Department for Education

The government respects religious freedoms and expects schools to provide parents with all the information they need to make informed choices around school meals. Headteachers, governors and their caterers are best placed to make decisions about their school food policies, taking into account cultural, religious and special dietary needs. The department would expect any significant changes to school food to be discussed with parents.

The holiday activities and food (HAF) programme supports disadvantaged children and their families during the school holidays, offering enriching activities and healthy food to support their health, development and wellbeing. The department was very pleased to be able to make available more than £200 million for the HAF programme in 2025/26. Delivery across England has already taken place at Easter, with the summer and Christmas holidays to come.

HAF Plus has been adopted by several local authorities as a model for older children, following successful pilots. Through the department’s annual guidance to local authorities who coordinate the programme across England, we encourage flexibility to offer suitable models to older children, with careful consideration given to a different model of food and activity provision. We also strongly encourage consideration of the role that older children can have in supporting, designing and leading sessions for their peers or for younger children, in order to help them to socialise and develop leadership skills, which can be crucial for those in year 9 to 11.

The department supports academy trusts, local authorities and voluntary-aided school bodies, who are responsible for managing the safety and maintenance of their estates, with capital funding, rebuilding programmes and extensive guidance on effective estate management.

We have recently confirmed the details of £2.1 billion of capital funding for the 2025/26 financial year to improve the condition of the school estate, up from £1.8 billion committed for the 2024/25 financial year.

For the 2025/26 financial year, Parallel Learning Trust met the eligibility criteria for the Condition Improvement Fund (CIF), and its schools, including Ramsden Hall Academy, were invited to bid into CIF for capital projects. We expect to confirm outcomes of CIF later in the spring.

Capital funding to improve school buildings beyond 2025/26 will be confirmed following the next phase of the spending review.

I would be happy to meet to discuss capital funding for Ramsden Heath Academy.

The Children and Families Act 2014 requires local authorities to publish a special educational needs and disabilities (SEND) local offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have special educational needs (SEN) or are disabled, including those who do not have education, health and care (EHC) plans.

The local offer has two key purposes:

• To provide clear, comprehensive, accessible and up-to-date information about the available provision and how to access it.
• To make provision more responsive to local needs and aspirations by directly involving disabled children and those with SEN and their parents, and disabled young people and those with SEN, and service providers in its development and review.

In developing and reviewing the SEND local offer, the local authority must work in collaboration with a wide range of partners. The SEND local offer must be co-produced with parents and young people, and information on their feedback and how it has been taken into account must be published. The local authority must also work with its statutory EHC partners, including schools, colleges and early years settings and the Integrated Care Service.

Special Educational Needs and Disabilities Information, Advice and Support Services (SENDIASS) offer information, advice and support for parents, carers children and young people with SEND. Under the Children and Families Act 2014 it is a legal requirement that all local authorities have a SENDIASS.

The department additionally supports participation by parents in local and national decision making, this has included £2.66 million in grant payments direct to local parent carer forums, and funding to maintain a national helpline providing advice and support for parents and carers.

The government has indicated that it will take the time needed to consider changes to the high needs national funding formula (NFF) used by the department to allocate funding for children and young people with complex special educational needs and disabilities.

It is important that there is a fair education funding system that reflects differences in the level of underlying need across the country and directs funding accordingly to support improved outcomes for children and young people.

I refer the hon. Member for Newton Abbot to the answer of 1 May 2025 to Question 47184.

The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula (NFF) accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor. This recognises that some schools are necessarily small because they are remote and do not have the same opportunities to grow or make efficiency savings as other schools, and that such schools often play a significant role in the rural communities they serve.

All small and rural schools have benefited from the increase to core factors in the NFF in 2025/26 financial year, including the NFF lump sum, which is set at £145,100. This provides a fixed amount of funding that is unrelated to pupil-led factors. The lump sum is particularly beneficial to small schools more reliant on an element of funding that is not driven by pupil numbers.

Schools can attract additional funding through the sparsity factor in the NFF if they are both small and remote. Eligible primary schools attract up to £57,400, and all other eligible schools attract up to £83,400, in sparsity funding in the 2025/26 financial year. The department is providing £100 million in total through the sparsity factor in the 2025/26 financial year.

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 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.

The department is working closely with other government departments and with external experts on reforms. In November 2024, we established the Neurodivergence Task and Finish Group, which includes clinicians, scientists and academics, as well as education experts and third sector organisations. This group is chaired by Professor Karen Guldberg from Birmingham University and aims to provide an expert view and make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings, including consideration of the types of support that should be readily available without the need for a diagnosis.

The Neurodivergence Task and Finish Group includes the chair of the independent ADHD Taskforce, convened by NHS England, which provides vital co-ordination across government. My right hon. Friends, the Secretary of State for Education and the Secretary of State for Health and Social Care, have met on several occasions, including to discuss support for children with SEND.

High-quality teaching is the most important in-school factor to a child’s educational outcomes. Recruiting and retaining more qualified, expert teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. This is why the department will recruit 6,500 new expert teachers.

The 2024/25 initial teacher training (ITT) census reported 618 trainees had begun courses in design technology, up from 334 trainees in 2021/22. The department offered a £25,000 tax-free bursary for design technology teacher training in 2024/25 and increased this to £26,000 for courses starting in 2025/26.

A successful recruitment strategy starts with a strong retention strategy, and we want to ensure teachers of all subjects and phases stay and thrive in this profession. The department agreed a 5.5% pay award for teachers in the 2024/25 academic year and has taken steps to improve teachers’ workload and wellbeing, and enable greater flexible working, to support retention and help re-establish teaching as an attractive profession.

High-quality continuing professional development is also key to ensuring the retention of an effective teaching workforce. The department has established teaching school hubs across the country, who play a significant role in delivering ITT, the early career framework, and national professional qualifications. Star Teaching School Hub North West Lancashire and One Cumbria Teaching School Hub are both centres of excellence supporting teacher training and development across Lancaster, Westmorland and Furness.

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

It is compulsory for schools to teach relationships education for primary school pupils, relationships and sex education for secondary school pupils, and health education for all pupils in state-funded schools, in line with the relationships, sex and health education (RSHE) statutory guidance, which has been in place since September 2020.

Oak National Academy are developing new resources to support schools with the delivery of RSHE, which will start to become available later this year.

I refer my hon. Friend, the Member for Stoke-on-Trent Central to the answer of 1 May 2025 to Question 47184 .

All schools are required by law to have a behaviour policy which outlines effective strategies that will encourage good behaviour and the sanctions that will be imposed for misbehaviour.

Any policy must be lawful, proportionate and reasonable, and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. This includes taking account of pupils’ special educational needs and disabilities.

The ’Behaviour in schools’ guidance provides support for schools on developing and implementing a behaviour policy which outlines effective strategies that will encourage good behaviour. This guidance is accessible at: https://www.gov.uk/government/publications/behaviour-in-schools--2.

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

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

The government will provide access to specialist mental health professionals in every school, so every young person, regardless of their sex, has access to early support to address problems before they escalate. NHS-funded Mental Health Support Teams (MHSTs) continue to roll out in schools and colleges and are expected to cover at least 50% of pupils by April 2025.

The department also provides a range of guidance and practical resources for schools on promoting and supporting pupils’ mental health and wellbeing. These include a resources hub for mental health leads, a toolkit to help choose evidence-based early support and guidance on effective whole-school approaches to pupil mental health and wellbeing. This guidance encourages schools to consider groups that are at greater risk of experiencing poor mental health when planning their approach. This might include consideration that girls in some age ranges have been shown to have higher levels of probable mental disorder than boys, or that girls may be more likely to experience certain mental health conditions.

Information of pupils’ primary type of special educational need broken down by suspension and permanent exclusion can be viewed via a detailed table at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e604c2a7-ce18-4fb3-d9d8-08dd800922cb. This table includes social, emotional and mental health which encompasses a range of conditions affecting emotional regulation, behaviour, and mental health, including attention deficit hyperactivity disorder (ADHD).

Schools have a legal duty under the Equality Act 2010 not to discriminate against pupils with a special educational need or disability. This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments.

The department trusts headteachers to use their professional judgement based on the individual circumstances of each case when considering excluding a pupil. All such decisions must be lawful, reasonable, and fair. The ‘Suspension and permanent exclusion’ statutory guidance is clear that, in all cases, school leaders should consider early intervention strategies to address the underlying causes or contributing factors of a pupil’s disruptive behaviour before issuing an exclusion.

This can include where a pupil has any neurodiversity or unmet additional needs.

The table below outlines information on the 69 schools visited by departmental Ministers, including the Secretary of State, between 4 July 2024 and 22 April 2025, in a Ministerial capacity. We have included state and independent primary, secondary and special schools.

As an Executive Agency, Skills England will be subject to clear requirements on governance, transparency and accountability as set out by the Cabinet Office and applying across government.

A sponsor Minister within the department will be accountable to Parliament on all matters concerning Skills England, including the policy framework within which it operates, ensuring it meets its strategic objectives and, in doing so, delivers value for money.

Skills England will be led by a Chief Executive, who will be directly accountable to a relevant departmental sponsor Minister for delivery and day to day activities. They will also be accountable to the sponsor department’s Permanent Secretary for responsible use of public funds, via formal designation as Accounting Officer for the agency.

A framework document will be agreed between the department and Skills England, which will be approved by HM Treasury. This will set out the governance and accountability framework within which Skills England and the department will operate and will be publicly available.

In line with other Executive Agencies, and as set out in the Public Bodies Handbook, Skills England will regularly publish information on the execution of its functions. This will include an annual report, which sponsor ministers are required to publish to ensure Parliament is kept informed of Skills England’s activities.

The IfATE (Transfer of Functions etc) Bill also requires my right hon. Friend, the Secretary of State for Education, to publish and lay before Parliament, within six months after the closure of IfATE, a report setting out which of the functions in this Bill are being exercised by Skills England and the impact of this on apprenticeships and technical education in England.

There are many factors that influence international students when they choose to study abroad. These include the range and quality of available courses, the visa rules that apply in countries they are considering, and the appeal of living and studying in those countries.

Several changes were made to the immigration system in 2024, restricting international students from bringing family members with them to the UK unless they are studying a PhD, doctorate or research-based higher degree. These restrictions will be continued, as confirmed by my right hon. Friend, the Secretary of State for the Home Department in early February, in line with the government’s commitment to manage migration carefully.

This government has made clear its overall approach to international students. We will continue to welcome international students who enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK.

On Monday 28 April, my right hon. Friend, the Secretary of State for Education signed commencement regulations for the Higher Education (Freedom of Speech) Act 2023. These regulations commence the following provisions in the Act from 1 August 2025:

• Duties on higher education (HE) providers (and their constituent institutions) to take reasonably practicable steps to secure freedom of speech within the law, to put in place a code of practice on freedom of speech and academic freedom, and to promote freedom of speech.
• The ban on non-disclosure agreements for staff and students at HE providers in cases of bullying, harassment and sexual misconduct.
• The duties on the Office for Students to promote freedom of speech and the power to identify good practice and advise HE providers on it.

We are seeking a suitable legislative vehicle to amend and repeal the remaining elements of the Act in due course.​

The department can confirm that there will be at least one construction Technical Excellence College for the East of England region but cannot confirm exactly where in the region it will be based, at this stage. Further information on Technical Excellence Colleges will be made available in due course.

As per the Consolidated Budgeting Guidance, the usual practice is for any underspends in overall departmental budgets, including the T level programme, by the end of the financial year to be returned to HM Treasury. However, throughout each financial year, the department reviews emerging forecasts against the departmental budgets originally set, as well as reviewing any pressures across the department. Unspent funding is then reallocated to wider education priorities.

The higher education (HE) sector needs a secure financial footing to face the challenges of the next decade and to ensure that all students can be confident they will receive the world-class HE experience they deserve. This is why, after seven years of frozen fee caps under the previous government, we have taken the difficult decision to increase maximum tuition fee limits for the 2025/26 academic year by 3.1%, in line with the forecast rate of inflation.

The government believes in the principle that a fee-based funding model and income-contingent student loan repayment system is the most equitable way of ensuring that individuals who have benefited directly from HE make a fair contribution towards its cost. Upfront tuition fee loans have allowed many more students, including disadvantaged students, to access HE through removing financial barriers so that everyone with the ability and desire to enter HE can do so.

Student loans have important protections for borrowers. Monthly repayments depend on earnings, not on interest rates or the amount borrowed, and no-one who earns under the student loan repayment threshold is required to make any repayments at all. At the end of the loan term, any outstanding loan balance, including interest built up, will be written off with no detriment to the borrower.

The department will publish its plan for broader HE reform this summer and work with the sector and the Office for Students to deliver the change that the country needs.

I refer the hon. Member for South Northamptonshire to the answer of 12 March 2025 to Question 34828.

My right hon. Friend, the Secretary of State for Education will set out a plan for reform of the higher education sector in the summer. These reforms will ensure our world-leading sector can provide the skills required to deliver economic growth through the industrial strategy and support the wider changes the country needs in the years to come.

As part of this plan, the department will focus on providers’ efficiency and effectiveness, increasing collaboration with other skills providers, strengthening the civic role of providers and ensuring the right improvement and stronger alignment of provision with the needs of students and the economy.

The Apprenticeship Support and Knowledge (ASK) programme has played an important role in promoting apprenticeships and other technical education routes over the last nine academic years. Over this period there has been a significant increase in the interest and understanding of apprenticeships and technical education pathways which has been influenced by the ASK programme and other government initiatives to raise awareness of these routes.

The Careers and Enterprise Company’s Future Skills Questionnaire (FSQ) shows that in 2023/24, 88% of year 13 and 80% of year 11 were aware of and understood apprenticeship related options after their education in England. FSQ also shows that students are over twice as likely to report awareness of apprenticeships between year 7 and year 11 (from 38% to 80%, almost on a par with A levels). In Kent, 77% of year 11 students reported understanding apprenticeships compared to 79% awareness of A Levels.

FSQ data also show that since the T Level programme was launched in 2020, awareness and understanding of the T Levels has increased from 37% in 2021/22 to 47% in 2023/24.

Data from the Parent, Pupil and Learner Panel Survey also shows that awareness of T Levels is growing rapidly. 50% of students in years 9 to 11 knew about a T Level in 2023, up from 14% two years earlier.

The Traineeship programme was closed on 31 July 2023 under the previous government.

The assessment process for applications to the school-based nursery capital grant was conducted in a fair and consistent manner across all schools. Awards to eligible schools were made based on application scores.

Each application was evaluated by a team of officials from the department against four established criteria, using a six-point scoring scale. Any applicant that scored less than 2 in any criterion was eliminated from the process. Assessors reviewed each project based on the information provided in the application, the required supporting documentation and relevant school performance and financial indicators available to the department.

After the initial assessment and scoring, a panel of commercial specialists conducted a moderation exercise. Applications were then ranked by total score and funding was awarded to the 300 highest-scoring projects.

I refer my hon. Friend, the Member for Edinburgh South West, to the answer of 1 April 2025 to Question 40591.

Changes to the Fair Access Limit have been made to ensure that the maximum number of children can benefit from the fund, on the basis of forecast demand. The level of funding per child in 2025/26 will still allow adoptive and kinship families to access a significant package of therapeutic support. Where needed, and as before, local authorities and Regional Adoption Agencies can use their own funding to increase the amount of therapy.

The government is committed to helping all young people, including young carers, thrive in education. We continue to work closely across government to strengthen the visibility and support of young carers both at home and in educational settings.

Young carers as a specific group were added to the school census in the 2022/23 academic year, allowing schools to identify their students who are providing care for the first time. The census data is creating a new evidence base on the educational outcomes of young carers across England, shining a light on how many young carers are in our schools and the impact that caring can have on their education.

The government recognises the importance of encouraging schools and local authorities to work closely with young carers and their families to identify their needs and provide tailored support, ensuring they do not miss out on vital educational opportunities.

The statutory guidance ‘Keeping children safe in education’ requires designated safeguarding leads to undergo training to provide them with the knowledge and skills to carry out their role. This includes having a good understanding of, and an alertness to, the needs of young carers.

The Children’s Social Care National Framework provides clarity on the outcomes that leaders and practitioners should achieve when supporting children, young people, and families, including young carers. The framework emphasises the importance of multi-agency collaboration, which includes schools as key partners in supporting the wellbeing and educational outcomes of children, particularly those involved with social care services and young carers. This includes drawing on the expertise of virtual school heads, designated safeguarding leads and designated teachers.

Since 2021 virtual school heads have had a non-statutory, strategic duty to promote the educational outcomes of all children with a social worker, including young carers whose families receive, or have received, social services support, enabling earlier intervention to address the educational barriers these children can face. The department is now making this role statutory through the Children’s Wellbeing and Schools Bill, which will enable local authorities to prioritise these children’s educational outcomes, ensuring they receive the support they need to succeed in education.

The adult skills fund (ASF) fully funds or co-funds education and skills training for eligible adults aged 19 and above from pre-entry to level 3, including media literacy education.

Currently, approximately 62% of the ASF is devolved to 9 mayoral strategic authorities and the Greater London Authority. These authorities are responsible for the provision of ASF-funded adult education for their residents and allocation of the ASF to learning providers to best meet their local needs. The department is responsible for the remaining ASF in non-devolved areas. In non-devolved areas, adults who earn less than £25,000 in annual gross salary are eligible for full funding, but it is the responsibility of providers to decide what training to offer.

More broadly, civil society and community organisations are instrumental in delivering media literacy programmes to adults, leveraging their expertise to support diverse and vulnerable groups.

The Digital Inclusion Action Plan outlines steps toward delivering digital inclusion and media literacy for everyone in the UK, including supporting local and community initiatives to increase digital participation.

Under updated media literacy duties, Ofcom is developing a ‘place-based’ model to embed media literacy into community digital strategies, working with the Good Things Foundation to support Digital Inclusion Hubs.

The department always considers the impact of decisions on vulnerable children. The level of funding per child in 2025/26 will still allow adoptive and kinship families to access a significant package of therapeutic support. Where needed, local authorities and regional adoption agencies can use their own funding to increase the amount of therapy.

The department always considers the impact of decisions on vulnerable children, including those with foetal alcohol spectrum disorder. The level of funding per child in 2025/26 will allow adoptive and kinship families to access a significant package of therapeutic support. Where needed, local authorities and Regional Adoption Agencies can use their own funding to increase the amount of therapy.

The department works closely with the Department for Health and Social Care (DHSC) on a wide range of matters to ensure the education system is supporting healthcare students, including student funding.

The government needs to ensure that the student funding system is financially sustainable, and funding arrangements are reviewed each year. We will continue to engage with DHSC to consider the financial support that medical students receive.

Students attending the fifth and sixth years of undergraduate medical courses and years 2 to 4 of graduate entry medical courses qualify for NHS bursaries. The government has announced an increase to all NHS bursary maintenance grants and allowances for the 2025/26 academic year by forecast inflation, 3.1%, based on the Retail Price Index Excluding Mortgage Interest (RPIX) inflation index.

Medical students qualifying for NHS bursary support also qualify for non-means tested loans for living costs from the department. The government has announced that maximum loans for living costs for the 2025/26 academic year, including reduced rate non-means tested loans for students undertaking NHS bursary years, will also increase by 3.1%.

The department works closely with the Department for Health and Social Care (DHSC) on a wide range of matters to ensure the education system is supporting healthcare students, including student funding.

The government needs to ensure that the student funding system is financially sustainable, and funding arrangements are reviewed each year. We will continue to engage with DHSC to consider the financial support that medical students receive.

Students attending the fifth and sixth years of undergraduate medical courses and years 2 to 4 of graduate entry medical courses qualify for NHS bursaries. The government has announced an increase to all NHS bursary maintenance grants and allowances for the 2025/26 academic year by forecast inflation, 3.1%, based on the Retail Price Index Excluding Mortgage Interest (RPIX) inflation index.

Medical students qualifying for NHS bursary support also qualify for non-means tested loans for living costs from the department. The government has announced that maximum loans for living costs for the 2025/26 academic year, including reduced rate non-means tested loans for students undertaking NHS bursary years, will also increase by 3.1%.

Apprenticeships are a great way for individuals to begin or progress a successful career in the hairdressing industry.

There have been over 135 starts in hairdressing and barbering apprenticeships within the Leeds local authority across the 2023/24 academic year and the 2024/25 academic year, up until January 2025.

To support smaller employers access apprenticeships, the government pays 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 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 also benefit from not being required to pay anything towards employees’ National Insurance contributions for all apprentices aged up to age 25 where they earn less than £50,270 a year.

It is right that international students pay the immigration health surcharge (IHS), which sees them make a financial contribution to the comprehensive range of NHS services available to them during their stay in the UK. Students are subject to the discounted rate of £776 per person, per year.

This government currently has no plans to remove the IHS for international students. We have, however, made clear that our overall approach is to welcome international students who enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK.

The Office for Students (OfS), the independent regulator of English higher education (HE) providers, collects and analyses providers’ financial data to ensure they have an up to date understanding of the sustainability of the sector.

The OfS’ May 2024 report set out their assessment of the HE sector’s financial health for the 2022/23 financial year and forecasts for the next four financial years. On 15 November, the OfS published an update to this report, which found that the financial context for the HE sector has become more challenging since the May report. The government works closely with the OfS to understand the financial landscape in the sector.

While the sector is autonomous and independent, the government is determined to secure the future of our world-leading HE sector. That is why we have taken decisive action to support providers in moving towards a more stable financial footing.

In March, Professor Edward Peck was appointed as substantive Chair of the OfS. Professor Peck will continue the work of interim Chair, Sir David Behan, focusing on the sector’s financial sustainability and increasing opportunities in HE.

Moreover, in November, my right hon. Friend, the Secretary of State for Education announced the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. In return for the increased investment we are asking students to make, the department expects the sector to deliver the very best outcomes, both for those students and for the country.

The department is clear that HE providers need to ensure their governance arrangements are robust and facilitate prudent, transparent and strategic financial planning. Providers must also ensure they are fit for purpose more widely, including upholding academic freedom, freedom of speech and ensuring good quality of provision. The OfS has recently consulted on proposals to strengthen the conditions related to management and governance for providers that wish to join its register.

The government also recognises the impact that financial pressures are having on the HE workforce. We are aware that some providers are making difficult decisions around staffing in order to safeguard their financial sustainability. Given universities are independent, they are responsible for pay and provision of staff and the government does not have a role in intervening. However, we expect providers to work with staff, using their knowledge and experience to help identify how best to operate efficiently. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

This government is determined to build a HE system fit for the future. Ministers and departmental officials remain dedicated to engaging with the OfS, the employer body, HE unions and the wider sector. Regular discussions are being held to gain a deeper understanding of the issues impacting HE providers, students and staff. This collaborative effort will contribute to the development of the department’s plan for HE reform, which we will publish in the summer.

The Office for Students (OfS), the independent regulator of English higher education (HE) providers, collects and analyses providers’ financial data to ensure they have an up to date understanding of the sustainability of the sector.

The OfS’ May 2024 report set out their assessment of the HE sector’s financial health for the 2022/23 financial year and forecasts for the next four financial years. On 15 November, the OfS published an update to this report, which found that the financial context for the HE sector has become more challenging since the May report. The government works closely with the OfS to understand the financial landscape in the sector.

While the sector is autonomous and independent, the government is determined to secure the future of our world-leading HE sector. That is why we have taken decisive action to support providers in moving towards a more stable financial footing.

In March, Professor Edward Peck was appointed as substantive Chair of the OfS. Professor Peck will continue the work of interim Chair, Sir David Behan, focusing on the sector’s financial sustainability and increasing opportunities in HE.

Moreover, in November, my right hon. Friend, the Secretary of State for Education announced the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. In return for the increased investment we are asking students to make, the department expects the sector to deliver the very best outcomes, both for those students and for the country.

The department is clear that HE providers need to ensure their governance arrangements are robust and facilitate prudent, transparent and strategic financial planning. Providers must also ensure they are fit for purpose more widely, including upholding academic freedom, freedom of speech and ensuring good quality of provision. The OfS has recently consulted on proposals to strengthen the conditions related to management and governance for providers that wish to join its register.

The government also recognises the impact that financial pressures are having on the HE workforce. We are aware that some providers are making difficult decisions around staffing in order to safeguard their financial sustainability. Given universities are independent, they are responsible for pay and provision of staff and the government does not have a role in intervening. However, we expect providers to work with staff, using their knowledge and experience to help identify how best to operate efficiently. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

This government is determined to build a HE system fit for the future. Ministers and departmental officials remain dedicated to engaging with the OfS, the employer body, HE unions and the wider sector. Regular discussions are being held to gain a deeper understanding of the issues impacting HE providers, students and staff. This collaborative effort will contribute to the development of the department’s plan for HE reform, which we will publish in the summer.

The Office for Students (OfS), the independent regulator of English higher education (HE) providers, collects and analyses providers’ financial data to ensure they have an up to date understanding of the sustainability of the sector.

The OfS’ May 2024 report set out their assessment of the HE sector’s financial health for the 2022/23 financial year and forecasts for the next four financial years. On 15 November, the OfS published an update to this report, which found that the financial context for the HE sector has become more challenging since the May report. The government works closely with the OfS to understand the financial landscape in the sector.

While the sector is autonomous and independent, the government is determined to secure the future of our world-leading HE sector. That is why we have taken decisive action to support providers in moving towards a more stable financial footing.

In March, Professor Edward Peck was appointed as substantive Chair of the OfS. Professor Peck will continue the work of interim Chair, Sir David Behan, focusing on the sector’s financial sustainability and increasing opportunities in HE.

Moreover, in November, my right hon. Friend, the Secretary of State for Education announced the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. In return for the increased investment we are asking students to make, the department expects the sector to deliver the very best outcomes, both for those students and for the country.

The department is clear that HE providers need to ensure their governance arrangements are robust and facilitate prudent, transparent and strategic financial planning. Providers must also ensure they are fit for purpose more widely, including upholding academic freedom, freedom of speech and ensuring good quality of provision. The OfS has recently consulted on proposals to strengthen the conditions related to management and governance for providers that wish to join its register.

The government also recognises the impact that financial pressures are having on the HE workforce. We are aware that some providers are making difficult decisions around staffing in order to safeguard their financial sustainability. Given universities are independent, they are responsible for pay and provision of staff and the government does not have a role in intervening. However, we expect providers to work with staff, using their knowledge and experience to help identify how best to operate efficiently. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

This government is determined to build a HE system fit for the future. Ministers and departmental officials remain dedicated to engaging with the OfS, the employer body, HE unions and the wider sector. Regular discussions are being held to gain a deeper understanding of the issues impacting HE providers, students and staff. This collaborative effort will contribute to the development of the department’s plan for HE reform, which we will publish in the summer.

The Office for Students (OfS), the independent regulator of English higher education (HE) providers, collects and analyses providers’ financial data to ensure they have an up to date understanding of the sustainability of the sector.

The OfS’ May 2024 report set out their assessment of the HE sector’s financial health for the 2022/23 financial year and forecasts for the next four financial years. On 15 November, the OfS published an update to this report, which found that the financial context for the HE sector has become more challenging since the May report. The government works closely with the OfS to understand the financial landscape in the sector.

While the sector is autonomous and independent, the government is determined to secure the future of our world-leading HE sector. That is why we have taken decisive action to support providers in moving towards a more stable financial footing.

In March, Professor Edward Peck was appointed as substantive Chair of the OfS. Professor Peck will continue the work of interim Chair, Sir David Behan, focusing on the sector’s financial sustainability and increasing opportunities in HE.

Moreover, in November, my right hon. Friend, the Secretary of State for Education announced the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. In return for the increased investment we are asking students to make, the department expects the sector to deliver the very best outcomes, both for those students and for the country.

The department is clear that HE providers need to ensure their governance arrangements are robust and facilitate prudent, transparent and strategic financial planning. Providers must also ensure they are fit for purpose more widely, including upholding academic freedom, freedom of speech and ensuring good quality of provision. The OfS has recently consulted on proposals to strengthen the conditions related to management and governance for providers that wish to join its register.

The government also recognises the impact that financial pressures are having on the HE workforce. We are aware that some providers are making difficult decisions around staffing in order to safeguard their financial sustainability. Given universities are independent, they are responsible for pay and provision of staff and the government does not have a role in intervening. However, we expect providers to work with staff, using their knowledge and experience to help identify how best to operate efficiently. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

This government is determined to build a HE system fit for the future. Ministers and departmental officials remain dedicated to engaging with the OfS, the employer body, HE unions and the wider sector. Regular discussions are being held to gain a deeper understanding of the issues impacting HE providers, students and staff. This collaborative effort will contribute to the development of the department’s plan for HE reform, which we will publish in the summer.

The Office for Students (OfS), the independent regulator of English higher education (HE) providers, collects and analyses providers’ financial data to ensure they have an up to date understanding of the sustainability of the sector.

The OfS’ May 2024 report set out their assessment of the HE sector’s financial health for the 2022/23 financial year and forecasts for the next four financial years. On 15 November, the OfS published an update to this report, which found that the financial context for the HE sector has become more challenging since the May report. The government works closely with the OfS to understand the financial landscape in the sector.

While the sector is autonomous and independent, the government is determined to secure the future of our world-leading HE sector. That is why we have taken decisive action to support providers in moving towards a more stable financial footing.

In March, Professor Edward Peck was appointed as substantive Chair of the OfS. Professor Peck will continue the work of interim Chair, Sir David Behan, focusing on the sector’s financial sustainability and increasing opportunities in HE.

Moreover, in November, my right hon. Friend, the Secretary of State for Education announced the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. In return for the increased investment we are asking students to make, the department expects the sector to deliver the very best outcomes, both for those students and for the country.

The department is clear that HE providers need to ensure their governance arrangements are robust and facilitate prudent, transparent and strategic financial planning. Providers must also ensure they are fit for purpose more widely, including upholding academic freedom, freedom of speech and ensuring good quality of provision. The OfS has recently consulted on proposals to strengthen the conditions related to management and governance for providers that wish to join its register.

The government also recognises the impact that financial pressures are having on the HE workforce. We are aware that some providers are making difficult decisions around staffing in order to safeguard their financial sustainability. Given universities are independent, they are responsible for pay and provision of staff and the government does not have a role in intervening. However, we expect providers to work with staff, using their knowledge and experience to help identify how best to operate efficiently. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

This government is determined to build a HE system fit for the future. Ministers and departmental officials remain dedicated to engaging with the OfS, the employer body, HE unions and the wider sector. Regular discussions are being held to gain a deeper understanding of the issues impacting HE providers, students and staff. This collaborative effort will contribute to the development of the department’s plan for HE reform, which we will publish in the summer.

The children’s social care national framework and ‘Working together to safeguard children’ statutory guidance is clear that children should be raised by their families, within their family networks or in family environments wherever possible. The department’s family help reforms will promote a greater emphasis on whole-family working, ensuring the needs of parents and carers and how they impact on children and young people is carefully considered, improving the outcomes for families.

The Children’s Wellbeing and Schools Bill also includes measures to ensure that all local authorities must offer family group decision making before bringing about care proceedings. This empowers families by prioritising family-led solutions, and engaging wider family networks throughout decisions made about a child.

Where a child enters care, maintaining contact with family is one of the key principles of the Children Act 1989. The local authority must consider the parent's wishes in the child's care plan and any changes to it. Parents should be involved in decisions and review meetings about their child, alongside relevant services. The Fostering national minimum standards ensure support for the child's contact with siblings, especially if placed far from home.

Student Finance England (SFE) is part of the Student Loans Company (SLC). The SLC is a wholly owned government company which delivers student finance services to students on behalf of the four UK Governments (the shareholders).

The department is responsible for oversight of the SLC, and my noble Friend, the Minister for Skills meets regularly with the SLC chair and chief executive. Alongside the other shareholders, the department sets key performance targets in the SLC Annual Performance and Resource Agreement. These targets include measures for customer service and satisfaction and are monitored at the SLC Board and through Board committees. The department and the shareholders scrutinise data relating to the quality of customer experience, including call response times and contact resolution.

Since the 2022/23 financial year the SLC has invested in improving its digital platforms for students and customers. Customers now have a variety of options to contact the SLC, including online account interactions, virtual assistants, live chat, social media and by telephone or in writing.

The SLC reports on customer satisfaction targets for applicants, students, sponsors, and customers in its Annual Report and Accounts. The most recent publication can be found here: https://www.gov.uk/government/publications/slc-annual-report-and-accounts-2023-to-2024/slc-annual-report-and-accounts-2023-2024.

The independent Curriculum and Assessment Review’s interim report notes the rise of artificial intelligence and trends in digital information and that it is necessary that the curriculum keep pace with these changes, including a renewed focus on digital and media literacy and critical thinking skills. The interim report is available here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report. The Review’s final report and recommendations will be published in autumn with the government’s response.

The independent Curriculum and Assessment Review’s interim report notes the rise of artificial intelligence and trends in digital information and that it is necessary that the curriculum keep pace with these changes, including a renewed focus on digital and media literacy and critical thinking skills. The interim report is available here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report. The Review’s final report and recommendations will be published in autumn with the government’s response.