Department for Education

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

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

Following the 2024 Autumn Budget, 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.

The department is keeping the high needs funding arrangements under review as we progress wider SEND reforms.

The department wants to ensure that, where required, education, health and care (EHC) plan assessments are progressed promptly and, if needed, plans are issued as quickly as possible so that children and young people can access the support they need.

Local authorities have a statutory responsibility to assess whether children and young people have special educational needs that require an EHC plan. EHC plans must be issued within 20 weeks of the needs assessment commencing so that children and young people can access the support they need. The most recent dataset shows there were 138,200 initial requests for an EHC plan and 90,500 assessments took place in 2023. 50.3% of new EHC plans in 2023 were issued within 20 weeks.

The department knows that local authorities have seen an increase in the number of assessment requests and that more needs to be done to ensure that local areas deliver effective and timely services. This includes better communication with schools and families.

The department continues to monitor and work closely with local authorities that have issues with EHC plan timeliness. Where there are concerns about a local authority’s capacity to make the required improvements, we help the local authority to identify the problems and put in place an effective recovery plan. This includes, where needed, securing specialist special educational needs and disabilities (SEND) adviser support to help identify the barriers to EHC plan process timeliness and put in place practical plans for recovery.

Central Bedfordshire underwent an Ofsted and Care Quality Commission joint area SEND inspection in October 2019, with the report published in February 2020. The local area was required to produce a written statement of action to address six significant weaknesses. During a revisit in July 2022, Ofsted found sufficient progress in three of the six areas. Consequently, the area was required to produce an accelerated progress plan to outline the necessary improvements for the remaining three areas.

I refer the hon. Member for Broxbourne to the answer of 29 January 2025 to Question 26397.

The department has heard from schools, leaders and teachers regarding the measure in the Children’s Wellbeing and Schools Bill to require new teachers to have or be working towards qualified teacher status (QTS). This measure will reaffirm the professional status of teaching and emphasise the importance of high-quality teaching in outcomes for children.

The requirement for QTS builds on the reforms made by the previous government, who ensured that the essential knowledge associated with high-quality teaching is incorporated into all primary and secondary initial teacher training and the statutory early career induction. We want to ensure that new teachers benefit from the very best evidence-based training followed by an induction, whichever type of school they work in.

There are existing exemptions to the requirement for QTS set out in regulations, which allow schools to employ unqualified teachers in particular circumstances. The government will retain these exemptions for all schools.

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

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, Bedford Borough Council is being allocated over £38 million through the high needs funding block, and Central Bedfordshire Council is being allocated over £49 million.

We are keeping the high needs funding arrangements, including the appropriate level of flexibility and standardisation in local authorities’ funding models, under review as we progress wider SEND reforms.

Information on the number of pupils in schools in Bedford, Central Bedfordshire and Luton with education, health and care (EHC) plans is available in the publication ‘Special Educational Needs in England’, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england.

The table linked below shows the figures for pupils in schools with EHC plans in Bedford, Central Bedfordshire and Luton local authorities for each academic year since 2019/20: https://explore-education-statistics.service.gov.uk/data-tables/permalink/c81e3eb7-09ad-4267-78dd-08dd3ba46a29.

The responsible body, relevant local authority, academy trust or voluntary-aided body, is responsible for ensuring the health, safety and welfare of pupils when in their care including meeting any relevant standards for internal environments.

The department publishes non-statutory guidance on indoor air quality in ‘Building Bulletin 101: Guidelines on ventilation, thermal comfort and indoor air quality in schools’ (BB101), which can be found here: https://www.gov.uk/government/publications/building-bulletin-101-ventilation-for-school-buildings.

All new department-delivered schools are designed and constructed to the department’s school building standards. These standards cover ventilation and can be found here: https://www.gov.uk/government/publications/employers-requirements-part-b-generic-design-brief.

Information on the number of pupils in schools in Bedford, Central Bedfordshire and Luton attending independent schools with both education, health and care (EHC) plans and special educational needs (SEN) support is available in the publication ‘Special Educational Needs in England’, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england.

The table linked below shows the figures for pupils in schools with both EHC plans and SEN support in independent schools and independent special schools in Bedford, Central Bedfordshire and Luton local authorities for the 2023/24 academic year: https://explore-education-statistics.service.gov.uk/data-tables/permalink/0c775324-f4bf-4a80-18a7-08dd3ba4043a.

High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity. Through the Plan for Change, we will give children the best start in life, and that means providing them with an excellent foundation in the core subjects.

Since the right hon. Ruth Kelly, as a previous Secretary of State for Education and Skills, accepted the recommendations of the Rose Report in 2006, England has made significant progress in the teaching of early reading, especially phonics.

The department has introduced a range of measures to support early reading and help increase the proportion of pupils meeting the expected standard in the year 1 phonics screening check.

In July 2024, we announced that funded support for the 11,100 schools registered for the Nuffield Early Language Intervention (NELI) programme would continue for academic year 2024/25. NELI is an evidence-based programme targeting reception-aged children needing extra support with their speech and language development and is proven to help them make four months of additional progress, seven months for those eligible for free school meals.

Further, the English hubs school-to-school support programme is dedicated to improving the teaching of reading, with a focus on phonics, early language development and reading for pleasure. So far, the department has invested over £90 million in the programme, with funding continuing and £23 million committed for academic year 2024/25 to support this work. Knowsley’s nearest English Hub is St John Vianney English Hub.

The government’s reading framework also provides guidance on improving the teaching of reading from reception to key stage 3, including guidance on how to help pupils who need more support to learn to read proficiently.

Home-to-school travel is an integral part of the school system. It provides a valuable service on which many families rely. The department is grateful to the many transport operators for the crucial role they play in ensuring that children receive the education that they need to help them thrive.

Local authorities are responsible for arranging home-to-school travel for eligible children. It is for them to determine how best to do so, based on local circumstances and the needs of the children travelling. They might, for example, have an in-house fleet, provide passes for free travel on public transport or contract with private transport operators for the provision of buses, coaches, taxis and private hire vehicles. Where they contract with private operators, it is for the local authority and the operator to agree suitable terms.

Education has a crucial role to play in tackling harmful behaviour, helping children and young people, at primary and secondary level, to develop empathy, boundaries and respect for difference.

Through compulsory relationships education, all pupils, including boys and young men, learn how to form positive and respectful relationships and develop an understanding of the concepts and laws around sexual harassment and sexual violence.

The relationships, sex and health education (RSHE) statutory guidance emphasises that schools should be alive to issues such as everyday sexism, misogyny, homophobia and gender stereotypes and take positive action to build a culture where these are not tolerated, ensuring any occurrences are identified and tackled. The guidance is clear that schools should provide pupils with the knowledge they need to recognise and report abuse, including emotional, physical and sexual abuse, and to build empathy and promote respect for all. The guidance can be found here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.

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

​The department is currently reviewing the statutory RSHE curriculum and as part of this review will be looking at how to ensure that the guidance equips pupils, including at primary school level, to form healthy and respectful relationships. We are analysing consultation responses, talking to stakeholders and considering relevant evidence.

Separately, the independent Curriculum and Assessment Review will consider how RSHE fits into the wider curriculum.

Schools, including further education colleges, sixth form colleges and 16 to 19 academies, are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the special educational needs and disabilities code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.

The department is working as quickly as possible to ensure every child has the best chance in life, by prioritising early intervention and inclusive provision in mainstream settings. We know that early intervention prevents unmet needs from escalating, and that it supports children and young people to achieve their goals alongside their peers. Getting it right in the early years is essential to supporting children’s development, health and life chances. We are currently funding three specific early intervention programmes: the Partnerships for Inclusion of Neurodiversity in Schools programme, the Early Language and Support for Every Child pathfinders and the Nuffield Early Language Intervention programme.

This government is committed to improving mental health support for all children and young people. This is critical to high and rising standards in schools and breaking down barriers to opportunity, helping pupils to achieve and thrive in education.

That is why the department has committed to providing access to specialist mental health professionals in every school. We will also be putting in place new Young Futures hubs, including access to mental health support workers, and will recruit an additional 8,500 new mental health staff to treat children and adults.

Mental Health Support Teams (MHSTs) are continuing to roll out in schools and colleges across the country. As of April 2024, MHSTs covered 44% of pupils in schools and learners in further education in England. MHSTs are expected to cover at least 50% of pupils by the end of March 2025.

The department has also provided a resource hub for mental health leads, signposting practical resources and tools to embed effective whole-school approaches. To further help schools identify and embed the most effective targeted support options for their setting, the department also launched a targeted mental wellbeing toolkit. This practical guide and tool covers a range of evidence-based interventions.

On top of this, schools are also able to arrange their own mental health interventions that are best suited to their pupils. The Autumn Budget 2024 confirmed an additional £2.3 billion for the core schools budget for the 2025/26 financial year compared to 2024/25. This means that core schools funding will reach over £63.9 billion in 2025/26.

Schools are also able to spend pupil premium funding on providing mental health support. Schools must use pupil premium in line with the department’s menu of approaches, which can be found on page 13 of the department’s publication ‘Using pupil premium: guidance for school leaders’. The guidance can be found here:
https://assets.publishing.service.gov.uk/media/65cf69384239310011b7b91f/Using_Pupil_Premium_-_Guidance_for_School_Leaders.pdf.

Since 2022, Derbyshire has received over £27.6 million in high needs capital funding, which it can use to create new places in special schools and support pupils with special educational needs and disabilities (SEND) in a mainstream setting.

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

We understand that local authorities will want certainty about the allocation of the high needs provision capital funding for the 2025/26 financial year as soon as possible in order to develop their approach to supporting children and young people with SEND, or who require alternative provisions in their area. We will confirm allocations for the £740 million funding later in the spring.

My right hon. Friend, the Secretary of State for Education, has been clear that children’s wellbeing must be at the heart of this guidance for schools. As such, the department is looking carefully at responses to the public consultation conducted last year, considering the relevant evidence and discussing with stakeholders before setting out next steps to make sure the guidance draws from the best available evidence.

The results of the consultation and the department’s response will be published in due course.

The information on staff teaching qualifications is not centrally held on the department’s HR system. Seeking the information across the department’s full workforce could only be obtained at disproportionate cost.

High and rising school standards are at the heart of this government’s mission to break down barriers to opportunity and give every child the best start in life. Ensuring schools have the high quality and sustainable buildings they need is a key part of that.

The department has a critical role to play in all aspects of sustainability, including the drive to achieve net zero and supporting the delivery of the government’s 25 Year Environment Plan and Net Zero Strategy.

Since November 2021, the department has required that all new department-delivered schools will be designed to be net zero carbon in operation, alongside investment to increase green infrastructure and sustainable water management on school sites.

Capital funding is allocated to the school sector each year for improving the condition of the estate and to keep schools safe and operational. Funding can also support projects that improve the energy efficiency, sustainability and resilience to climate change of school buildings. Decisions on which projects to prioritise are primarily taken at a local level.

The department allocated an additional £447 million of capital funding in 2022/23 for schools and sixth form colleges for capital improvements to buildings and facilities, prioritising energy efficiency and supported by guidance for schools on effective approaches.

To make sure that the department is tackling the most urgent need in the school estate, we have committed to rebuilding or significantly refurbishing buildings at 518 schools through the School Rebuilding Programme. New buildings delivered through the programme are designed to be net zero carbon in operation and more resilient to the effects of climate change.

In 2022/23, further education (FE) colleges were allocated £53 million to improve facilities, prioritising energy efficiency. All condition improvement projects receiving departmental grant funding and delivered by FE colleges have been required to consider the 2021 FE Output Specification, which advises how to achieve net zero in operation. FE colleges have also been able to support condition improvement projects that support energy efficiency and sustainability and keep colleges safe and operational.

Schools, as other public bodies, have also been able to access funding from the Public Sector Decarbonisation Scheme, which is run by the Department for Energy Security and Net Zero.

This government is committed to ensuring our world leading universities remain free from foreign interference.

Any international arrangements English higher education (HE) providers who are registered with the Office for Students (OfS) make, including Confucius Institutes, should be within the law and comply with OfS registration conditions. These include a commitment to the public interest governance principles, which include academic freedom and freedom of speech. The OfS may take regulatory action if HE providers allow foreign governments to interfere in free speech or academic freedom.

The department expects the UK HE sector to be alert to a range of risks when collaborating with international partners and to conduct appropriate due diligence to comply with legislation and consider risks, including potential threats to freedom of speech and academic freedom.

The department’s proposals regarding the Higher Education (Freedom of Speech) Act 2023 have reinforced our clear expectations that HE providers must uphold the principles of freedom of speech and academic freedom. The OfS can request information from HE providers registered with them about overseas arrangements, including financial transactions, if they believe registration conditions may have been breached. The measures we are now implementing through the Act will further strengthen opportunities for the OfS, by providing a new focused way for complaints about foreign interference on academic freedom to be escalated.

The department is also carrying out a full and comprehensive audit on the breadth of the UK’s relationship with China. This government, through the ongoing China audit, will take a consistent, long term and strategic approach to managing the UK’s relations with China, rooted in the UK’s and global interests. We will co-operate where we can, compete where we need to and challenge where we must.

This government is committed to ensuring our world leading universities remain free from foreign interference.

Any international arrangements English higher education (HE) providers who are registered with the Office for Students (OfS) make, including Confucius Institutes, should be within the law and comply with OfS registration conditions. These include a commitment to the public interest governance principles, which include academic freedom and freedom of speech. The OfS may take regulatory action if HE providers allow foreign governments to interfere in free speech or academic freedom.

The department expects the UK HE sector to be alert to a range of risks when collaborating with international partners and to conduct appropriate due diligence to comply with legislation and consider risks, including potential threats to freedom of speech and academic freedom.

The department’s proposals regarding the Higher Education (Freedom of Speech) Act 2023 have reinforced our clear expectations that HE providers must uphold the principles of freedom of speech and academic freedom. The OfS can request information from HE providers registered with them about overseas arrangements, including financial transactions, if they believe registration conditions may have been breached. The measures we are now implementing through the Act will further strengthen opportunities for the OfS, by providing a new focused way for complaints about foreign interference on academic freedom to be escalated.

The department is also carrying out a full and comprehensive audit on the breadth of the UK’s relationship with China. This government, through the ongoing China audit, will take a consistent, long term and strategic approach to managing the UK’s relations with China, rooted in the UK’s and global interests. We will co-operate where we can, compete where we need to and challenge where we must.

To qualify for shared parental leave, an employee must have been in continuous employment with the Civil Service for 26 weeks up to and including the fifteenth week before the week in which their baby is due to be born.

As with any changes to employment legislation, internal policies and processes will be updated as appropriate in preparation for when the Employment Rights Bill 2024 comes into effect.

The Civil Service management code states that, departments and agencies may only grant shared parental leave in accordance with the statutory requirements governing eligibility for this category of leave. However, some staff could qualify for statutory shared parental leave on their first day of service with a department because they already have qualifying service with another department.

The government is committed to delivering the expansion of the 30 hours free childcare offer, so that from September 2025 eligible working parents in England will be able to access 30 hours of free childcare per week, over 38 weeks of the year, from when the term after their child turns nine months old to when they start school. Accessible and high quality early education and childcare is a crucial part of giving every child the best start in life, boosting children’s life chances and giving parents work choices.

Students who work in addition to their studies and earn the equivalent of at least 16 hours a week at National Minimum Wage (equivalent to £183 per week or £9,518 per year in 2024/2025), and under £100,000 adjusted net income per year, may be eligible for this offer. If they are unable to meet this threshold, they will remain eligible for the universal 15 hours of free early education, which is available to all 3 and 4 year-olds regardless of family circumstances.

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

There are multiple routes into teaching to suit the needs of different candidates. There are postgraduate pathways that can be undertaken as a student, funded through a student loan and, in some subjects, bursaries, or employment-based training where trainees will earn a salary while they train. In September last year, the department launched a new salaried teacher degree apprenticeship which, upon completion, is itself equivalent to a degree.

Get Into Teaching, which is a free information service from the department, supports anyone considering teaching with their journey to entering the classroom. The service can be found here: https://getintoteaching.education.gov.uk/.

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

UCAS (Universities and Colleges Admissions Service) publishes data on the number of full-time undergraduate acceptances by domicile and provider. However, around 40% of non-European Union international full-time undergraduate entrants enter outside of UCAS and this will vary by provider. The latest data covers the 2023 admissions cycle and is published here: https://www.ucas.com/data-and-analysis/undergraduate-statistics-and-reports/ucas-undergraduate-end-cycle-data-resources-2023.

UCAS data for the 2024 admissions cycle will be published on 30 January.

The Higher Education Statistics Agency (HESA) publishes data covering all international undergraduate entrants. The latest HESA data covers the 2022/23 academic year and is available here: https://www.hesa.ac.uk/data-and-analysis/students/whos-in-he.

The UK is outward looking and welcomes international students who make a positive impact on the UK’s higher education (HE) sector, our economy and society as a whole.

Applicants to undergraduate courses usually have to have a minimum level of qualification in order to be considered. Where HE providers accept international qualifications, applicants can apply to the UK National Centre for the Recognition and Evaluation of International Qualifications and Skills for a Statement of Comparability. This compares overseas qualifications to the UK qualifications and framework levels.

HE providers are autonomous bodies, independent of government. As such, they are responsible for their own admissions decisions. Government works closely with the sector to ensure that admissions remain fair and the Universities UK / Guild HE Fair Admissions Code of Practice is adhered to when HE providers make admissions decisions.

Student visa applicants must demonstrate their English language ability in order to be granted a visa. The level required depends on the level of study, and the type of course provider.

My right hon. Friend, the Secretary of State for the Home Department has already confirmed that the government will continue implementing measures to reduce potential for abuse on the student visa route, including reviewing how the HE sector is currently assessing English language ability.

I refer my hon. Friend, the Member for South Derbyshire, to the answer of 5 February 2025 to Question 27930.

In 2024/25, Croydon Council were allocated £1.619 million for the delivery of Family Hubs and Start for Life programme.

In 2025/26, the department and the Department of Health and Social Care will provide a £126 million boost to give every child the best start in life and deliver on the Plan for Change. Funding will support local authorities to deliver Family Hubs and Start for Life services in areas with high deprivation, including Croydon, which has provisionally been allocated £1.709 million for the 2025/26 financial year. Final figures will be confirmed in due course.

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

The terms of reference, which do not mention decolonisation, can be accessed here: https://assets.publishing.service.gov.uk/media/66d196b7d107658faec7e3db/Curriculum_and_assessment_review_-_aims_terms_of_reference_and_working_principles.pdf.

The review group will publish an interim report in early spring and a final report, including recommendations, will be published this autumn. We will take decisions on what changes to make to the curriculum in light of these recommendations.

School libraries complement public libraries by giving pupils access to a range of books and other kinds of texts, both in and out of school. The national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information.

There are a number of strong links between reading for pleasure and attainment. For example, the 2021 Progress in International Reading Literacy Study report found a 34-point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure to other positive effects, such as improved text comprehension and grammar, increased general knowledge and character development.

It is for individual schools to decide how best to provide and maintain a library service for their pupils. Headteachers have autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget 2024 announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26. Given this autonomy, the department has no current plans to collect information on the number of school libraries or school librarians as part of the school census.

The government’s reading framework offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers.

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. We want more children and young people to receive the support they need to thrive in their local mainstream school, reducing the need for pupils to travel a long way to access a specialist placement. This is why we are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.

Local authorities must ensure there are sufficient school places for all pupils, including those with SEND. The Children and Families Act 2014 requires local authorities to keep the provision for children and young people with SEND under review (including its sufficiency), working with parents, young people and providers.

The department has announced an additional £740 million of capital funding in the 2025/26 financial year 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.

In addition, the department is providing local authorities’ 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.

A joint local area SEND inspection in Derbyshire was undertaken by Ofsted and the Care Quality Commission (CQC) in September 2024 under the new Area SEND Inspection framework. Ofsted and the CQC found widespread and / or systemic failings leading to significant concerns about the experiences and outcomes of children and young people with SEND which the local area partnership must address urgently. The report, published on 14 November, included six areas for priority action (APAs).

As a result of this inspection, His Majesty’s Chief Inspector requires the local area partnership to prepare and submit a priority action plan (area SEND) to address the identified APAs.

The department’s regional team has put in place systems to track outcomes against the APAs found by inspectors and the progress made by children and young people with SEND. The department has appointed a SEND Adviser to work collaboratively with an NHS England Adviser to challenge, support and work alongside Derbyshire County Council and the local area partnership.

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

The department has a range of programmes to support continuing professional development for teachers of science, technology, engineering and mathematics (STEM), for 2025/26 these include:

• The subject knowledge for physics teaching programme, which supports non-specialist teachers of physics in teaching the requirements of the key stage 3 and key stage 4 physics curriculum.
• The National Centre for Excellence in the Teaching of Mathematics, mathematics hubs and the advanced mathematics support programme, which provide professional development to teachers of mathematics from reception to key stage 5.
• The National Centre for Computing Education, to support the teaching of computing and increase participation in computer science qualifications.

My right hon. Friend, the Secretary of State for Education, has not had any discussions with teaching groups on the potential merits of establishing a continuing professional development fund with industry, but funding to support STEM education beyond the 2025/26 financial year will be considered as part of the forthcoming spending review.

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

The department has a range of programmes to support continuing professional development for teachers of science, technology, engineering and mathematics (STEM), for 2025/26 these include:

• The subject knowledge for physics teaching programme, which supports non-specialist teachers of physics in teaching the requirements of the key stage 3 and key stage 4 physics curriculum.
• The National Centre for Excellence in the Teaching of Mathematics, mathematics hubs and the advanced mathematics support programme, which provide professional development to teachers of mathematics from reception to key stage 5.
• The National Centre for Computing Education, to support the teaching of computing and increase participation in computer science qualifications.

My right hon. Friend, the Secretary of State for Education, has not had any discussions with teaching groups on the potential merits of establishing a continuing professional development fund with industry, but funding to support STEM education beyond the 2025/26 financial year will be considered as part of the forthcoming spending review.

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The government’s ambition is that all children and young people with special education 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 department is working closely with experts on reforms, recently appointing a strategic advisor for SEND, who will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider the next steps for the future of SEND reform.

The Law Commission are currently undertaking a review of disabled children’s social care legislation. The Law Commission are expected to submit their final recommendations to the government in summer 2025, at which point we will consider proposals for reforms to the disabled children’s social care system.

The government’s ambition is that all children and young people with special education 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 department is working closely with experts on reforms, recently appointing a strategic advisor for SEND, who will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider the next steps for the future of SEND reform.

The Law Commission are currently undertaking a review of disabled children’s social care legislation. The Law Commission are expected to submit their final recommendations to the government in summer 2025, at which point we will consider proposals for reforms to the disabled children’s social care system.

High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life.

​​​We know that reading for pleasure is hugely important and brings a range of benefits. There are a number of strong links between reading for pleasure and attainment. The 2021 Progress in International Reading Literacy Study report found a 34 point difference in reading performance between pupils in England who “very much” like reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure to other positive effects, such as improved text comprehension and grammar, increased general knowledge and character development. Wide recreational reading expands pupils’ knowledge about the world and about language, as well as their understanding of subject-specific academic and technical vocabulary.

​​​In recognition of this, the department has implemented a range of measures to support reading for pleasure.  The English Hubs programme supports the teaching of phonics, early language development and reading for pleasure with funding continuing and £23 million committed for the 2024/25 academic year to support what is set out in the reading framework. For example, through the Transforming Schools Reading Culture, which is a continuous professional development offer delivered via the English hubs to support reading for pleasure.​

​​​The current national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. The government has established an independent Curriculum and Assessment Review, which will look closely at the key challenges to attainment for young people. This is in line with the government’s ambition for a curriculum that delivers excellent foundations in reading, writing and mathematics.

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 department is committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs. We want to ensure people of all ages and backgrounds can undertake activities which provide them with the skills and learning they need to support them into work and offer excellent career development and progression opportunities.

The department wants to ensure that, where required, education, health and care (EHC) plan assessments are progressed promptly and, if needed, plans are issued as quickly as possible so that children and young people can access the support they need.

Local authorities have a statutory responsibility to assess whether children and young people have special educational needs that require an EHC plan. EHC plans must be issued within 20 weeks of the needs assessment commencing so that children and young people can access the support they need. In 2023, there were 138,200 initial requests for an EHC plan and 90,500 assessments took place. 50.3% of new EHC plans in 2023 were issued within 20 weeks.

The department knows that local authorities have seen an increase in the number of assessment requests and that more needs to be done to ensure that local areas deliver effective and timely services. This includes better communication with schools and families.

A joint local area SEND inspection in Derbyshire was undertaken by Ofsted and the Care Quality Commission (CQC) in September 2024 under the new Area SEND Inspection framework. Ofsted/CQC found widespread and/or systemic failings leading to significant concerns about the experiences and outcomes of children and young people with SEND which the local area partnership must address urgently. The report, published on 14 November, included six areas for priority action (APAs).

As a result of this inspection, His Majesty’s Chief Inspector requires the local area partnership to prepare and submit a priority action plan (area SEND) to address the identified APAs.

The department’s regional team has put in place systems to track outcomes against the APAs found by inspectors and the progress made by children and young people with SEND. The department has appointed a SEND Adviser to work collaboratively with an NHS England Adviser to challenge, support and work alongside Derbyshire County Council and the local area partnership.

The government is committed to offering a free breakfast club in every state-funded school with primary-aged pupils in England.

The holiday activities and food programme (HAF) supports disadvantaged children and their families during the Easter, summer and Christmas holidays with enriching activities, providing them with healthy food, helping them to learn new things, improving socialisation and benefiting their health and wellbeing during school holidays.

The HAF programme guidance sets out that: “While the majority of funding that local authorities receive should be used for holiday club places for children in receipt of free school meals (FSM), local authorities have discretion to use up to 15% of their funding to provide free or subsidised holiday club places for children who are not in receipt of benefits-related FSM, but who the local authority believe could benefit from HAF provision”.

The department is working with the Department of Health and Social Care to help promote and deliver supervised toothbrushing programmes for 3 to 5 year-olds in the most deprived communities.

We recognise that prevention is better than cure. For this reason, we will be targeting the areas of highest need in order to have the greatest impact on young children’s oral health.

Further information on the implementation timetable will be confirmed in due course.

Currently all state-funded schools in England are required to teach about good oral hygiene as part of the statutory health education set out within relationships, sex and health education statutory guidance. Independent schools are required to cover health education as part of their responsibility to provide personal, social, health and economic education.

Religious education (RE) is an important subject that should provide pupils with an opportunity to learn about a wide range of religious and non-religious beliefs. RE should help pupils to better understand the values and traditions of different religious communities, which is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.

The government has established an independent Curriculum and Assessment Review led by Professor Becky Francis. It will publish an interim report in the early spring and a final report with recommendations later this year.

I refer the hon. Member for Yeovil to the answer of 23 January 2025 to Question 22877.

As set out in the cross-government autism strategy (2021 to 2026), the government wants to improve understanding and acceptance of autism and for public sector services to become more autism-inclusive.

Under the Equality Act 2010, public sector organisations, including schools, are required to make changes in their approach or provision to ensure that services are accessible to disabled people as well as to everybody else.

There is work underway in the department to improve autism awareness. High quality, evidence-based teaching is critical in ensuring that the needs of children with special educational needs and disabilities (SEND) are met effectively.

The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND. The department funds the £12 million Universal Services Programme, which helps the school and further education workforce to identify the needs of pupils with SEND earlier and more effectively. The programme includes autism training, delivered by Autism Education Trust training partners, to over 200,000 education professionals so far.

Also, following the recent review, the initial teacher training and early career framework (ITTECF), which was published in January 2024, contains significantly more content related to adaptive teaching and supporting pupils with SEND.

The department is committing to a full review of the delivery of the early career teacher (ECT) entitlement, including the content of the ITTECF, in 2027 to ensure it continues to provide the best possible support for ECTs based on the most up-to date-evidence. This review will focus on increasing support for mentors, as well as for teaching pupils with SEND.

In education settings, school staff can access a range of training as appropriate to their career stage. Training to support pupils with autism should include information on how to access health and social care as necessary.

The support offered by computing hubs is, for the most part, aimed at teachers only.

Hubs have also previously supported the National Centre for Computing Education's (NCCE) outreach programme aimed at pupils. NCCE will continue with outreach activity in 2025/26 continuing to raise awareness of careers in computing and digital. Data for the number of pupils who have attended hub outreach events since 2018 is not available.

The government will continue to fund the NCCE in the 2025/26 financial year to support the teaching of computing and increase participation in computer science qualifications.

The UK has a longstanding and proud tradition of providing a safe haven to those who have no choice but to leave their home country because of endangerment to their lives or to those of their families. Higher education (HE) student support is available to those recognised as refugees, as well as their spouses, civil partners and children who were family members on the date the refugee applied for asylum, provided they have been ordinarily, i.e. lawfully, resident in the UK and Islands (Channel Islands and Isle of Man) since being recognised by the government as a refugee and are ordinarily resident in England on the course start date. They are exempt from the three-year ordinary residence requirement.

Individuals seeking asylum are not entitled to student support in England whilst they are seeking asylum.

The department does not hold data on the number of asylum seekers that have started or are currently enrolled on an HE course at a UK HE provider in any of the last five years.

The UK has a longstanding and proud tradition of providing a safe haven to those who have no choice but to leave their home country because of endangerment to their lives or to those of their families. Higher education (HE) student support is available to those recognised as refugees, as well as their spouses, civil partners and children who were family members on the date the refugee applied for asylum, provided they have been ordinarily, i.e. lawfully, resident in the UK and Islands (Channel Islands and Isle of Man) since being recognised by the government as a refugee and are ordinarily resident in England on the course start date. They are exempt from the three-year ordinary residence requirement.

Individuals seeking asylum are not entitled to student support in England whilst they are seeking asylum.

The department does not hold data on the number of asylum seekers that have started or are currently enrolled on an HE course at a UK HE provider in any of the last five years.

Following a search of the department's contract records for any supplier with “BFS Group Limited” in its name, it has been concluded that there are no live or historical contracts with that supplier.