Department for Education

Local authorities are responsible for arranging free home to school travel for eligible children. The department collects data on the total amount each local authority spends, broken down by phase of education and by two broad categories of eligibility – travel agreed for reasons of the child’s special educational needs or disability (SEND) and for reasons other than SEND. This is attached and available here: https://explore-education-statistics.service.gov.uk/data-tables/la-and-school-expenditure#subjectTabs-createTable.

To date, the department has not collected data on the number of pupils receiving free home to school travel or on the travel arrangements local authorities make. We therefore do not hold the specific information requested.

In February 2025, the department launched a voluntary data collection, seeking more detailed information from local authorities.

Local authorities are responsible for arranging free home to school travel for eligible children. The department collects data on the total amount each local authority spends, broken down by phase of education and by two broad categories of eligibility – travel agreed for reasons of the child’s special educational needs or disability (SEND) and for reasons other than SEND. This is attached and available here: https://explore-education-statistics.service.gov.uk/data-tables/la-and-school-expenditure#subjectTabs-createTable.

To date, the department has not collected data on the number of pupils receiving free home to school travel or on the travel arrangements local authorities make. We therefore do not hold the specific information requested.

In February 2025, the department launched a voluntary data collection, seeking more detailed information from local authorities.

I refer my hon. Friend, the Member for Blackpool South to the answer of 31 March 2025 to Question 40829.

I refer my hon. Friend, the Member for Blackpool South to the answer of 31 March 2025 to Question 40829.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

​Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

​Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools. The initial teacher training and early career framework, which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND, and from September 2025 will underpin the minimum entitlement to training for new teachers.

My right hon. Friend, the Secretary of State for Education has not had any conversations with Surrey Heath Borough Council regarding dyslexia support, as we believe schools are best placed to take these decisions locally, in consultation with parents, young people and the local authority, after a thorough assessment of the child or young person’s needs and drawing on wider professional advice, as appropriate.

The department will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. Further information on the support, as at 31 March 2024, for pupils provided by NHS funded MHSTs in Surrey schools is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. We will recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

​Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

​Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools. The initial teacher training and early career framework, which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND, and from September 2025 will underpin the minimum entitlement to training for new teachers.

My right hon. Friend, the Secretary of State for Education has not had any conversations with Surrey Heath Borough Council regarding dyslexia support, as we believe schools are best placed to take these decisions locally, in consultation with parents, young people and the local authority, after a thorough assessment of the child or young person’s needs and drawing on wider professional advice, as appropriate.

The department will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. Further information on the support, as at 31 March 2024, for pupils provided by NHS funded MHSTs in Surrey schools is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. We will recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

​Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

​Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools. The initial teacher training and early career framework, which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND, and from September 2025 will underpin the minimum entitlement to training for new teachers.

My right hon. Friend, the Secretary of State for Education has not had any conversations with Surrey Heath Borough Council regarding dyslexia support, as we believe schools are best placed to take these decisions locally, in consultation with parents, young people and the local authority, after a thorough assessment of the child or young person’s needs and drawing on wider professional advice, as appropriate.

The department will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. Further information on the support, as at 31 March 2024, for pupils provided by NHS funded MHSTs in Surrey schools is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. We will recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

​Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

​Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools. The initial teacher training and early career framework, which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND, and from September 2025 will underpin the minimum entitlement to training for new teachers.

My right hon. Friend, the Secretary of State for Education has not had any conversations with Surrey Heath Borough Council regarding dyslexia support, as we believe schools are best placed to take these decisions locally, in consultation with parents, young people and the local authority, after a thorough assessment of the child or young person’s needs and drawing on wider professional advice, as appropriate.

The department will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. Further information on the support, as at 31 March 2024, for pupils provided by NHS funded MHSTs in Surrey schools is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. We will recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The department trusts schools to manage their own budgets, and the vast majority are operating with a cumulative surplus, with only a small percentage having a deficit.

The latest published figures for academies show that at a national level, 98% of academy trusts are in cumulative surplus or breaking even nationally. These figures for academy trusts relate to 31 August 2023.

For maintained schools, at national level, 14.7% of maintained primary schools and 13% of maintained secondary schools were in deficit. In the Essex local authority 6.9% of maintained primary schools and no secondary schools were in deficit in the same period. The figures for maintained schools relate to 31 March 2024.

The department does not hold local authority level figures for academies, since their funding is managed at Trust level, and many Trusts operate across local authorities’ boundaries. The financial benchmarking and insights tool on GOV.UK provides resources to review the finances of individual academies. This tool is available at: https://financial-benchmarking-and-insights-tool.education.gov.uk/data-sources.

The department is in the process of developing a British Sign Language (BSL) GCSE. This landmark GCSE is an important step towards greater recognition of BSL as a language and will foster better communication between Deaf and hearing communities.

The department published subject content for the BSL GCSE in December 2023. Ofqual, the independent qualifications regulator, is developing assessment arrangements and will launch a technical consultation on this in due course.

High quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with special educational needs and disabilities (SEND) or from disadvantaged backgrounds, and we are committed to ensuring that all pupils receive excellent support from their teachers. The teachers’ standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the teachers’ standards, to be recommended for the award of qualified teacher status. Early career teachers (ECTs) are also assessed against the teachers’ standards in order to pass their statutory teacher induction.

The ITT core content framework and early career framework, for trainee and ECTs respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching. From September 2025, they will be superseded by the combined initial teacher training and early career framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula.

The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new National Professional Qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. We have edited existing statements to improve inclusivity for SEND throughout the framework including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children, particularly those with SEND.

The department recognises that continuous improvement is essential and have recently committed to a full review of the ITTECF and Early Career Teacher Entitlement in 2027 to ensure it continues to provide the best possible support for trainees and ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. The government is focusing on improving inclusivity and expertise in mainstream schools and is working with families and education and care experts to deliver this in the best interests of all children and to restore parents’ trust

The teachers’ standards set clear expectations that teachers must understand the needs of all pupils, including those with dyslexia and other neurodiverse conditions. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the teachers’ standards, to be recommended for the award of qualified teacher status

The ITT core content framework (CCF) and early career framework (ECF), set out the core body of knowledge, skills and behaviours that define great teaching and cover the first three years or more at the start of a teacher’s career. They will be superseded by the combined initial teacher training and early career framework (ITTECF) from September 2025.

The department’s review of content for the ITTECF paid particular attention to the needs of trainees and early career teachers (ECTs) when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new National Professional Qualification for special educational needs co-ordinators to be relevant for trainees and ECTs.

The ITTECF deliberately does not detail approaches specific to particular additional needs but sets out what makes the most effective teaching for all pupils, including those with SEND. When reviewing the CCF and the ECF in 2023, the department tested this approach with SEND educational experts from the ITT sector and beyond, with consensus that the needs of most children can be met through high-quality teaching.

The department recognises that continuous improvement is essential and have recently committed to a full review of the Early Career Teacher Entitlement in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

Beyond the ITTECF, decisions relating to teachers’ professional development rest with schools, headteachers and teachers themselves, as they are in the best position to judge their own requirements. The ‘School teacher pay and conditions’ document, which applies to maintained schools, confirms that all teachers should have access to advice, training and developmental opportunities appropriate to their needs.

The focus of Ofsted inspections is on schools and how all the individuals within them work together to make sure that children receive the highest possible quality of education. The focus is not on inspecting the specific individuals that work in schools. Ofsted therefore does not require schools to provide any evidence of teachers’ professional development. However, as part of their leadership and management judgement, inspectors will consider whether continuing professional development for teachers and staff is aligned with the curriculum.

I refer the hon. Member for Woking to the answer of 2 April 2025 to Question HL5393.

Overall core revenue funding for schools totals almost £61.6 billion this 2024/25 financial year. The overall core schools budget is increasing by over £3.2 billion in the 2025/26 financial year, meaning the core schools budget will total over £64.8 billion.

The department holds discussions on energy costs and other cost pressures with sector bodies, including representatives for headteachers. This includes regular meetings with the Schools and Academies Funding Group and the Service-level Working Group on Education and Children's Services.

The department provides advice to headteachers and is developing a suite of productivity initiatives to support schools in making efficiencies in their budgets. This includes giving schools the opportunity to join the department’s ‘Energy for Schools’ initiative. When schools' energy contracts are up for renewal, they can join the department's contract. During the pilot for this project, schools saved 36% on average compared to their previous contracts. The Schools Resource Management Advisor Programme works with headteachers by providing peer to peer advice on resources and costs at school level. We continue to work with schools to ensure, where needed, they are accessing our full suite of existing support to help manage budgets.

The department will continue to monitor cost pressures, as it usually does.

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Harborough, Oadby and Wigston directly and a copy of his reply will be placed in the Libraries of both Houses.

I refer my hon. Friend, the Member for Carlisle to the answer of 29 March 2025 to Question 36216.

I refer my hon. Friend, the Member for Carlisle to the answer of 29 March 2025 to Question 36216.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department is committed to taking a community-wide approach in collaboration with local area partnerships, improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.

To support this, high needs funding will increase by £1 billion in the 2025/26 financial year, compared to the 2024/25 financial year. This will bring total high needs funding to over £12 billion.

Of that total, Staffordshire County Council is being allocated over £143 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £10.4 million on this year’s DSG high needs block, calculated using the high needs national funding formula (NFF). This NFF allocation is an 8.7% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 financial year NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG) in the 2025/26 financial year. This CSBG continues the separate grants payable in the 2024/25 financial year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases, as well as the additional funding in respect of the increase in employers’ National Insurance contributions. The department plans to publish individual local authorities’ allocations of this funding for the 2025/26 financial year in May 2025.

Following the last Ofsted/Care Quality Commission visit, departmental officials have been working with Staffordshire County Council to closely monitor progress against the areas for improvement identified by inspectors. An Accelerated Progress Plan is in place and progress is monitored regularly.

The areas for improvement were:

• Area 1: Co-production was weak. Parents felt that the local area did not listen to them or their child. The ‘tell it once’ approach was not embedded. The area’s relationships with schools and families were fragile.
• Area 2: The quality of education, health and care (EHC) plans was poor. Health and care workers did not contribute to the process effectively. The targets and outcomes in plans were not aspirational enough. The annual reviews of EHC plans were often not completed on time or did not contribute effectively to the review of the children and young people’s needs or the support and help they received.

The department has appointed a SEND Advisor, along with a bespoke package of support from the Research and Improvement for SEND Excellence Consortium, to support and work alongside the Local Area Partnership.

All teachers are teachers of special educational needs and disabilities (SEND). High quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education, and early language skills are vital to enable children to thrive in the early years and later in life, including for all aspects of later attainment in school.

This is why the department’s new combined Initial Teacher Training and Early Career Framework (ITTECF) contains significantly more content related to adaptive teaching and supporting pupils with SEND, including content on supporting pupils’ oral language skills, and our Universal SEND Services training programme helps school and further education workforces to identify and meet the needs of children and young people with SEND earlier and more effectively.

The department is also co-funding the Early Language Support for Every Child and Partnerships programme with NHS England, which utilises pre-qualification speech and language therapy Support Assistants in early years and primary settings, and the Partnerships for Inclusion of Neurodiversity in Schools builds teacher and staff capacity to identify and meet the needs of neurodivergent children, including those with speech and language needs.

The department are continuing funding support for the 11,100 schools registered for the Nuffield Early Language Intervention programme. As of January 2024, we estimate that the programme has screened 650,000 children in the last four years and supported over 211,000 four and five year-olds since the pandemic.

To continue to build workforce capability, the department has recently commissioned Newcastle University and University College London to review the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people, including around speech, language and communication needs.

The government has committed £79 million per year for the Music Hubs programme, inclusive of the 2024/25 academic year. The 43 Music Hubs partnerships across England offer a range of services, including musical instrument tuition, instrument loaning and whole-class ensemble teaching. To widen access to musical instruments, the government is investing £25 million in capital funding for musical instruments, equipment and technology from the 2024/25 academic year. This funding enables Music Hubs partnerships to better cater to the needs of the children and young people they work with.

The government believes creative subjects like music, art and drama are important elements of the rounded and enriching education every child deserves. Future programme budgets will be considered as part of the spending review and subsequent business planning process.

I refer my hon. Friend, the Member for Stroud to the answer of 7 February 2025 to Question 27291.

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Inverness, Skye and West Ross-shire directly and a copy of his reply will be placed in the Libraries of both Houses.

Staffordshire County Council reported that 13 maintained schools were subject to a notice of financial concern during the 2023/24 financial year.

The department does not hold details of which schools these were, nor does it hold details at a level lower than County Council.

Education is a devolved matter, and as such the response below outlines the information for schools in England only.

As of November 2023, the latest date for which data is available, there was a headcount of 395,585 teaching assistants (282,925 full-time equivalent) employed by state-funded schools with a contract of 28 days or longer. Of these, 22,224, equivalent to 5.6%, (14,277, 5.0%, full-time equivalent) were reported to be employed on a temporary contract.

In addition, support staff who are not directly employed by the school or local authority and who are in school on census day (early November each year) with a contract or service agreement lasting fewer than 28 days are recorded as ‘third-party support staff’. As of November 2023, the latest date for which data is available, schools reported there was a headcount of 14,908 third-party support staff with a post of teaching assistant (full-time equivalent is not collected).

​Information on the school workforce, including the number of teaching assistants, is published in the ‘School workforce in England’ statistical publication which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.

I refer the hon. Member for Newton Abbot to the answer of 17 March 2025 to Question 35870.

I refer the hon. Member for Inverness, Skye and West Ross-shire to the answer of 31 March 2025 to Question 40829.

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

I refer the hon. Member for Inverness, Skye and West Ross-shire to the answer of 31 March 2025 to Question 40829.

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

As set out in the Children and Social Work Act 2017, Social Work England (SWE) is responsible for setting the level of the registration fee for social workers. Before determining the level of any fee, including any change, SWE must both consult publicly and gain the approval of my right hon. Friend, the Secretary of State for Education. Further information is available at: https://www.legislation.gov.uk/ukpga/2017/16/part/2/enacted#section-36-4.

SWE’s public consultation runs until 13 May 2025 and is available at: https://www.socialworkengland.org.uk/news/public-consultation-on-changes-to-our-fees-is-now-open/.

The department is taking a number of steps to ensure that children in kinship care get the support that they need to thrive. This includes promoting their educational and mental health needs and supporting the people who care for them.

From September 2024, the department expanded the role of virtual school heads on a non-statutory basis to include championing the education, attendance and attainment of children in kinship care, ensuring that more children in kinship care receive the help they need to thrive at school. The department is now mandating this through the Children’s Wellbeing and Schools Bill.

In addition, the department is providing over £3 billion of pupil premium funding to improve the educational outcomes of disadvantaged pupils in England, including looked after and previously looked after children. Schools can direct pupil premium spending where the need is greatest, including to pupils with other identified needs, such as children in kinship care. Schools can also use pupil premium on whole class approaches that will benefit all pupils, such as on high quality teaching.

Some children in kinship care will be able to access the adoption and special guardianship support fund, which helps adoptive and special guardianship order children and their families access therapeutic interventions related to trauma and attachment.

Children in kinship care will also benefit from this government’s commitment to improving mental health support for all children and young people. The government will deliver on this commitment through providing access to specialist mental health professionals in every school, so every young person has access to early support to address problems before they escalate. We will also recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The steps the government is taking to improve support for kinship carers will also improve the support children living in kinship care receive. In October, the department announced £40 million to trial a new kinship allowance in up to ten local authorities. This pilot will test whether paying an allowance will help support more children to live and thrive with a kinship carer.

In addition, the government has provided over 140 peer support groups and a package of training and support for all kinship carers to access across England. The increased financial support, emotional support and training kinship carers receive should help them in their role as carers and enhance the support they give the children in their care.

On 1 April, it was announced that the adoption and special guardianship support fund would continue into 2025/26, with a budget of £50 million. A further announcement about arrangements for applications will be made as soon as possible. All applications will continue to be assessed on an individual basis in line with published criteria.

On 1 April, it was announced that the adoption and special guardianship support fund would continue into 2025/26, with a budget of £50 million. A further announcement about arrangements for applications will be made as soon as possible. All applications will continue to be assessed on an individual basis in line with published criteria.

The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing.  No local authorities are reporting that they are unable to meet their sufficiency duty. Under Section 6 of the Childcare Act 2006, local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. Part B of the ’Early education and childcare’ statutory guidance for local authorities highlights that local authorities are required to report annually to elected council members on how they are meeting their duty to secure sufficient childcare, and to make this report available and accessible to parents. The full guidance can be found here: https://www.gov.uk/government/publications/early-education-and-childcare.

Where local authorities report sufficiency challenges, we discuss what action they are taking to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

This £80 million partnership programme between the department and Great British Energy is targeting 200 schools and colleges in the 2025/26 academic year.

There will be a cluster of around 45 schools in each of the North West, North East and West Midlands, selected based on deprivation levels and other factors such as roof capacity. Each cluster will also include a further education college which will work with the contractors appointed to promote careers in renewables to support growth in the construction and renewables workforce. There will also be a minimum of ten schools in each of the government office regions to ensure some regional spread.

This is just one element of the department’s strategy to ensure that the school estate is sustainable. We are providing support for all schools and colleges to get started on their journey towards net zero via our new online ‘Sustainability Support for Education’ platform and our climate ambassador programme.

The Government Social Research release ‘Parent, pupil and learner panel: 22/23 March/April wave’ found that as of March 2023, 36% of parents with primary aged children reported that they had used some kind of wraparound childcare for their primary aged children since the start of term, equating to around 1.6 million children. The full release is attached and can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1170040/Parent__pupil_and_learner_panel_-_2022_to_2023_-_March_and_April_wave.pdf.

Findings from the ‘School and college voice: February 2024’ report show that 72% of primary school leaders (excluding special schools) said their school offers childcare both before and after school, but this includes paid for childcare and clubs with only limited spaces available.

The government’s impact note on the removal of eligibility of private schools for business rates charitable relief estimates an extremely limited impact from the business rates policy taking effect, with any movement estimated to represent 0.03% of the total state school pupil population in England. This impact note is attached and can be found here: https://publications.parliament.uk/pa/bills/cbill/59-01/0129/ImpactNote.pdf.

Removing the eligibility for business rates charitable relief from private schools will raise approximately £140 million per year. Based on average per-pupil spending in England for the 2024/25 financial year, the government expects the revenue costs of pupils entering the state sector as a result of the business rates measure in England to steadily increase to a peak of around £20 million per annum after several years.

The department’s building projects are currently delivered through our £7 billion construction framework 2021 (CF21) which was published under the previous government. The specification for that framework requires buildings to be net zero carbon in operation. Signed contract values are published on GOV.UK, normally within 30 days of the contract being signed, and are available here: https://www.gov.uk/contracts-finder.

On 2 April, the department confirmed funding of £8.8 million for Adoption England to improve the recruitment of adopters, matching of children, and family support during the 2025/26 financial year.

This includes funding to develop more Centres of Excellence as multidisciplinary teams across the country to provide specialist and therapeutic support to families and the development of national standards for adoption support. It also includes a new framework for an early support core offer, ‘Becoming a Family’, for the first twelve to eighteen months of placement and an Adoption Support Plan to guide assessments of a family’s support needs. All are designed to improve support and reduce the risk of an adoption breakdown.

Adoption England are also planning work to develop a national protocol on how children’s services, front door services and adoption support teams work together to better support families at risk of adoption disruption.

Adoption England and regional adoption agencies work closely with adopters to improve adoption support services. This includes considering the latest evidence of why adoption disruptions have occurred in their agencies and across the country.

Since its inception in 2015, the department has provided over £400 million through the adoption and special guardianship support fund (ASGSF) to provide therapeutic interventions for around 52,700 children who have left care under an adoption, special guardianship or child arrangements order. The interventions are designed to help children and their families to deal with their trauma and attachment difficulties and have been independently assessed to have helped prevent adoption breakdowns.

On 1 April, it was announced that the ASGSF would continue into 2025/26, with a budget of £50 million. A further announcement about arrangements for applications will be made as soon as possible. We remain committed to supporting families, who play an essential role in providing stable and loving homes for children in need.

The schools national funding formula (NFF) allocates funding for mainstream schools. The funding levels vary between local authority areas, and the funding that mainstream schools receive is determined by the local authority that they are in, rather than where their pupils live. In any given year, mainstream schools are allocated funding based on pupil numbers and characteristics at the time of the previous October census. This means that for the 2025/26 financial year, schools are allocated funding based on the pupils they had at the time of the October 2024 census.

Children with complex special educational needs and disabilities (SEND) are mainly funded by the local authority in whose area they reside. Local authorities are allocated high needs funding for this purpose and their allocations are calculated through a high needs NFF which uses data relating to the children resident in their area. The local authority allocates the majority of this high needs funding to mainstream and special schools, both those located in the authority’s area and those elsewhere, in respect of the children with SEND resident in their area for whom they have statutory responsibilities.

Depriving a child of their liberty must always be a last resort, but is sometimes necessary to keep that child, and others, safe. A small but growing number of children, often with complex behavioural needs, require a deprivation of liberty order for their own safety.

Data collected by Nuffield Family Justice Observatory shows that in the year leading up to July 2023, 1,389 applications were made to deprive a child of their liberty under a Deprivation of Liberty Order (DOLO) authorised under the inherent jurisdiction of the High Court. Data collected in this period suggests that the number of applications has more than doubled since 2020/21. This data is attached and can be accessed at: https://www.nuffieldfjo.org.uk/wp-content/uploads/2023/09/CHILDR1.1.pdf.

His Majesty’s Courts and Tribunal Service have been publishing data since December 2023, covering the period July to September 2023. Between Q3 2023 and Q2 2024, 1240 deprivation of liberty applications were made. There were 299 applications made between April and June 2024.

To understand the existing system and how we can achieve better outcomes for these children, the department has commissioned research consisting of a literature review, analysing children’s case files and undertaking case studies of three existing provisions developed in partnership with Integrated Care Boards. This research will provide insights into the characteristics of children who are, or have been, deprived of liberty and what has worked well for them. We aim to publish this research in summer 2025. We consistently seek insights from research and reports undertaken by different organisations, such as the Office of the Children’s Commissioner’s report in December 2024 on Illegal Children’s Homes, to ensure we are utilising the information in these resources in our policy development.

The department continues to work extensively with stakeholders across local authorities, the healthcare sector, cross-government, third sector and in academia to draw on relevant expertise throughout our policy development, which allows us to gain valuable insights about the characteristics of these children and what works well to improve their experience and outcomes.

Children and young people can attend specialist provision in any local authority, not just the one in which they reside.

Children and young people will be placed in special schools through the statutory process which the Children and Families Act 2014 prescribes for an education, health and care plan. Where pupils require alternative provision because they do not have a school place, the local authority is responsible for arranging a placement.

As of January 2024, 8.9% of special school pupils were educated outside the local authority where they live. More information on school and pupil characteristics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics.

Every year the department uses the schools national funding formula (NFF) to distribute core funding for 5- to 16-year-old pupils in mainstream state-funded schools in England. In the current NFF, the vast majority of funding is distributed on the basis of pupil numbers and characteristics.

The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that pupils with additional needs attract additional funding to help schools respond and meet their needs. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

Through the dedicated schools grant, Bedford local authority is receiving over £179 million for mainstream schools in the 2025/26 financial year, which equates to £6,306 per pupil on average, excluding growth and falling rolls funding. Central Bedfordshire local authority is receiving almost £260 million, or £5,980 per pupil on average, for mainstream schools in the financial year 2025/26. Schools' final funding allocations are determined by local authority funding formulae and based on updated pupil numbers, so the final per pupil funding amounts for individual schools may differ.

Every year the department uses the schools national funding formula (NFF) to distribute core funding for 5- to 16-year-old pupils in mainstream state-funded schools in England. In the current NFF, the vast majority of funding is distributed on the basis of pupil numbers and characteristics.

The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that pupils with additional needs attract additional funding to help schools respond and meet their needs. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

Through the dedicated schools grant, Bedford local authority is receiving over £179 million for mainstream schools in the 2025/26 financial year, which equates to £6,306 per pupil on average, excluding growth and falling rolls funding. Central Bedfordshire local authority is receiving almost £260 million, or £5,980 per pupil on average, for mainstream schools in the financial year 2025/26. Schools' final funding allocations are determined by local authority funding formulae and based on updated pupil numbers, so the final per pupil funding amounts for individual schools may differ.

The department has kept the Disclosure of Death Registration Information (DDRI) check under review with the scheme administrator to ensure that it continues to meet the objectives of both protecting members and the scheme.

The DDRI check was introduced as a proportionate means to ensure that recipients of pension payments from the Teachers’ Pensions Scheme continue to be eligible.

The process allows 28 days for a pensioner member to respond to an enquiry to certify their ongoing entitlement. Where a pension has been paused because confirmation has not been received within that timescale, it is normally reinstated within 10 working days with payment of any arrears. The scheme administrator is currently working on further enhancements, such as issuing additional notifications by alternative communication methods, including by email.

This approach avoids the need to require all recipients to confirm eligibility on an annual basis, and protects them, and taxpayers, from the consequences of any overpayments.

Ultimately, the Teachers’ Pension Scheme Pension Board provides oversight of the effectiveness of all elements of the administration of the scheme.

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

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Together with additional funding for schools’ increased National Insurance contributions costs announced recently, this brings total high needs funding for children and young people with complex SEND to over £12 billion. Of that total, Suffolk County Council is being allocated over £124 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £10.3 million on the 2024/25 DSG high needs block, calculated using the high needs national funding formula (NFF). This NFF allocation is an 9% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG) in the 2025/26 financial year. This CSBG continues the separate grants payable in 2024/25, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases, as well as the additional funding in respect of the increase in employers’ National Insurance contributions. The department plans to publish individual local authorities’ allocations of this funding for 2025/26 in May 2025.