Department for Education

The government recognises the impact that the cost of living crisis has had on students. That is why we are increasing maximum loans for living costs for the 2025/26 academic year by 3.1%, in line with the forecast rate of inflation based on the RPI All Items Excl Mortgage Interest (RPIX) inflation measure, to ensure more support is targeted at students from the lowest income families. In addition, vulnerable groups of students eligible for benefits, such as lone parents and some disabled students, qualify for higher rates of loans for living costs.

The department publishes an Equality Impact Assessment (EIA) each year which sets out the impact of changes to student support on students with protected characteristics and from disadvantaged groups. We plan to publish an EIA for the 2025/26 academic year early in 2025.

There is much more to do to expand access and improve outcomes for disadvantaged students. That is why we have announced that we expect the higher education (HE) sector to do more to support students by working with the government and the Office for Students, and by making the most of the Lifelong Learning Entitlement.

The government’s longer term plan for HE reform will be set out by summer 2025.

The government recognises the impact that the cost of living crisis has had on students. That is why we are increasing maximum loans for living costs for the 2025/26 academic year by 3.1%, in line with the forecast rate of inflation based on the RPI All Items Excl Mortgage Interest (RPIX) inflation measure, to ensure more support is targeted at students from the lowest income families. In addition, vulnerable groups of students eligible for benefits, such as lone parents and some disabled students, qualify for higher rates of loans for living costs.

The department publishes an Equality Impact Assessment (EIA) each year which sets out the impact of changes to student support on students with protected characteristics and from disadvantaged groups. We plan to publish an EIA for the 2025/26 academic year early in 2025.

There is much more to do to expand access and improve outcomes for disadvantaged students. That is why we have announced that we expect the higher education (HE) sector to do more to support students by working with the government and the Office for Students, and by making the most of the Lifelong Learning Entitlement.

The government’s longer term plan for HE reform will be set out by summer 2025.

The department collects information from local authorities on penalty notices issued for unauthorised absence, including numbers of penalty notices issued, paid within 21 days, paid within 28 days, and other outcomes. This is published in the statistical release ‘parental responsibility measures’ and can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/parental-responsibility-measures.

The amount payable was £60 if paid within 21 days of receipt, rising to £120 if paid between 22 and 28 days. From August 2024, the fine for school absences is £80 if paid within 21 days, or £160 if paid within 28 days. In the case of repeated fines, if a parent receives a second fine for the same child within any three-year period, this will be charged at the higher rate of £160.

The number of penalty notices issued, paid within 21 days, paid within 28 days, and other outcomes, by local authorities and for England, can be accessed here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/3d370ede-53eb-454f-f8ae-08dd0adc50ad.

The construction contractor, appointed by the department to progress the detailed designs, is currently producing the necessary reports and surveys required to submit the planning application for Betchwood Academy.

The department has allocated £242 million in Growth and Falling Rolls funding to local authorities in 2024/25 through the dedicated schools grant, which local authorities can use to support schools managing significant growth in pupil numbers. We allocate this funding to local authorities based on the actual growth in pupil numbers they experienced the previous year.

The department publishes guidance on the operation of growth funding at a local level, which sets out mandatory minimum requirements for local authorities in the use of this funding. This guidance is reviewed each year. The guidance for 2024/25 is published here: https://www.gov.uk/government/publications/pre-16-schools-funding-local-authority-guidance-for-2024-to-2025/growth-and-falling-rolls-fund-guidance-2024-to-2025.

The mobility factor in the schools national funding formula (NFF) also provides funding to local authorities to support schools with high levels of pupil mobility. This factor allocates funding to schools with a high proportion of pupils who have an entry date in the last three years which is not typical. In most cases this would be where a pupil’s first recorded appearance on the school’s roll was other than the October census.

In addition, the department publishes guidance for local authorities on the funding arrangements relating to pupils who are permanently excluded from one school and then move to another school. This guidance is within the Schools Funding Operational Guidance, which is also updated each year. The 2024/25 guidance is available here: https://www.gov.uk/government/publications/pre-16-schools-funding-local-authority-guidance-for-2024-to-2025/schools-operational-guide-2024-to-2025.

The government recognises that UK higher education (HE) creates opportunity, is an engine for growth in our economy and supports local communities. The 3.1% increase to tuition fee limits for the 2025/26 academic year will provide additional financial help for HE providers after seven years of no increases to maximum tuition fees, which has meant that fees have not kept pace with inflation. The department plans to publish an assessment of impacts, including on equality, of the planned tuition fee and student finance changes shortly.

The department is aware that HE providers will have to pay increased National Insurance contributions. As my right hon. Friend, the Chancellor of the Exchequer set out in the Autumn Budget 2024 statement, raising the revenue required to fund public services and restore economic stability requires difficult decisions, which is why the government has asked employers to contribute more.

The Office for Students (OfS) is responsible for monitoring and reporting on the financial sustainability of the HE sector. The OfS has made its own estimate of the impacts in their update published on 15 November 2024, and the update is attached.

The department also understands the financial pressures that the sector is currently facing, which is why my right hon. Friend, the Secretary of State for Education has already taken the first step of appointing Sir David Behan as interim Chair of the OfS to oversee the important work of refocussing the OfS’s role to concentrate on key priorities, including the HE sector’s financial sustainability. The department continues to work closely with the OfS as the independent regulator of HE in England to understand the changing financial landscape.

The department knows how vital securing a sustainable future for the HE sector is for the success of students. We will set out our longer term plans for HE reform by next summer.

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

Schools should be calm, safe and supportive environments which children want to attend, and which support them to learn and thrive. Any form of violence in school is completely unacceptable and should not be tolerated.

By law, schools must have a behaviour policy. It is for school leaders to develop and implement behaviour policies that work for their own schools and school community, including measures to prevent all forms of bullying. Any policy must be lawful, proportionate and reasonable, and comply with the school’s duties under the Equality Act 2010, Education and Inspections Act 2006 and Human Rights Act 1998.

While the department expects schools to take immediate and robust action if incidents of violence occur, including sexual violence, any decision on how to sanction the pupil or pupils involved is a matter for the school. The department does not investigate individual cases. In the most serious cases, suspensions and permanent exclusion may be necessary to ensure that teachers and pupils are protected from disruption and to maintain safe, calm environments. Should the incident constitute a criminal offence, the school should report it to the police. When a report of child-on-child sexual violence or sexual harassment is made, schools should follow the general safeguarding principles set out in ’Keeping children safe in education’ statutory guidance.

The government recognises that UK higher education (HE) creates opportunity, is an engine for growth in our economy and supports local communities. The 3.1% increase to tuition fee limits for the 2025/26 academic year will provide additional financial help for HE providers after seven years of no increases to maximum tuition fees, which has meant that fees have not kept pace with inflation. The department plans to publish an assessment of impacts, including on equality, of the planned tuition fee and student finance changes shortly.

The department is aware that HE providers will have to pay increased National Insurance contributions. As my right hon. Friend, the Chancellor of the Exchequer set out in the Autumn Budget 2024 statement, raising the revenue required to fund public services and restore economic stability requires difficult decisions, which is why the government has asked employers to contribute more.

The Office for Students (OfS) is responsible for monitoring and reporting on the financial sustainability of the HE sector. The OfS has made its own estimate of the impacts in their update published on 15 November 2024, and the update is attached.

The department also understands the financial pressures that the sector is currently facing, which is why my right hon. Friend, the Secretary of State for Education has already taken the first step of appointing Sir David Behan as interim Chair of the OfS to oversee the important work of refocussing the OfS’s role to concentrate on key priorities, including the HE sector’s financial sustainability. The department continues to work closely with the OfS as the independent regulator of HE in England to understand the changing financial landscape.

The department knows how vital securing a sustainable future for the HE sector is for the success of students. We will set out our longer term plans for HE reform by next summer.

This government wants every young person to be able to pursue the post-16 education and training pathway that sets them up with the skills to achieve, including ensuring that more young people have access to the opportunities T Levels provide. 21 T Levels are now available and the department has introduced three new subjects this academic year, with a further T Level planned for September 2025.

Over 250 providers across the country deliver T Levels, including Barking and Dagenham College in the Romford area, which is now offering six T Levels, and New City College, which is offering seven T Levels. Both colleges have benefited from capital funding to support the development of industry standard facilities and equipment for T Level students in the area.

T Levels are promoted to young people via the department’s national ‘Skills for Life’ communications campaign, supported by regional PR and partnership work with organisations such as Snapchat and UCAS. Schools can also access face to face support from advisers who offer information on T Levels to support students’ and teachers’ understanding of the opportunities they provide.

The department’s annual T Levels Week will take place from 2 to 6 December this year and will see providers, employers and the department’s 800 member-strong T Level ambassador network sharing student stories to raise the profile of T Levels and drive-up student demand across the country.

Unjustifiable increases in the proportion of top degrees being awarded threaten to undermine the value of degrees. Data published by the Higher Education Statistics Agency (HESA, now a part of Jisc), shows in the past two years the proportion of top degrees being awarded has begun to return to pre-Covid levels. In 2022/23, 30% of students of UK higher education (HE) providers qualified with a first class honours first degree, down from 32% in 2021/22 and 36% in 2020/21. This is still an increase on the 22% qualifying with a first class honours first degree in 2014/15.

The Office for Students (OfS) is the independent regulator of HE providers in England. The department is working with the OfS to ensure vigilance about any concerns over grade irregularities which would damage the reputation of HE in England.

​​In 2022/23, the OfS opened 14 investigations into providers based on regulatory intelligence relating to quality. It has to date published 11 reports on these assessments. The investigations to examine the reasons for sharp increases in the rates of students being awarded first class and upper second class honours degrees at three providers are ongoing. The OfS also publishes an annual report of degree classifications over time, which analyses graduate attainment rates and uses statistical modelling to assess to what extent the increases and decreases in these rates could be statistically accounted for by changes in the prior attainment of, and distribution of subjects studied by, graduate populations.

The department welcomes the report from Homes for Good and Safe Families on supported lodgings and appreciate the work they do in the sector to raise awareness of fostering, adoption and supported lodgings.

The department is considering the recommendations made in the report, and how we can support the supported lodgings sector to continue to grow, so that all children have the chance to thrive in safe, loving homes.

The department is working with local authorities and partners to co-design and set up the first Regional Care Co-operatives through two pathfinders in Greater Manchester and the South East. It will be for each Regional Care Co-operative to decide its staffing structure, including whether to have a supported lodgings lead, depending on their regional needs and priorities.

The department will continue to consider opportunities to promote and grow the supported lodgings sector, as every child growing up in care should have a stable, secure environment where they feel supported, and we need more good quality options for children and young people.

The department laid the Education (Student Support) (Amendment) Regulations 2024 on 22 May which ensures that students who have been granted leave under the Ukraine Permission Extension Scheme will qualify for student support in England and home fee status from the 2024/25 academic year, without requiring them to meet the normal three year ordinary residence requirement. This is in line with those granted leave under the other Ukraine schemes.

The Student Loans Company will make the necessary amendments to guidance in time for when the scheme opens.

Higher education (HE) providers must be transparent about the way courses are advertised and delivered, to give students the information they need to make informed decisions. This should include information about the number and type of contact hours that students can expect, such as the balance between teaching that is delivered face-to-face and online.

The Office for Students (OfS) is the independent regulator of HE in England. The OfS regulates through conditions that apply to registered providers. Whilst the conditions of registration do not include a ratio of face-to-face to online teaching, they specify how providers must ensure that students receive a high-quality academic experience. For example, students must receive effective engagement, up-to-date resources, and sufficient support whilst undertaking their courses. The OfS can investigate providers where it has concerns that they are not providing the high-quality teaching students should expect.

If students are not happy with the quality of education they are getting, they should complain directly to the university or college first. If they are not happy with the outcome, they can escalate the complaint to the Office of the Independent Adjudicator for Higher Education.

Virtual learning can be of huge benefit to students, but it must support and not detract from the quality of a student’s learning experience. The OfS published its Blended Learning Review report in October 2022. It called on providers to make sure students have clear information about what they can expect when applying for courses and to work with their students to evaluate their experiences of blended learning.

An unregistered school is defined as any setting that is operating as an independent school without registration. It is a criminal offence under section 96 of the Education and Skills Act 2008 for a person to operate an unregistered independent school. The department does not retain data about the number of unregistered schools operating.

The department works closely with Ofsted, the Crown Prosecution Service and the police to identify and close unregistered schools to ensure children are protected from harm. Ofsted has powers under section 97 of the Education and Skills Act 2008 that allows for unannounced inspections of settings believed to be operating in breach of registration requirements. A team of inspectors are employed to identify, investigate and inspect any setting where there is evidence to suggest that an unregistered independent school is operating.

The government believes that creative subjects like arts, music and drama are vital elements of the rounded and enriching education that every child deserves. Arts and music should not be the preserve of a privileged few, in or beyond the classroom.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The review will seek to deliver a curriculum which is rich and broad, so that children and young people get a excellent foundation in the core skills of reading, writing and mathematics whilst ensuring they do not miss out on subjects such as music, arts, sport and drama, as well as vocational subjects.

This government does not currently plan to introduce an arts premium. However, the department continues to make significant investment in arts and music, over and above core school budgets. The department has already confirmed £79 million in revenue funding this academic year for Music Hubs, which support music education in 90% of primary schools and 82% of secondary schools in England, alongside capital funding of £25 million for musical instruments and equipment. The department has also confirmed more than £30 million for the Music and Dance Scheme this academic year, so it can continue to remove financial barriers to specialist music and dance education for children whose families could not otherwise afford it. The department has also recently announced a new £2 million initiative for the Music Opportunities Pilot over four years, supporting disadvantaged children to learn a musical instrument or to sing.

The department will support the aspiration of every person who meets the requirements and wants to go to university, regardless of their background, where they live and their personal circumstances.

Too many people across our country do not get the chance to succeed. The department will act to address the persistent gaps for different student groups and to break down the barriers to opportunity. Opportunity should be available to all and it is the department’s aspiration that no groups are left behind.

The data cited in the Joseph Rowntree report is sobering. The department’s data shows that the progression rate to higher education (HE) for pupils who received free school meals at age 15 fell for the first time in nearly two decades, falling from 29.2% in the 2021/22 academic year to 29% in 2022/23.

The department expects universities to strengthen efforts to improve access and outcomes for disadvantaged students. There are already many examples of great practice throughout the sector which show a real commitment to social justice. These include targeting outreach support to those who are least likely to enter HE and working with local colleges to develop study pathways. However, the department wants HE providers to play a stronger role in expanding access and improving outcomes for disadvantaged students, making sure they are delivering strong and ambitious access and participation plans.

As part of this, the department is exploring how it can best support disadvantaged pupils at every stage of the student journey, from prior attainment to access, progression and outcomes. The department will consider the right level of transparency for students, the support available for different groups and ensure that providers commit to, and are held to account for, an ambitious approach to access and participation.

For the 2025/26 academic year, the department will be increasing loans for living costs by 3.1%. This approach ensures that the most support is targeted at students from the lowest income families, while keeping the student finance system financially sustainable.

The government continues to provide means-tested non-repayable grants to low-income students with children and/or adults who are financially dependent on them.

For too long the education and care system has not met the needs of all children and young people, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.

This government’s ambition is that all children and young people with SEND receive the right support to succeed in their education and develop the skills they need as they move into adult life. We are committed to improving inclusivity and expertise in mainstream settings, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need.

The department is working closely with experts on reforms and recently appointed Dame Christine Lenehan as Strategic Advisor for SEND. Dame Christine will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as the department considers the next steps for the future of SEND reform.

Successful transitions must be well-planned. Poor support for and around transitions was a clear theme in the issues raised when the previous government consulted on the SEND and alternative provision green paper of March 2022.

All local authorities must set out the support available to help children and young people with SEND prepare for and transition to adulthood as part of their local offer. This should be co-produced with children, young people, and their families to ensure it meets local needs.

For children and young people with an education, health, and care (EHC) plan, there must be a focus from year 9 onwards on preparing the young person for adulthood as part of their plan’s annual review. This focus must continue until the young person’s EHC plan ceases. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.

Ofsted undertook a thematic review into ‘Preparation for Adulthood’ this year to find out the extent to which local area partners are working together effectively to prepare children and young people with SEND for adulthood. The report’s findings are expected to be published soon.

For too long the education and care system has not met the needs of all children and young people, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.

This government’s ambition is that all children and young people with SEND receive the right support to succeed in their education and develop the skills they need as they move into adult life. We are committed to improving inclusivity and expertise in mainstream settings, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need.

The department is working closely with experts on reforms and recently appointed Dame Christine Lenehan as Strategic Advisor for SEND. Dame Christine will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as the department considers the next steps for the future of SEND reform.

Successful transitions must be well-planned. Poor support for and around transitions was a clear theme in the issues raised when the previous government consulted on the SEND and alternative provision green paper of March 2022.

All local authorities must set out the support available to help children and young people with SEND prepare for and transition to adulthood as part of their local offer. This should be co-produced with children, young people, and their families to ensure it meets local needs.

For children and young people with an education, health, and care (EHC) plan, there must be a focus from year 9 onwards on preparing the young person for adulthood as part of their plan’s annual review. This focus must continue until the young person’s EHC plan ceases. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.

Ofsted undertook a thematic review into ‘Preparation for Adulthood’ this year to find out the extent to which local area partners are working together effectively to prepare children and young people with SEND for adulthood. The report’s findings are expected to be published soon.

Information on the latest school place planning estimates are published at year group and planning area level in the annual School Capacity statistics publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity.

The information requested can be accessed at: https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/b12c3f30-c22c-4b88-b5b2-2c1848981b4e. The data includes local authority pupil forecasts (demand), estimated future capacity (supply), and an estimated number of additional places needed or surplus places. These estimates reflect the position reported by local authorities as at May 2023 through the School Capacity survey, supplemented with the department’s internal data on central programmes which will add or remove school places.

School support staff are an essential part of the school workforce, and the department recognises that they are crucial to ensuring we give children the best possible life chances.

That is why the reinstatement of the School Support Staff Negotiating Body (SSSNB) is a priority for this government. The department has recently set out plans to reinstate the SSSNB through the Employment Rights Bill, introduced in parliament on 10 October 2024. This is currently at the Committee Stage in the House of Commons. The SSSNB will have a remit to negotiate pay and terms and conditions, and to advise on training and career progression for school support staff in state-funded schools in England. The Body will be composed of representatives of employers, representatives of support staff, representatives of my right hon. Friend, the Secretary of State for Education and an Independent Chairperson.

The department is also continuing to engage with the recognised support staff trade unions and other stakeholders, including on the design of the SSSNB.

The SSSNB will play an important role in supporting the department’s work to drive high and rising standards in education and ensuring we give all children the best possible life chances.

The latest Home Office data shows that there were 350,700 visa applications made by international students for a sponsored study visa between January and September 2024. This is 16% lower than between January and September 2023 when 417,000 sponsored study visas applications were made by international students.

There are many factors that influence international students when they choose to study abroad. These may 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.

The government recognises that international students enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK, as well as making a significant economic contribution to the higher education (HE) sector and our country as a whole. It is for these reasons that the government offers international students the opportunity to remain in the UK on a graduate visa for two to three years after their studies come to an end.

The department will continue to monitor available data and engage closely with the HE sector to assess the level of international student admissions to UK universities in the 2024/25 academic year.

The latest Home Office data shows that there were 350,700 visa applications made by international students for a sponsored study visa between January and September 2024. This is 16% lower than between January and September 2023 when 417,000 sponsored study visas applications were made by international students.

There are many factors that influence international students when they choose to study abroad. These may 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.

The government recognises that international students enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK, as well as making a significant economic contribution to the higher education (HE) sector and our country as a whole. It is for these reasons that the government offers international students the opportunity to remain in the UK on a graduate visa for two to three years after their studies come to an end.

The department will continue to monitor available data and engage closely with the HE sector to assess the level of international student admissions to UK universities in the 2024/25 academic year.

For too long the education and care system has not met the needs of all children and young people, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.

This government’s ambition is that all children and young people with SEND receive the right support to succeed in their education and develop the skills they need as they move into adult life. We are committed to improving inclusivity and expertise in mainstream settings, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need.

As part of our commitment to helping children and young people with SEND to develop the skills they need as they move into adult life, the department is investing up to £18 million until 2025 to build capacity in supported internships. We aim to double the number of internships each year to around 4,500, to support more young people with education, health and care (EHC) plans to gain the skills to transition into employment.

The SEND code of practice is clear that all children and young people with SEND should be prepared for adulthood. This includes supporting children and young people to develop independence, contribute to their community, develop positive friendships, be as healthy as possible and, for the majority of young people, prepare them for higher education and/or employment.

For those with an EHC plan, there must be a focus from year 9 onwards on preparing the young person for adulthood as part of their plan’s annual review. This focus must continue until the young person’s EHC plan ceases. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.

Ofsted undertook a thematic review into ‘Preparation for Adulthood’ this year to find out the extent to which local area partners are working together effectively to prepare children and young people with SEND for adulthood. The report’s findings are expected to be available soon.

Information on the latest school place planning estimates are published at year group and planning area level in the annual School Capacity statistics publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity.

The information requested can be accessed at: https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/b12c3f30-c22c-4b88-b5b2-2c1848981b4e. The data includes local authority pupil forecasts (demand), estimated future capacity (supply), and an estimated number of additional places needed or surplus places. These estimates reflect the position reported by local authorities as at May 2023 through the School Capacity survey, supplemented with the department’s internal data on central programmes, which will add or remove school places.

The department collects and monitors data on bullying of children and young people through robust national surveys such as the National Behaviour Survey, the Health Behaviours of School-aged Children Study and the Crime Survey for England and Wales.

Schools should develop their own approaches for monitoring bullying and exercise their own judgement as to what works best for their pupils. All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying. Schools have the freedom to develop their own anti-bullying strategies appropriate to their environment and are held to account by Ofsted.

Decisions relating to teachers’ professional development rests with schools, headteachers and teachers. They are in the best position to judge their requirements and access development.

The department published advice in 2017 to support schools with addressing incidences of bullying. The guidance is clear that schools should make appropriate provision for a bullied child's social, emotional and mental health needs. The guidance is available here: https://assets.publishing.service.gov.uk/media/625ee64cd3bf7f6004339db8/Preventing_and_tackling_bullying_advice.pdf.

In 2016, the department also published a practical tool to help schools, which can be found on the Educate Against Hate website, here: https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/.

The department is currently reviewing the impact of these previous programmes and considering next steps to tackle bullying in 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.

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, restoring parents’ trust that their child will get the support they need. This includes strengthening accountability for inclusivity, including through Ofsted, and encouraging schools to set up Resourced Provision or special educational needs units to increase capacity in mainstream schools.

High-quality teaching is central to ensuring that all pupils, including those with Down’s Syndrome or other types of SEND, are given the best possible opportunity to achieve. The department is committed to recruiting an additional 6,500 new expert teachers over the course of this parliament. To support all teachers, the department is implementing a range of teacher training reforms to ensure teachers have the skills to support all pupils to succeed, including those with SEND.

On 1 September 2024, the government introduced a new mandatory leadership level qualification for special educational needs coordinators (SENCOs). The qualification will play a key role in improving outcomes for pupils with SEND, including Down’s Syndrome, by ensuring SENCOs consistently receive high-quality, evidence-based training on how best to support children with SEND.

This government is also providing almost £1 billion more for high needs budgets in the 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with SEND.

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.

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, restoring parents’ trust that their child will get the support they need. This includes strengthening accountability for inclusivity, including through Ofsted, and encouraging schools to set up Resourced Provision or special educational needs units to increase capacity in mainstream schools.

High-quality teaching is central to ensuring that all pupils, including those with Down’s Syndrome or other types of SEND, are given the best possible opportunity to achieve. The department is committed to recruiting an additional 6,500 new expert teachers over the course of this parliament. To support all teachers, the department is implementing a range of teacher training reforms to ensure teachers have the skills to support all pupils to succeed, including those with SEND.

On 1 September 2024, the government introduced a new mandatory leadership level qualification for special educational needs coordinators (SENCOs). The qualification will play a key role in improving outcomes for pupils with SEND, including Down’s Syndrome, by ensuring SENCOs consistently receive high-quality, evidence-based training on how best to support children with SEND.

This government is also providing almost £1 billion more for high needs budgets in the 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with SEND.

This government has a driving mission to break down barriers to opportunity. As part of this, we want to ensure that more people from disadvantaged backgrounds can undertake apprenticeships.

The department continues to pay additional funding to employers and training providers to support them to take on young apprentices, apprentices with learning difficulties and disabilities, and care leavers.

The department has begun work to develop new foundation apprenticeships, providing high quality entry pathways for young people. We will engage with relevant stakeholders to inform our thinking to maximise the positive impact on young people, including those in disadvantaged areas. More detail on foundation apprenticeships will be set out in due course.

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

The department does not have the data to make an estimate of the average cost of a child receiving SEND support because no information is collected from schools on how much they spend on SEND support for individual children. To require schools to provide such information would involve placing significant burdens on schools. To calculate such costs, schools would need to apportion between pupils with SEND the time and attention teachers and other staff give to those pupils, and costs for other forms of support they receive individually, in groups or as part of whole class teaching.

HM Treasury (HMT) is responsible for VAT policy and publishing the impacts of the policy.

HMT has published an assessment of the impacts of removing the VAT exemption that applied to private school fees. This can be accessed at: https://www.gov.uk/government/publications/vat-on-private-school-fees/ac8c20ce-4824-462d-b206-26a567724643#who-is-likely-to-be-affected.

Additionally, HMT published policy costings for applying the standard rate of VAT to private schools alongside the Autumn Budget 2024 on 30 October, which can be found here: https://assets.publishing.service.gov.uk/media/6721d2c54da1c0d41942a8d2/Policy_Costing_Document_-_Autumn_Budget_2024.pdf.

As the impact assessment publication sets out, the government estimates that only a very small minority of private school pupils (6%) will move and that most school moves will occur at natural transition points, which will reduce overall disruption. Longer term impacts on this group may be lessened by revenue raised by this measure being used to help the 94% of children who attend state schools, including over one million children with special educational needs and disabilities (SEND).

There is no separate assessment by SEND. It is important to note that pupils who need a local authority-funded place in a private school will not be impacted by the changes. To protect pupils with special educational needs that can only be met in a private school, local authorities and devolved governments that fund these places will be compensated for the VAT they are charged on those pupils’ fees.

The department will publish an updated audit closure report in Quarter 1 of 2025/26 on completion of the remedial actions.

The high needs national funding formula will be used to allocate high needs funding to local authorities in the 2025/26 financial year. Provisional 2025/26 national funding formula allocations for local authorities have now been published and can be found here: https://www.gov.uk/government/publications/national-funding-formula-tables-for-schools-and-high-needs-2025-to-2026.

For 2025/26, Surrey County Council has been allocated a provisional high needs funding amount of over £239 million. This represents an increase of 7% per head of their projected 2 to 18-year-old population, compared with their 2024/25 formula allocation.

The department published ‘Keeping Children Safe, Helping Families Thrive’ on 18 November, setting out our vision for reform to children’s social care. Our legislative proposals will keep families together and children safe, remove barriers to opportunity for children in care and care leavers, make the care system child-centred, and tackle profiteering.

To deliver reform across children’s social care, the department announced £44 million for 2025/26 at the Autumn Budget 2024 to support children in kinship and foster care, and £90 million to provide safe and suitable homes for some of the most vulnerable children and young people.

The government has confirmed its commitment to further reforms to children’s social care in future spending reviews, to make sure every child, irrespective of background, has the best start in life.

The Autumn Budget 2024 confirmed £1.8 billion in the 2025/26 financial year to support the expansion of the early years entitlement offer for eligible working parents from 15 hours to 30 hours from September 2025. This £1.8 billion will mean the budget for childcare entitlements next year will be over £8 billion, reflecting the additional money needed for the 30 hour expansion, and ensuring funding for the entitlements reflects the national living wage.

This government is committed to breaking down barriers to opportunity and ensuring every child has access to high quality education. The 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. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.

At the Autumn Budget 2024, the government announced a £1 billion uplift in high needs funding for the 2025/26 financial year, providing additional support and improving outcomes for the more than a million children in the state sector with SEND.

Pupils who need a local authority funded place in a private school, including those with local authority funded education, health and care (EHC) plans, will not be impacted by the changes. This is because local authorities can reclaim the VAT that will be charged.

Most children with SEND, including most with an EHC plan, are educated in mainstream state funded schools. All state funded schools support children with SEND and all children of compulsory age are entitled to a state funded school place that is free for parents. Where a private school place is necessary to support a child with SEND, the local authority will fund it through an EHC plan.

Local authorities have a statutory duty to ensure there are sufficient state school places in their area. Local authorities routinely support parents who need a state funded school place, including where private schools have closed or where pupils move between schools. The department works with local authorities to support place planning and ensure there is capacity in the state funded sector to meet demand.

I refer the hon. Member for Sleaford and North Hykeham to the answer of 11 November 2024 to Question 12804.

The government recognises the important role that kinship carers play in caring for some of the most vulnerable children.

The government recently announced a £40 million package to trial a new Kinship Allowance in up to ten local authorities to test whether paying an allowance to cover certain costs, such as supporting a child to settle into a new home with relatives, can help increase the number of children taken in by family members and friends.

This is the single biggest kinship care investment made by government to date. This investment could transform the lives of vulnerable children who can no longer live at home.

The programme will begin in 2025 and decisions about future national rollout will be informed by the findings of the evaluation. The department will share further detail on the timetable and delivery of the programme in due course.

The department has made Safety Valve agreements with 38 local authorities. These are: Bath and North East Somerset, Barnsley, Bexley, Blackpool, Bolton, Bracknell Forest, Bristol, Bury, Cambridgeshire, Croydon, Darlington, Devon, Dorset, Hammersmith and Fulham, Haringey, Hillingdon, Hounslow, Isle of Wight, Kent, Kingston upon Thames, Kirklees, Medway, Merton, Norfolk, North Somerset, North Tyneside, Richmond upon Thames, Rotherham, Salford, Slough, South Gloucestershire, Southwark, Stoke-on-Trent, Surrey, Torbay, Wiltshire, Wokingham and York. All agreements are published on GOV.UK and can be accessed at: https://www.gov.uk/government/publications/dedicated-schools-grant-very-high-deficit-intervention.

Of these, five agreements are currently suspended. The local authorities with suspended agreements are Bath and North East Somerset, Cambridgeshire, Dorset, Hillingdon and Norfolk.

All Safety Valve local authorities receive ongoing support through the monitoring process.

Information on education, health and care (EHC) plans is published in the statistical release ‘Education, health and care plans’. This includes information on the total numbers of requests for an EHC plan received by each local authority. The publication can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans.

The number of requests for an assessment for an EHC plan is shown in the attached table. The table gives the number of plans in each age group, plus the average age when a request was made. Information is supplied for England, and the local authorities Cheshire East and Cheshire West and Chester for the calendar years 2022 and 2023. Data on the number of requests by age is not available for years prior to 2022.

Information on the number of requests for an assessment for an EHC plan is not available at constituency level.

On 2 September, the government announced that the use of single headline grades for Ofsted’s school inspection would end with immediate effect, and that a new system of report cards would be launched from September 2025. Single headline grades were overly simplistic, being low information for parents and high stakes for schools.

Ofsted’s Big Listen consultation, the largest in Ofsted’s history, evidenced widespread concerns about single headline grades and the need for reform. Ofsted found that single headline grades were supported by only 3 in 10 professionals and 4 in 10 parents. The schools section of the consultation found that only 1 in 8 respondents agreed that the number of good and outstanding providers was reflective of the overall quality of the sector. Therefore, it was right for the government to act quickly and decisively to address this.

The department is currently engaging closely with Ofsted to develop proposals for new reporting arrangements, through a report card system, to capture the performance of schools in a much richer way, and to provide more helpful information to parents and support school improvement. The new reporting system will be accompanied by improved support arrangements through Regional Improvement for Standards and Excellence teams. Proposals for the new arrangements will be subject to public consultation in the new year.

An equalities impact assessment will be carried out as part of the process of reform in the usual way.

On 2 September, the government announced that the use of single headline grades for Ofsted’s school inspection would end with immediate effect, and that a new system of report cards would be launched from September 2025. Single headline grades were overly simplistic, being low information for parents and high stakes for schools.

Ofsted’s Big Listen consultation, the largest in Ofsted’s history, evidenced widespread concerns about single headline grades and the need for reform. Ofsted found that single headline grades were supported by only 3 in 10 professionals and 4 in 10 parents. The schools section of the consultation found that only 1 in 8 respondents agreed that the number of good and outstanding providers was reflective of the overall quality of the sector. Therefore, it was right for the government to act quickly and decisively to address this.

The department is currently engaging closely with Ofsted to develop proposals for new reporting arrangements, through a report card system, to capture the performance of schools in a much richer way, and to provide more helpful information to parents and support school improvement. The new reporting system will be accompanied by improved support arrangements through Regional Improvement for Standards and Excellence teams. Proposals for the new arrangements will be subject to public consultation in the new year.

An equalities impact assessment will be carried out as part of the process of reform in the usual way.

On 2 September, the government announced that the use of single headline grades for Ofsted’s school inspection would end with immediate effect, and that a new system of report cards would be launched from September 2025. Single headline grades were overly simplistic, being low information for parents and high stakes for schools.

Ofsted’s Big Listen consultation, the largest in Ofsted’s history, evidenced widespread concerns about single headline grades and the need for reform. Ofsted found that single headline grades were supported by only 3 in 10 professionals and 4 in 10 parents. The schools section of the consultation found that only 1 in 8 respondents agreed that the number of good and outstanding providers was reflective of the overall quality of the sector. Therefore, it was right for the government to act quickly and decisively to address this.

The department is currently engaging closely with Ofsted to develop proposals for new reporting arrangements, through a report card system, to capture the performance of schools in a much richer way, and to provide more helpful information to parents and support school improvement. The new reporting system will be accompanied by improved support arrangements through Regional Improvement for Standards and Excellence teams. Proposals for the new arrangements will be subject to public consultation in the new year.

An equalities impact assessment will be carried out as part of the process of reform in the usual way.

On 2 September, the government announced that the use of single headline grades for Ofsted’s school inspection would end with immediate effect, and that a new system of report cards would be launched from September 2025. Single headline grades were overly simplistic, being low information for parents and high stakes for schools.

Ofsted’s Big Listen consultation, the largest in Ofsted’s history, evidenced widespread concerns about single headline grades and the need for reform. Ofsted found that single headline grades were supported by only 3 in 10 professionals and 4 in 10 parents. The schools section of the consultation found that only 1 in 8 respondents agreed that the number of good and outstanding providers was reflective of the overall quality of the sector. Therefore, it was right for the government to act quickly and decisively to address this.

The department is currently engaging closely with Ofsted to develop proposals for new reporting arrangements, through a report card system, to capture the performance of schools in a much richer way, and to provide more helpful information to parents and support school improvement. The new reporting system will be accompanied by improved support arrangements through Regional Improvement for Standards and Excellence teams. Proposals for the new arrangements will be subject to public consultation in the new year.

An equalities impact assessment will be carried out as part of the process of reform in the usual way.

A backlog in the provision of cash equivalent transfer values (CETVs) to members of the Teachers’ Pension Scheme has been caused by two issues. Initially, an embargo was placed on the provision of CETVs by the public service pension schemes from March 2023 to July 2023. This was a result of the need for new factors to be calculated following a change to the Superannuation Contributions Adjusted for Past Experience (SCAPE) discount rate. Not all of those cases could be cleared by the scheme administrator before the Transitional Protection (McCloud) legislation took effect on 1 October 2023. For those members affected by Transitional Protection, further cross-scheme guidance was needed by the scheme administrator which created another significant period in which CETV cases could not be processed.

As of 20 November 2024, there are 1,952 CETV cases which have not been processed three months after the member applied.

The majority of these cases do not include scheme flexibilities and the scheme administrator currently estimates that such cases will all be cleared by the end of February 2025. The department is working with the scheme administrator to determine the likely timeframe for cases that involve flexibilities and the small cohort where guidance is being finalised. Consideration is being given to measures to reduce the timescales that members are waiting, including investigating the potential for any further automation of calculations, simplification of the CETV figures provided to the member and maximising the administrative resource available, for example through ongoing overtime.