Department for Education

The government has confirmed the adoption and special guardianship support fund (ASGSF) will continue in 2026/27 and that applications which start in 2025/26 and which run into 2026-27 can be made. Details of the ASGSF from April 2026, including for families in Stockport, will be made available once departmental business planning decisions are completed. We will share details of the public engagement process on longer-term decisions as soon as possible.

Collective worship remains an important part of school life, supporting pupils to reflect on the concept of belief and the role it plays in our country’s traditions and values.

Schools in England already have flexibility in how they meet this requirement and can deliver collective worship or assemblies in ways that reflect the diverse needs of their pupils and local communities. Students over 16 and parents of younger pupils also retain the right of withdrawal from collective worship.

The Law Commission published its final report on 16 September 2025 following a department commissioned review in April 2023 of the legal framework for disabled children’s social care.

The report makes 40 recommendations, which we are now considering, with a focus on simplifying and strengthening the system to better support disabled children and their families. In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department must provide an initial response within six months and a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline.

As we prepare our formal response to the Law Commission, we believe the national rollout of Family Help, a seamless, non-stigmatising offer of support delivered by multi-disciplinary, community-based teams, is already beginning to address the intended outcomes of the report and reduce regional variations. This includes special educational needs and disabilities (SEND) trained professionals as leading practitioners. Through Family Help, we are taking steps to remove the stigma from asking for help, with more SEND professionals available in integrated front doors for families to access practical support without judgement unnecessarily burdensome assessments.

The Law Commission published its final report on 16 September 2025 following a department commissioned review in April 2023 of the legal framework for disabled children’s social care.

The report makes 40 recommendations, which we are now considering, with a focus on simplifying and strengthening the system to better support disabled children and their families. In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department must provide an initial response within six months and a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline.

As we prepare our formal response to the Law Commission, we believe the national rollout of Family Help, a seamless, non-stigmatising offer of support delivered by multi-disciplinary, community-based teams, is already beginning to address the intended outcomes of the report and reduce regional variations. This includes special educational needs and disabilities (SEND) trained professionals as leading practitioners. Through Family Help, we are taking steps to remove the stigma from asking for help, with more SEND professionals available in integrated front doors for families to access practical support without judgement unnecessarily burdensome assessments.

Regional adoption agencies should clearly set out on their websites what adoption support is available, who provides it, and how families can access it. This should include an overview of universal, targeted and specialist forms of support. During the adoption assessment process, prospective adopters must also receive information, counselling and advice about adoption, including the support services they may be entitled to. In addition, the Adoption and Special Guardianship Support Fund provides nationwide access to funded post‑adoption support, including therapeutic interventions for adopted children and their families.

In early‑permanence placements such as foster‑to‑adopt, reunification may occur if the court decides a child should return to their birth family. In these circumstances, reunification must follow statutory care‑planning duties, ensuring well‑planned transitions and appropriate support for carers and parents. Adoption England’s Reunification Framework provides structured guidance for practitioners to manage these transitions safely and sensitively, ensuring the child’s needs remain central throughout the process.

The department is reviewing all local government reorganisation proposals to consider the potential impact on children’s services, including school places. Huntingdonshire is in tranche three of the local government reorganisation process and the statutory consultation on proposals is expected to launch in Spring 2026. I encourage all local areas to respond to the consultation.

There will then be a transition period during which the department will work with local areas to support children’s services in the new authorities, including plans to ensure there are sufficient school places.

Every child in our country deserves the best possible educational experience, one that is academically stretching, where every child and young person feels like they belong, and that sets them up for life and work.

The department knows from our extensive engagement with parents, teachers, local authority staff and leaders, charities and others that there are significant challenges in the special educational needs and disabilities (SEND) system. They need to be addressed urgently. But we must ensure we do so in a way that builds trust and confidence in the system and leads to improved outcomes for children and young people.

The department will set out our proposals for reform in a Schools white paper and we will consult widely on these proposals and continue to work with a wide range of partners to refine and deliver them.

Where a pupil is not attending school due to unmet or additional needs, including dyspraxia, the ‘Working together to improve school attendance’ guidance sets out clear expectations on how schools, local authorities and wider services work together to access and provide the right support to improve attendance.

We understand that early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities, therefore we are supporting settings by strengthening the evidence base of what works. The government will set out proposals for reforms to the special educational needs and disabilities system through a Schools white paper in due course.

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

The department does not hold data on whether a child has access to a teaching assistant full time or for part of their school day.

Schools in England are asked to record the headcount and (FTE of their teaching assistants. In the November 2024 school workforce census, there were a reported 288,800 teaching assistants (FTE).

Information on the school workforce in England, including the number of teaching assistants in state-funded schools, is published in the ’School workforce in England statistical publication. The publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

These figures have been available since 5 June 2025.

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

The special educational needs and disability code of practice published in 2014 replaced all statements of special educational needs with education, health and care (EHC) plans. No new statements were issued and all existing statements were converted to EHC plans by 2019.

The department does not hold data for the number of children and young people awaiting EHC plans.

The number of children and young people for whom an EHC needs assessment was requested during 2024 and who are waiting for that assessment to be completed as of January 2025 is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/ce81a1c1-24b4-4157-fc02-08de55ac55be.

The number of EHC needs assessments carried out during 2024, and the number where the outcome of that assessment is ongoing as of January 2025, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/cee798f6-fb96-459e-ac19-08de532c2243.

The figures are from the 2025 EHC plans publication, which is available at:

: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025.

These figures have been available since 26^th June 2025.

On 16 January we announced plans for a new expectation on schools and other settings to ensure staff receive training on SEND and inclusion, supported by £200m investment during this Parliament into government-backed training courses and materials.

The department recently introduced a new training framework for trainee and early career teachers. The initial teacher training and early career framework (ITTECF), which became mandatory from September 2025, sets out the minimum entitlement to training for all new teachers. This framework includes more content on adaptive teaching and supporting pupils with special educational needs and disabilities (SEND). For example, developing an understanding of different pupil needs and learning how to provide opportunities for success for all pupils, including those with dyslexia. We are committed to continuous improvement and will be reviewing the ITTECF in 2027, which will focus on the support we provide trainees and early career teachers in teaching pupils with SEND.

The review and decision on new electric vehicle salary sacrifice schemes for academy trusts is being led by HM Treasury. The department remains in contact with HM Treasury on this issue and will inform academy trusts when a decision has been made.

The early years foundation stage (EYFS) statutory framework which early years providers are required to follow includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/

To make the existing requirements clearer for all the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at Levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

In academic year 2025/26, there were 765 UK nationals starting postgraduate initial teacher training in modern foreign languages. The department has not made any estimate of the impact of a reduction in university modern languages courses on UK national modern foreign languages trainee teachers.

The independent Curriculum and Assessment Review final report and the government response were both published on 5 November 2025.

The response included a commitment to revise the art and design programmes of study to exemplify the knowledge and skills that pupils should develop, including through their own creative practice, and to encourage teaching of a broader range of artists and media. This will include consideration of craft, which is covered in the existing national curriculum.

The Strategic Priorities Grant (SPG) is one of our main higher education funding levers and provides support for high-cost subjects. Funding is allocated by the Office for Students (OfS) based on subject classifications. Subjects are grouped into price groups (A, B, C1.1, and C1.2), which reflect the cost of delivering those courses.

As set out in the 2025/26 SPG guidance letter from my right hon. Friend, the Secretary of State for Education to the OfS, we are working with the OfS to review and reform the high-cost subject funding, including price group C1, to ensure that it best aligns with the government’s growth mission and is targeted effectively towards provision that supports the industrial strategy and future skills needs.

We are working closely with the OfS to understand the impact of any changes to SPG funding, and the department will issue guidance to the OfS in due course setting out our funding priorities for 2026/27.

The department is continuing to look at how best to support schools to navigate the visa sponsorship processes to ensure that high quality international teachers can train and work as teachers in England. We have dedicated, school specific guidance to support schools that would like to employ international teachers. We regularly review this guidance to ensure it provides accurate, up to date and clear information. We have tested the content with schools and continue to engage with the sector for further feedback. The guidance can be found here: https://www.gov.uk/guidance/recruit-teachers-from-overseas.

The costs of sponsoring a visa are charged at the same level across professions. There are no plans to introduce any new sector-based exemptions from these costs, or to provide funding to cover the cost of any processes related to domestic or international teacher recruitment, but there are lower rates for smaller employers.

In our response to the independent Curriculum and Assessment Review we made a commitment to work with the sector to understand successful approaches to supporting the languages pipeline, starting at primary by reforming the curriculum, increasing take up at GCSE, and boosting demand at A level and degree level, to meet future social and economic needs.

We also want to learn from successful approaches such as the ‘Languages for All’ programme in partnership with Royal Holloway University of London, which has doubled the number of students studying modern languages at A level, through their pilot in Hounslow.

The department will support teachers to implement changes to the curriculum, though continued investment in the National Consortium for Languages Education, which provides high quality professional development and wraparound support for language teachers, with national reach.

The government recognises the importance of heritage craft skills and supports their development through apprenticeships, vocational qualifications and partnerships with sector bodies.

Higher education institutions in England are autonomous and independent, and so they are responsible for determining the courses they offer. The government does not intervene in academic content. However, we encourage collaboration between universities, further education providers and heritage organisations to embed practical craft skills where appropriate, including through vocational and foundation degrees.

The government has estimated that ending tax breaks for private schools will raise £1.8 billion a year by 2029/30. At the Autumn Budget 2025, the re-costing of the measure showed it will raise around £40 million per year more than originally forecast. This will raise essential revenue to help fund public services, including supporting the 94% of children in state schools.

The department is taking comprehensive action to ensure teachers and pupils are equipped to use artificial intelligence (AI) safely and effectively. Our Generative AI policy position sets clear guidance on the opportunities and risks of AI, and provides practical advice for safe, responsible use by educators. It emphasises that AI should enhance not replace high quality teaching and is informed by extensive evidence from educators, experts, parents and pupils.

We have also introduced updated Generative AI Product Safety Standards, announced at the UK Generative AI for Education Summit on Monday 19 January. These set out the safeguards AI developers must meet, including child centred design, enhanced filtering of harmful content, and protections for pupils’ cognitive and emotional wellbeing, ensuring tools are safe by design.

At Bett 2026 on Wednesday 21 January, my right hon. Friend, the Secretary of State for Education has committed to a five‑point plan for AI in education, including a strong focus on building the evidence for the safe and effective use of AI and technology tools to support pupils and teachers, and a new digital skills pathway for education staff.

Alongside this, we have published sector-developed support materials and are investing in evidence-based AI tools, helping schools adopt AI confidently, safely and in ways that support teaching and learning.

I refer my hon. Friend, the Member for South East Cornwall to the answer of 13 January 2026 to Question 102909.

The department recognises that moving between key stages can be challenging for some children, and that children’s experience of school can significantly impact their attendance, attainment and wellbeing.

This government is committed to giving every child the best start in life, ensuring they have what they need to achieve and thrive in school. The Early Years Foundation Stage statutory framework aims to ensure children have the skills and knowledge needed to thrive and make a successful transition to later schooling.

The government is expanding mental health support teams, so all schools can access specialist mental health professionals, supporting their whole school approach to mental health and wellbeing, and providing early intervention.

The department will also publish a best practice framework to help schools improve pupil experience and engagement. As part of this work, we will consider the evidence around effective transitions strategies that can promote and support children’s wellbeing.

The national rollout of Family Help, Multi-Agency Child Protection and Family Group Decision Making reforms is being delivered through the Families First Partnership (FFP) programme.

The programme is backed by £2.4 billion in funding over the next three years, which is ringfenced for spend on prevention.

Multi-disciplinary Family Help teams will prioritise supporting the whole family, wrapping support around them and intervening at the earliest opportunity to prevent challenges escalating, including for families where children display harmful or aggressive behaviour at home. Local partnerships should use population needs assessments to identify agencies, services and practitioners needed in their multi‑disciplinary teams.

The FFP programme team in the department will work closely with all local authorities, including Surrey, to monitor progress and provide support. In 2025/26, Surrey local authority received £5.1 million of ringfenced funding for the delivery of FFP, and based on indicative allocations they will receive £10.1 million in 2026/27.

The Curriculum and Assessment Review examined whether England’s curriculum and assessment system is fit for purpose and meets the needs of children and young people. The government’s response set out key national curriculum reforms the department will take forward. We are not commissioning any further research into how the key stage 1 national curriculum should be reformed.

Schools are expected to organise the school day and week in pupils’ best interests, providing a full‑time education suited to their age, aptitude and ability, while allowing time for play and other activities.

The department is working to ensure all children and young people can access a range of enrichment opportunities as part of our mission to break down barriers to opportunity. In some schools, these opportunities may encourage children and young people to play.

Giving young children the best start in life underpins the government’s opportunity mission. Early years are crucial to children’s health, development and life chances. The early years foundation stage statutory framework recognises that play is essential for children’s wellbeing, learning and development, and emphasises the importance of creating cultures that support high quality play.

The Curriculum and Assessment Review examined whether England’s curriculum and assessment system is fit for purpose and meets the needs of children and young people. The government’s response set out key national curriculum reforms the department will take forward. We are not commissioning any further research into how the key stage 1 national curriculum should be reformed.

Schools are expected to organise the school day and week in pupils’ best interests, providing a full‑time education suited to their age, aptitude and ability, while allowing time for play and other activities.

The department is working to ensure all children and young people can access a range of enrichment opportunities as part of our mission to break down barriers to opportunity. In some schools, these opportunities may encourage children and young people to play.

Giving young children the best start in life underpins the government’s opportunity mission. Early years are crucial to children’s health, development and life chances. The early years foundation stage statutory framework recognises that play is essential for children’s wellbeing, learning and development, and emphasises the importance of creating cultures that support high quality play.

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements early years providers must meet to ensure that children have the best start in life and are kept healthy and safe.

The EYFS requires providers to have safeguarding policies that address the use of mobile phones, cameras, and other electronic devices with imaging and sharing capabilities. Decisions about installing and using CCTV are for individual providers, subject to safeguarding and data protection requirements.

As part of the department’s ongoing review of safeguarding requirements, an expert advisory panel will be appointed to inform sector guidance on the safe and effective use of CCTV and digital devices within safeguarding. This guidance will consider whether CCTV should be mandated and will set out best practice, technical advice and clear expectations.

The information requested is not held by the department.

The Early Years Foundation Stage (EYFS) statutory framework includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance. The department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts, including the Lullaby Trust, on proposed new wording and plan to make these changes as soon as possible.

Ofsted inspects early years providers under the Education Inspection Framework against the full range of EYFS requirements, including safeguarding, children’s welfare, leadership and management. Inspectors assess whether providers are meeting statutory requirements and taking appropriate action to keep children safe. The EYFS requires providers to have safeguarding policies that address the use of mobile phones, cameras and other electronic devices with imaging and sharing capabilities. Decisions about installing and using CCTV are for individual providers, subject to safeguarding and data protection requirements.

As part of the department’s ongoing review of safeguarding requirements, an expert advisory group will be appointed to inform guidance on the safe and effective use of digital devices and CCTV within safeguarding, including whether CCTV should be mandated and setting out best practice, technical advice and clear expectations.

The department’s ‘Working together to improve school attendance’ statutory guidance provides support for local authorities on the application of penalty notices, including a national framework for issuing fixed penalty notices designed to embed our support-first approach and improve consistent application nationally.

The department does not specify what constitutes exceptional circumstances for school absence. Headteachers, who know their pupils best, are best placed to make those judgements on a case-by-case basis.

Regulations state penalty notices must be paid in full within statutory timeframes. They offer an alternative to prosecution and influence a change in parental behaviours.

The department will continue to keep the attendance enforcement system under review.

Digital Identity policy is in development, with a dedicated team inside the Cabinet Office working to develop the proposals.

Costs in this Spending Review period will be met within the existing Spending Review settlements.

We are inviting the public to have their say in the upcoming consultation as we develop a safe, secure, and inclusive system for the UK. No final decisions will be made until after the consultation.

On 16 January, the government announced a £200 million investment over the course of this Parliament to upskill staff in every school, college and nursery, ensuring a skilled workforce for generations to come. This builds on the landmark £3 billion investment to create more specialist places and ensure more children and young people can thrive at a setting close to home.

We are also determined to deliver reform that stands the test of time and rebuilds the confidence of families, which is why we are currently engaging a wide range of people and organisations, including parents and young people, in every region of the country to inform development of our proposals and ensure that lived experience and partnership are at the heart of our solutions.

We will set out our proposals for reform in the upcoming Schools White Paper, and we will consult widely on these proposals and continue to work with a wide range of partners to refine them and deliver them.

Essex is currently undergoing a local area special educational needs and disabilities inspection by Ofsted and the Care Quality Commission, the results of which will be published in due course.

The special educational needs and disabilities (SEND) Code of Practice is statutory guidance for local authorities and other organisations that work with children with SEND. It explains the duties, policies and procedures in Part 3 of the Children and Families Act 2014. The Code sets out the support that families should receive from local authorities whilst they are awaiting the outcome of their Tribunal appeal. It explains that, in such circumstances, local authorities should continue to ensure the provision that is set out in an education, health and care (EHC) plan is delivered. It also stipulates that amendments to the cessation of EHC plans are not lawful whilst an appeal is ongoing. This is to ensure continuity of support for children and young people.

In December, the department announced at least £3 billion for high needs capital between 2026/27 and 2029/30, to support children and young people with special educational needs and disabilities or who require alternative provision. This funding is intended to create facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs. It can also be used to adapt mainstream schools to be more accessible and to create special school places for pupils with the most complex needs.

The department will confirm local authority allocations later in the spring.

Admission arrangements are set and applied locally. Provided they are lawful and comply with the School Admissions Code, it is for the school’s admissions authority to decide what criteria to set, as long as they are fair, clear and objective.

Admission authorities may choose to give priority to children living within a designated catchment area or those attending named feeder schools, however, these must be clearly defined and made on reasonable grounds.

Admission authorities must consult locally before making any changes to their admission arrangements, or at least once every seven years, to ensure they continue to meet local need.

Once a school’s admission arrangements have been determined, anyone who believes they are unfair or unlawful may submit an objection to the Schools Adjudicator. Where the Adjudicator finds that a school’s admission arrangements are unfair or unlawful, they must be revised.

The government committed, in our Plan for Change, to recruiting an additional 6,500 new expert teachers across secondary and special schools, and in colleges, over the course of this parliament.

We are making progress. The latest workforce data reported over 2,300 more secondary and special school teachers in 2024/25 than in 2023/24, and this year over 32,000 trainees began training, a rise of 11% on the previous year.

Initial teacher training (ITT) bursaries are offered to incentivise more applications to ITT courses. In reviewing these annually, we take account of historic recruitment, forecast economic conditions, and teacher supply need in each subject. We are continuing to offer bursaries worth up to £29,000 tax-free to encourage more talented people to train to teach key subjects such as mathematics, physics, chemistry and computing.

In addition, we offer a Targeted Retention Incentive worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who work in disadvantaged schools. In Lincolnshire, there are 56 schools where teachers are eligible for these payments.

The department is working closely with the Department for Health and Social Care and NHS England to improve access to community health services, including occupational therapy for children and young people with special educational needs and disabilities (SEND).

As we look to reform the SEND system, we want to improve how services that support early identification and intervention and whole school inclusive practice are jointly commissioned and made available to schools. The local authorities and the Integrated Care Board as joint commissioners of services will continue to play an important role in this.

The department is working closely with the Department for Health and Social Care and NHS England to improve access to community health services, including occupational therapy for children and young people with special educational needs and disabilities (SEND).

As we look to reform the SEND system, we want to improve how services that support early identification and intervention and whole school inclusive practice are jointly commissioned and made available to schools. The local authorities and the Integrated Care Board as joint commissioners of services will continue to play an important role in this.

To create a reformed special educational needs and disabilities (SEND) system that will stand the test of time, we have undertaken a national engagement campaign on SEND reform, building on extensive engagement over the past year with children, young people, parents and professionals.

The upcoming Schools White Paper will outline our proposed SEND reforms and will be followed by a formal consultation and further engagement.

The majority of children with visual impairments are taught in mainstream schools, and all schools have legal duties to make reasonable adjustments for disabled pupils, including the provision of auxiliary aids. The department is committed to improving inclusivity and expertise in mainstream schools, and ensuring special schools cater to those with complex needs. Local authorities must ensure sufficient school places for those with special educational needs and disabilities and keep this under review.

We have commissioned research to strengthen the evidence base of what works to improve inclusive practice in mainstream settings, including for sensory impairment. We have also introduced a sensory impairment apprenticeship route into teaching, supporting local authorities and schools to commission appropriately qualified staff to ensure visually impaired children are not disadvantaged.

Robust governance is crucial to achieving a strong school system, helping every child achieve and thrive. The department has produced dedicated governance guidance in addition to requirements in the Academy Trust Handbook. The Effective Governance Resources page on GOV.UK consolidates best practice to help boards govern strategically, flexibly and effectively. It was published in September 2025 here: https://www.gov.uk/government/publications/effective-governance-resources.

Where there are concerns about the governance of an academy trust, the department can set conditions to improve that the trust must meet to avoid further action. My right hon. Friend, the Secretary of State for Education can terminate an academy’s funding agreement where there is a serious breakdown in governance.

This month we have announced that we are legislating to introduce inspection of multi-academy trusts. Reporting on the quality and effectiveness of trust governance will help drive better outcomes for children and provide greater confidence for parents.