children with SEND and create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs, alongside continuing to provide places to support pupils in special schools with the most complex needs.

We will confirm plans to allocate funding for the 2025/26 financial year later in the spring.

Adoption England published a three-year strategy in 2024 that the government supports. This sets out a wide range of work to build on its work to develop adoption services across the country in partnership with those with lived experience. The full publication can be found here: https://adoptionengland.co.uk/sites/default/files/2024-04/Adoption%20England%20Strategy.pdf.

The department has provided funding of £9 million in 2024/25 for Adoption England to help develop national approaches for adoption services.

Oak National Academy’s forthcoming financial education resources will support teachers to deliver high quality lessons that prepare children to manage money sensibly and confidently. The resources will cover key stages 1-4, incrementally building pupils’ understanding of key financial concepts, such as saving and budgeting. They will focus on real life applications of mathematics and frame learning in specific, contemporary contexts that reflect the modern world. As well as covering personal finances, the resources will help children and young people consider the important role money plays in wider society.

Information about the nationality or country of birth of children in schools in England is not collected by the department.

However, ad hoc surveys of admission officers were conducted in 2022 and are available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-placements-for-children-from-outside-of-the-uk.

This shows that, between 1 September 2021 and 27 September 2022, when adjusted for non-response, there had been an estimated 22,100 applications for school places for children from Ukraine. 13,100 of these were for primary school places and 9,100 were for secondary school places.

Of these 22,100 applications, 20,500 offers had been made at that point in time. This figure is also adjusted for non-response. This represents 92% of applications. 12,300 of these were for primary school places and 8,100 were for secondary school places.

The department takes the safety of children and those who work with them incredibly seriously, which is why we expect all academy trusts, local authorities and governing bodies as responsible bodies to have robust plans in place to manage asbestos in school buildings effectively, in line with their statutory duties, drawing on appropriate professional advice.

The Health and Safety Executive (HSE), as the regulator, sets the legal requirements and standards to manage asbestos and produces guidance for trusts and other responsible bodies to follow, as duty holders. The department provides guidance, tools and support to help all schools and responsible bodies effectively manage their school buildings, including guidance on the day-to-day monitoring and management of asbestos in schools and colleges, which was updated in October 2024. The Academy Trust Handbook 2024 is clear in its health and safety guidelines that “academy trusts have a duty to manage asbestos in their schools effectively, compliant with the Control of Asbestos Regulations 2012” (clause 1.19).

The department follows the advice of the HSE as the regulator that, so long as asbestos-containing materials are undamaged and not in locations where they are vulnerable to damage, they should be left undisturbed and their condition monitored. However, the department has been clear that when asbestos does pose a risk to safety and cannot be effectively managed in place, it should be removed. The decision to remove asbestos should be considered on a case-by-case basis and annual condition funding provided by the department can be used for this purpose. In many cases, asbestos will be removed as part of wider rebuilding or refurbishment work.

I refer my hon. Friend, the Member for Middlesbrough South and East Cleveland to the answer of 25 February 2025 to Question 31239.

I refer the hon. Member for Brecon, Radnor and Cwm Tawe to the answer of 29 January 2025 to Question 26025.

I refer the hon. Member for Brecon, Radnor and Cwm Tawe to the answer of 29 January 2025 to Question 26025.

The publication ’Physical activity guidelines: UK Chief Medical Officers' report’, states that the benefits for young people of doing regular physical exercise include improved learning and attainment. The full publication can be read here: https://assets.publishing.service.gov.uk/media/5d839543ed915d52428dc134/uk-chief-medical-officers-physical-activity-guidelines.pdf.

Active Travel England (ATE) is the government’s executive agency responsible for promoting walking, wheeling and cycling as the preferred choice of travel in England. They are responsible for a number of schemes which promote active travel to school. For instance, ATE has published School Streets guidance for local authorities in England. A School Street is a road outside a school with a restriction on motorised traffic at the start and end of the school day. The guidance can be found online at: https://www.gov.uk/government/publications/school-streets-how-to-set-up-and-manage-a-scheme.

Additionally, they provide funding for the Modeshift STARS education scheme, which recognises schools and other educational establishments that have shown excellence in supporting cycling, walking and other forms of sustainable and active travel. More information on the Modeshift STARS education scheme can be found here: https://modeshiftstars.org/education/.

ATE also provides funding for Bikeability, the government’s national cycle training programme. More information on Bikeability can be found here: https://www.bikeability.org.uk/.

Local authorities have a duty to promote the use of sustainable travel on journeys to and from places of education in their area. They must publish a sustainable modes of travel strategy which aims to provide health benefits for children and their families through active journeys and environmental improvements through reduced congestion and improved air quality. Further information is available in the department's statutory guidance for local authorities, which can be accessed at: https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance.

This government’s ambition is that all children and young people with special educational needs and disabilities or who are in alternative provision, including those receiving education otherwise than in a school (EOTAS), receive the right support to succeed in their education and as they move into adult life.

Last year, the department published a consultation titled ‘Strengthening protections in unregistered alternative provision’, which sought views on proposals intended to improve practice and raise standards for children in non-school settings, including those with education, health and care plans that gave them support through EOTAS. We are committed to improving the outcomes for vulnerable children being educated in this way and will set out the government’s response to the consultation and next steps in due course.