Department for Education

The department recognises that the decision to close a school is difficult and sensitive and expects alternatives to closure to be explored before a decision is made. Where closure is considered the right option, the department expects proposers to minimise disruption to pupils’ education during the closure process and to support a smooth transition to alternative educational provision.

The evidence does not suggest a simple causal link between school closures and educational outcomes. However, we know that falling pupil numbers can create pressures on school finances, staffing and curriculum delivery, which may lead to closure being considered along with other options. The department is considering the impact of demographic change on educational outcomes, including for disadvantaged pupils, in line with recommendations made by the National Audit Office.

Proposers and local authorities should work together to ensure there are alternative places available for pupils, suitable transport arrangements and support for pupils with special educational needs and disabilities as part of closure plans. Where the proposer is an academy trust, the department scrutinises these plans before agreeing to closure.

We have appointed an independent panel of experts, led by education and health co-chairs, to advise on what approaches, strategies, and tools should be included in the National Inclusion Standards and Specialist Provision Packages.

The Standards will set out the provision that ordinarily should be in every setting across the 0 to 25 system. This is in addition to the evidence-based tools, strategies and approaches for educators to support children and young people with special educational needs and disabilities.

Specialist Provision Packages describe the support available for children and young people with the most complex needs. These measures are designed to create a consistent, high-quality offer, wherever they live, thereby ending the post code lottery of support.

We will develop a national cost framework for these packages, and we expect to engage with stakeholders and consult on any new funding arrangements in due course.

The government is taking decisive action to better support disadvantaged students, make things fairer for graduates, and create a more flexible, responsive post-16 education system through the introduction of the Lifelong Learning Entitlement in January 2027.

Since 2024, we have raised the Plan 2 repayment threshold twice, protected borrowers from the risk of inflation shocks by capping interest rates on Plan 2 and Plan 3 loans at 6% for the 2026/27 academic year, and future-proofed maintenance loans by committing to increase them every year in-line with forecast inflation. Further, we are making care leavers automatically eligible for the maximum rate of maintenance loan, and we will be reintroducing targeted, means-tested maintenance grants in the2028/29 academic year, funded by a levy on providers for international students.

We will continue to look for ways to make the system fairer for students, graduates and taxpayers in a financially sustainable way.

The government is taking decisive action to better support disadvantaged students, make things fairer for graduates, and create a more flexible, responsive post-16 education system through the introduction of the Lifelong Learning Entitlement in January 2027.

Since 2024, we have raised the Plan 2 repayment threshold twice, protected borrowers from the risk of inflation shocks by capping interest rates on Plan 2 and Plan 3 loans at 6% for the 2026/27 academic year, and future-proofed maintenance loans by committing to increase them every year in-line with forecast inflation. Further, we are making care leavers automatically eligible for the maximum rate of maintenance loan, and we will be reintroducing targeted, means-tested maintenance grants in the2028/29 academic year, funded by a levy on providers for international students.

We will continue to look for ways to make the system fairer for students, graduates and taxpayers in a financially sustainable way.

We have now achieved 4,654 of the 6,500 additional teachers pledge, equivalent to 71.6% of the target, compared with the 2023/24 baseline. This includes 3,008 more teachers in secondary and special schools in 2025/26 and 1,646 more teachers in the statutory further education sector and school-based providers in 2024/25.

Information on student outcomes in higher education (HE), including broken down by those studying at franchised providers, is published by the Office for Students (OfS). The OfS also publishes National Student Survey results.

The government has identified concerns about parts of the franchised HE sector, including recruitment practices, quality and the protection of public money. In response, we have introduced a requirement for larger franchise providers to register with the OfS as a condition of access to student finance. Registered providers must meet the OfS's conditions of registration, including requirements relating to quality, student outcomes and the interests of students as consumers.

The government has not made a specific assessment of the impact of inducements on prospective students, including those who might otherwise lack the interest or ability to complete HE. However, HE providers must comply with consumer protection law and have regard to Competition and Markets Authority guidance, and OfS works with relevant regulators where concerns arise.

Some regional bodies, including Mayoral Strategic Authorities, are already working to support local authorities across their regions, as those local authorities deliver their statutory duties relating to special educational needs and disabilities (SEND).

The department will continue to work with regional authorities to consider how they could further support our reforms to the SEND system to improve outcomes for children and young people with SEND. There will be further announcements on devolution in due course.

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education (HE) sector. HESA do not publish data on the highest qualification on entry to HE of international students. Caution is advised when interpreting entry qualifications for international students, as qualifications obtained overseas may not align with the categories defined by HESA. Providers are responsible for determining an appropriate qualification level for qualifications earned overseas.

Analysis of the HESA Student data by the department shows that 1,635 non-UK domiciled entrants to UK HE (undergraduate and postgraduate) in 2024/25 had no formal qualifications.

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

Officials engage regularly with local authorities to understand the challenges they face and to monitor impact, but have not seen any significant impact of the National Insurance contribution (NIC) changes on home-to-school travel for children with special educational needs and disabilities. Local authorities are responsible for arranging home-to-school travel and deliver this through a range of in-house services and external providers.

Businesses can claim employer reliefs on NICs, where eligible. These reliefs are estimated to have been worth around £2.5 billion in the 2025/26 financial year.

Over 40% of employers (around 900,000) will not pay employer NICs in 2030/31, as their total employer NICs bill will continue to fall below the Employment Allowance, which was more than doubled to £10,500 in April 2025.

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Children aged 5 to 16 are eligible for free travel if they attend their nearest suitable school and cannot walk there because of the distance, their special educational needs, disability or mobility problem, or route safety. Statutory walking distances are set at 2 miles for children under 8 and 3 miles for those aged 8 and over.

There are extended rights to free travel for children currently eligible for free school meals, to support low-income families to exercise school choice. More detail can be found in the statutory guidance: https://assets.publishing.service.gov.uk/media/6a10649929bb11891b1cf096/Travel_to_school_for_children_of_compulsory_school_age.pdf.

For these pupils, 11 to 16 year-olds may receive free travel to one of their three nearest schools between 2 to 6 miles from home, or to a school 2 to 15 miles away chosen on grounds of religion or belief; and the statutory walking distance is set at 2 miles for those aged 8 and over but under 11.

Local authorities have been informed of their Best Start Family Hub allocation and the department will publish the 2026/27 revenue and capital allocations for all 153 local authorities in due course.

Details of allocations for Family Hubs from 2022/23 are available at: https://www.gov.uk/government/publications/family-hubs-and-start-for-life-section-31-grant-determination-letters.

His Majesty’s Treasury published a tax information and impact note on applying VAT to independent school fees, which is available at: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees#who-is-likely-to-be-affected.

Ministers have not hired external public relations (PR) consultants since July 2024.

The department currently contracts its PR services through agencies. These contracts are procured via commercial routes, with all contracts publicly available and published via Contracts Finder. There have been no new procurements in PR since July 2024.

This government is committed to breaking down barriers to opportunity and tackling child poverty. We are extending free school meals (FSM) to all children from households in receipt of Universal Credit from September 2026, including in the Tees Valley region. This will ensure an additional half a million children across the country will receive a healthy, nutritious meal, putting £500 back in families’ pockets and lifting 100,000 children out of poverty.

The department publishes data on eligibility for FSM. Regional data is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2025-26. In 2025/26, 37,752 children are eligible in the 5 local authority areas within Tees Valley. Following the expansion of FSM to all on Universal Credit from September 2026, the department expects approximately 51,000 children to be eligible based on data from the Department for Work and Pensions.

We are also improving the eligibility checking system to support schools and local authorities to identify and enrol eligible pupils more efficiently. Schools receive funding for FSM as part of their overall core funding. Additional funding for FSM expansion will be provided through the expansion of the grant.

At a national level, we have set aside over £1 billion in funding over the multi-year spending review period to cover additional meal costs.

We are investing over £1 billion more in the early years entitlements this year compared to 2025/26 and an above inflation increase to entitlements funding rates. In 2026/27, we expect to provide over £9.5 billion for the early years entitlements. Coram–PACEY’s 2026 Childcare Survey found that the expansion of 30 hours of funded childcare significantly reduced costs for eligible working parents in England, in some cases making part time childcare effectively free during term time. In addition to funding increases, we are committing to consult on changes to how early years funding is allocated and distributed as part of the ongoing review of childcare provision and regulation.

By allowing funded hours to be stretched across the year, deducting closures from calculations, and enabling mixed‑provider models, the system is designed to work alongside all‑year childcare businesses, managing funding and fees transparently and within national limits, broadening parental choice.

We continue to monitor the sufficiency of childcare places; the key measure being the supply of available places is sufficient to meet requirements.

Section 6 of the Childcare Act 2006 states local authorities are responsible for ensuring that the provision of childcare is sufficient in their area.

The department has now achieved 71.6% of the 6,500 additional teachers target. There are 4,654 more teachers - 3,008 more teachers in secondary and special schools in 2025/26 and 1,646 more teachers in further education, than in 2024/25. Latest data also reported one of the lowest leaver rates on record of 8.5% and a record 17,740 teachers returning to the classroom.

While the department does not routinely publish recruitment and retention rates at a regional level, trends in the full-time equivalent teacher workforce suggest that regions have broadly followed the national pattern over time.

Information on the school workforce in England, including teacher recruitment and retention, is published annually in the ‘School workforce in England’ statistical release, available on GOV.UK.

The department has now achieved 71.6% of the 6,500 additional teachers target. There are 4,654 more teachers - 3,008 more teachers in secondary and special schools in 2025/26 and 1,646 more teachers in further education, than in 2024/25. Latest data also reported one of the lowest leaver rates on record of 8.5% and a record 17,740 teachers returning to the classroom.

While the department does not routinely publish recruitment and retention rates at a regional level, trends in the full-time equivalent teacher workforce suggest that regions have broadly followed the national pattern over time.

Information on the school workforce in England, including teacher recruitment and retention, is published annually in the ‘School workforce in England’ statistical release, available on GOV.UK.

The department has now achieved 71.6% of the 6,500 additional teachers target. There are 4,654 more teachers - 3,008 more teachers in secondary and special schools in 2025/26 and 1,646 more teachers in further education, than in 2024/25. Latest data also reported one of the lowest leaver rates on record of 8.5% and a record 17,740 teachers returning to the classroom.

While the department does not routinely publish recruitment and retention rates at a regional level, trends in the full-time equivalent teacher workforce suggest that regions have broadly followed the national pattern over time.

Information on the school workforce in England, including teacher recruitment and retention, is published annually in the ‘School workforce in England’ statistical release, available on GOV.UK.

Section 21 of the Children and Families Act 2014 is clear that healthcare provision is only deemed to be special educational provision if it educates or trains a child or young person. Such decisions are made on a case-by-case basis, as set out in paragraph 9.74 of the ‘Special educational needs and disability code of practice: 0 to 25 years’.

Schools are not responsible for clinical healthcare tasks. Healthcare tasks can be delegated to staff in schools and other education settings where the responsible healthcare professional considers delegation safe and appropriate. While training may be necessary as part of delegation arrangements, it does not of itself transfer responsibility. The department is working with the Department for Health and Social care to produce guidance on clinical healthcare in schools.

Local authorities and integrated care boards must work together to put joint commissioning arrangements in place to ensure sufficient services and provision are available to meet the needs of children and young people in their area, both those with education, health and care plans and those without. This would include children and young people with cerebral palsy.

Section 21 of the Children and Families Act 2014 is clear that healthcare provision is only deemed to be special educational provision if it educates or trains a child or young person. Such decisions are made on a case-by-case basis, as set out in paragraph 9.74 of the ‘Special educational needs and disability code of practice: 0 to 25 years’.

Schools are not responsible for clinical healthcare tasks. Healthcare tasks can be delegated to staff in schools and other education settings where the responsible healthcare professional considers delegation safe and appropriate. While training may be necessary as part of delegation arrangements, it does not of itself transfer responsibility. The department is working with the Department for Health and Social care to produce guidance on clinical healthcare in schools.

Local authorities and integrated care boards must work together to put joint commissioning arrangements in place to ensure sufficient services and provision are available to meet the needs of children and young people in their area, both those with education, health and care plans and those without. This would include children and young people with cerebral palsy.

Recipient Average Costs per Financial Years

Application requests are made within the Fair Access Limit – we do not approve an amount different to the requested amount.

Local Authorities and Regional Adoption Agencies are responsible for submitting applications. The financial value of all applications submitted to the Adoption and Special Guardianship Support Fund were below the £3,000 fair access limit. The department regularly reviews the costs per hour of therapy, and the number of hours of therapy per application. Local authorities and regional adoption agencies can top-up funding using their own resources.

The department is currently considering responses to its consultation on the future of Adoption Support, including the long-term effects of any changes made to adoption support.

Recipient Average Costs per Financial Years

Application requests are made within the Fair Access Limit – we do not approve an amount different to the requested amount.

Local Authorities and Regional Adoption Agencies are responsible for submitting applications. The financial value of all applications submitted to the Adoption and Special Guardianship Support Fund were below the £3,000 fair access limit. The department regularly reviews the costs per hour of therapy, and the number of hours of therapy per application. Local authorities and regional adoption agencies can top-up funding using their own resources.

The department is currently considering responses to its consultation on the future of Adoption Support, including the long-term effects of any changes made to adoption support.

Recipient Average Costs per Financial Years

Application requests are made within the Fair Access Limit – we do not approve an amount different to the requested amount.

Local Authorities and Regional Adoption Agencies are responsible for submitting applications. The financial value of all applications submitted to the Adoption and Special Guardianship Support Fund were below the £3,000 fair access limit. The department regularly reviews the costs per hour of therapy, and the number of hours of therapy per application. Local authorities and regional adoption agencies can top-up funding using their own resources.

The department is currently considering responses to its consultation on the future of Adoption Support, including the long-term effects of any changes made to adoption support.

The department has published the ‘Every Child Achieving and Thriving’ Schools White Paper, alongside a special educational needs and disabilities (SEND) consultation, which set out our plans for reform, including those relating to funding. We have also published additional information on SEND Reform for those leading and working in mainstream schools, and a summary of what the SEND reforms mean for specialist provision, including special schools, which are available on GOV.UK.

In taking forward these plans, our aim is both to establish a fair mainstream school funding system that directs funding to where it is needed, enabling improved support for children with SEND, and to create a fair, transparent system that gives specialist schools stable, predictable funding to deliver high-quality education and integrated support for children with the most complex needs. We will consult on proposals for specific funding changes as these plans are further developed.

The independent expert panel has been appointed to oversee the development of the National Inclusion Standards and Specialist Provision Packages. The panel will draw on evidence from academics, education leaders and practitioners, the Education Endowment Foundation, health and social care professionals, and UKRI. They will promote high-quality, evidence-based practice, to ensure accountability and alignment across the system.

The panel will also engage with stakeholders from the wider community, including children, young people, families, practitioners, local authorities and representative organisations to make sure their recommendations are informed by a wide range of views and lived experience. A parent engagement group to support the panel's work is being established.

The panel will publish their recommendations on draft Specialist Provision Packages for the department and the Department of Health and Social Care to decide on. The departments will be accountable for decision-making on the Specialist Provision Packages.

The government has not made any assessment of the financial sustainability of the private school sector. It is for private schools, as private businesses, to ensure their businesses remain viable.

The department engages regularly with Mayoral Strategic Authorities on a wide range of issues, including the devolved skills powers and funding they hold, and their role as leaders in their local skills systems. Skills devolution is an important mechanism for enabling more responsive and locally tailored provision that meets the needs of learners, employers and regional economies.

The government recognises the value of empowering Strategic Authorities to shape skills provision in line with local priorities. Through ongoing engagement, the department will continue to explore opportunities to build on existing devolution arrangements, ensuring that skills investment supports local growth and delivers outcomes that reflect the needs of communities across England.

The government recognises that care-experienced children, including children who are looked after, living in kinship care or adopted, can face additional challenges.

The holiday activities and food (HAF) programme, backed by over £600 million of funding for the next three years, provides free nutritious meals, enriching activities, and safe environments to eligible children during the school holidays. The programme is specifically targeted at children eligible for free school meals from households with annual earnings of £7,400 or less, focussing on families facing the greatest levels of disadvantage.

Local authorities have discretion to use up to 15% of their funding to provide free or subsidised places to children who do not meet the eligibility criteria but could benefit from HAF, in line with local needs and priorities such as care-experienced children.

The government is also strengthening support for care-experienced children through wider reforms, including enhanced support for children in kinship care, extension of the Virtual School Head role and investment in kinship care support.

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

All embedded communicators are members of the Government Communication Service.

The department uses the Government Commercial Agency contract with Banner for the purchase of branded goods and merchandise. The Banner contract manager has confirmed that no branded goods or merchandise has been bought by the department since the Government Chief Commercial Officer letter was sent.

The department is committed to ensuring that all children have the best possible start in life and is committed to improving school readiness with a clear ambition for 75% of children to reach a good level of development by 2028.

Support for parenting and the home learning environment is central to this, as what happens at home has the biggest impact on a child’s life chances. We are supporting families of children aged 0–5 to build strong foundations for development through everyday interactions such as talking, playing and reading.

To deliver this, Best Start Family Hubs have been expanded nationally, with a hub now available in every local authority area, making it easier for families to access universal support close to home.

Further, the government is rolling out universal childcare entitlements, helping more families access high-quality early education and childcare while supporting children’s learning and development before they start school.

​As the last government set out when announcing the expansion of government funded childcare in 2023, this aimed to tackle the fact that ‘the employment rate and hours worked by parents, particularly mothers, drops after childbirth and persists until after their children reach school age’.

Access to childcare continues to be a key factor in helping parents to work. Official statistics from the 2025 Childcare and Early Years Parent survey highlight that around two thirds (66%) of mothers in families with children aged 0 to 4 years said that having reliable childcare helped them to work, and that in the absence of the working parents offer for 9 months to 2 year olds, 40% in receipt of the offer said that they would be working fewer hours.

However, we know that many of those who need and benefit from early education and childcare miss out. Children who attend high-quality early education and childcare between ages 2 and 4 on average perform better at every stage of school, with children from low-income families benefiting the most. Nearly 1.5 million children aged 9 months to school age are excluded from the full 30-hour entitlement because their parents do not meet the eligibility rules. Children in lower income areas face both fewer childcare places and fewer high-quality providers on their doorstep. Childcare is a key barrier to those on low incomes working more, with a disproportionate impact on women.

This is why the department is leading an Early Education and Childcare Review to improve the system so that it is simpler, fairer and focused on children, ensuring support reaches the families who need it most. Through this, as the former Secretary of State for Education set out, universal childcare is something towards which we should build.

​As the last government set out when announcing the expansion of government funded childcare in 2023, this aimed to tackle the fact that ‘the employment rate and hours worked by parents, particularly mothers, drops after childbirth and persists until after their children reach school age’.

Access to childcare continues to be a key factor in helping parents to work. Official statistics from the 2025 Childcare and Early Years Parent survey highlight that around two thirds (66%) of mothers in families with children aged 0 to 4 years said that having reliable childcare helped them to work, and that in the absence of the working parents offer for 9 months to 2 year olds, 40% in receipt of the offer said that they would be working fewer hours.

However, we know that many of those who need and benefit from early education and childcare miss out. Children who attend high-quality early education and childcare between ages 2 and 4 on average perform better at every stage of school, with children from low-income families benefiting the most. Nearly 1.5 million children aged 9 months to school age are excluded from the full 30-hour entitlement because their parents do not meet the eligibility rules. Children in lower income areas face both fewer childcare places and fewer high-quality providers on their doorstep. Childcare is a key barrier to those on low incomes working more, with a disproportionate impact on women.

This is why the department is leading an Early Education and Childcare Review to improve the system so that it is simpler, fairer and focused on children, ensuring support reaches the families who need it most. Through this, as the former Secretary of State for Education set out, universal childcare is something towards which we should build.

​As the last government set out when announcing the expansion of government funded childcare in 2023, this aimed to tackle the fact that ‘the employment rate and hours worked by parents, particularly mothers, drops after childbirth and persists until after their children reach school age’.

Access to childcare continues to be a key factor in helping parents to work. Official statistics from the 2025 Childcare and Early Years Parent survey highlight that around two thirds (66%) of mothers in families with children aged 0 to 4 years said that having reliable childcare helped them to work, and that in the absence of the working parents offer for 9 months to 2 year olds, 40% in receipt of the offer said that they would be working fewer hours.

However, we know that many of those who need and benefit from early education and childcare miss out. Children who attend high-quality early education and childcare between ages 2 and 4 on average perform better at every stage of school, with children from low-income families benefiting the most. Nearly 1.5 million children aged 9 months to school age are excluded from the full 30-hour entitlement because their parents do not meet the eligibility rules. Children in lower income areas face both fewer childcare places and fewer high-quality providers on their doorstep. Childcare is a key barrier to those on low incomes working more, with a disproportionate impact on women.

This is why the department is leading an Early Education and Childcare Review to improve the system so that it is simpler, fairer and focused on children, ensuring support reaches the families who need it most. Through this, as the former Secretary of State for Education set out, universal childcare is something towards which we should build.

It is our ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our plan for change.

Children become eligible for the working parent entitlement from 1 September, 1 January or 1 April, the term after they reach the relevant age and meet relevant eligibility criteria.

Depending on when a child is born and when the eligibility criteria are met, there will be differing periods to wait until the relevant termly date.

Termly deadlines enable local authorities and childcare providers to better plan and ensure sufficient early years places are available for parents each term, as there are clear periods for when children are likely to enter into a place.

Children born in April, May or June 2025 will have qualified to access the offer from April 2026. Due to the termly deadlines, children who were born in July and August 2025 will not be able to access the offer until September 2026. We cannot determine which parents of those children born in those cohorts were eligible as we do not hold information on income-based eligibility.

As announced in the Autumn Budget 2025, the department is leading a cross-government review into the early education and childcare support that is provided by different parts of government. The Review is supporting the vision for early education and care set out in the publication ‘Giving every child the best start in life’, one that strengthens children’s life chances across the country, supports parents’ work choices, is simpler and easier to use, and improves access.

It is our ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our plan for change.

Children become eligible for the working parent entitlement from 1 September, 1 January or 1 April, the term after they reach the relevant age and meet relevant eligibility criteria.

Depending on when a child is born and when the eligibility criteria are met, there will be differing periods to wait until the relevant termly date.

Termly deadlines enable local authorities and childcare providers to better plan and ensure sufficient early years places are available for parents each term, as there are clear periods for when children are likely to enter into a place.

Children born in April, May or June 2025 will have qualified to access the offer from April 2026. Due to the termly deadlines, children who were born in July and August 2025 will not be able to access the offer until September 2026. We cannot determine which parents of those children born in those cohorts were eligible as we do not hold information on income-based eligibility.

As announced in the Autumn Budget 2025, the department is leading a cross-government review into the early education and childcare support that is provided by different parts of government. The Review is supporting the vision for early education and care set out in the publication ‘Giving every child the best start in life’, one that strengthens children’s life chances across the country, supports parents’ work choices, is simpler and easier to use, and improves access.

It is our ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our plan for change.

Children become eligible for the working parent entitlement from 1 September, 1 January or 1 April, the term after they reach the relevant age and meet relevant eligibility criteria.

Depending on when a child is born and when the eligibility criteria are met, there will be differing periods to wait until the relevant termly date.

Termly deadlines enable local authorities and childcare providers to better plan and ensure sufficient early years places are available for parents each term, as there are clear periods for when children are likely to enter into a place.

Children born in April, May or June 2025 will have qualified to access the offer from April 2026. Due to the termly deadlines, children who were born in July and August 2025 will not be able to access the offer until September 2026. We cannot determine which parents of those children born in those cohorts were eligible as we do not hold information on income-based eligibility.

As announced in the Autumn Budget 2025, the department is leading a cross-government review into the early education and childcare support that is provided by different parts of government. The Review is supporting the vision for early education and care set out in the publication ‘Giving every child the best start in life’, one that strengthens children’s life chances across the country, supports parents’ work choices, is simpler and easier to use, and improves access.

Absence is a key barrier to opportunity. For children to achieve and thrive they need to be in school. The department is committed to improving the attendance of all pupils. Thanks to the efforts of the sector, we saw record improvements in 2024/25 with around 150,000 fewer children persistently absent nationally.

The department publishes figures from the school census on pupil absence in England. The latest data covers the 2024/25 academic year and is published here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2024-25.

Published data for the percentage of pupils classified as persistent absentees (defined as missing 10% or more of possible sessions) in schools in South Gloucestershire and Bath and North East Somerset since the 2018/19 academic year is available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/87184f2c-0671-4abc-c9f4-08dee0eeb30d.

Full year absence statistics for 2019/20 were not published due to the disruption caused by the COVID-19 pandemic.

The department has appointed 19 individuals, excluding Civil Servants and Special Advisers, through the route of regulated public and unregulated public appointments, and direct ministerial appointments.

All appointees made through these routes into the department are published at: https://apply-for-public-appointment.service.gov.uk/announcements and https://apply-for-public-appointment.service.gov.uk/direct-ministerial-appointments-announcements.

The 15 or 30 hours must be accessible free of charge to parents and there must not be any mandatory charges for parents in relation to the free hours.

Paragraph A1.38 of the early education and childcare statutory guidance for local authorities states that local authorities must take all steps available to ensure that the free entitlements are available free of charge and that providers do not charge parents for top‑up fees or any general charges, including but not limited to supplementary charges on top of the government-funded hours.

The statutory guidance also emphasises transparency at the heart of how the entitlement should be passed on to parents, including that any additional costs should be clear on websites, contracts, and invoices.

The department only collects data on pupils who are both eligible for and claiming free school meals. Children not claiming free school meals could be eligible or ineligible to claim them. As a result, no recent estimate has been made of the number of children eligible for but not registered to receive free school meals.