Jul. 14 2025
Source Page: Early years funding: 2025 to 2026Jul. 14 2025
Source Page: Early years funding: 2025 to 2026Jul. 14 2025
Source Page: Letter dated 10/07/2025 from Baroness Smith of Malvern to Baroness Barran regarding questions concerning the Turing Scheme in the academic year 2025-26, raised during a question on the Erasmus programme. 1p.Asked by: John Glen (Conservative - Salisbury)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 18 June 2025 to Question 58204 on Adoption and Special Guardianship Support Fund, if she will publish the data her Department collected on the costs of applications for (a) therapeutic interventions and (b) specialist assessments funded by the Adoption and Special Guardianship Support Fund.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department published management data from the adoption and special guardianship support fund for the first time in September 2024 and is planning to publish updated data for 2024/25 in the autumn. This will include cost information data.
Asked by: Cat Eccles (Labour - Stourbridge)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of the post- (a) 16 and (b) 18 support for young people raised in kinship.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
This government is committed to ensuring more children are supported in a strong kinship care arrangement, avoiding care where possible, because we know that this leads to better outcomes.
We are legislating through the Children’s Wellbeing and Schools Bill to require local authorities to publish a local offer for children and families in kinship arrangements and requiring local authorities to offer family group decision making to families with children on the edge of care. These measures will ensure more children are supported within their family networks, and with kinship carers instead of entering care.
Some children in kinship care, such as those placed with kinship foster carers, are entitled to leaving care support if they have been in care for a minimum of 13 weeks, some of which was after they reached age 16, when they cease to be looked after. This includes support from a Personal Adviser up to the age of 25, and support to engage in education, employment or training, including a £2,000 bursary if they attend higher education.
This support will also include providing continuity of support and relationships when care leavers reach age 18 through the ‘Staying Put’ programme and investing in family-finding, mentoring and befriending programmes.
Asked by: Baroness Grey-Thompson (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what action they are taking to ensure that children in poverty receive early years support.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The government’s Plan for Change commits to giving children the best start in life. From age 2, children from low-income families, those with education, health and care plans, and looked-after children are eligible for 15 hours of funded early education. Disadvantaged children may also receive the Early Years Pupil Premium (EYPP), which supports high quality early education. In December 2024, EYPP funding was increased by 45%.
As part of the Opportunity Mission, £37 million has been awarded to 300 primary schools to create or expand nurseries, opening from September 2025.
From September 2026, all pupils in school-based settings whose families receive Universal Credit will be entitled to free school meals. This will benefit over 500,000 children, lift 100,000 out of poverty, and support families ahead of the Child Poverty Strategy.
Additionally, £126 million will be invested in 2025/26 to expand the Family Hubs and Start for Life programme. Already, 75 local authorities have opened over 400 family hubs in some of the country’s most deprived areas.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to make a further announcement on the future of the Bedford Free School.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The review of mainstream free schools has focused on ensuring that government funding is targeted where it is most needed.
We understand that trusts and local authorities want to have certainty about their projects as soon as possible. We will provide an update on next steps to trusts and local authorities in due course.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has considered opening new specialist SEND schools, in the context of trends in the number of education, health and care plans.
Answered by Catherine McKinnell - Minister of State (Education)
We recognise the vital role that special schools play catering to children and young people with the most complex needs.
The statutory duty to provide sufficient school places for pupils with special educational needs and disabilities (SEND) or who require alternative provision sits with local authorities. The department provides local authorities with capital funding to support them to meet this duty and has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year.
This funding can be used to improve access to schooling for children and young people with a variety of SEND. It is intended to adapt schools to be more accessible, to create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs and to create special school places for pupils with the most complex needs.
We also want more children and young people to receive the support they need to achieve and thrive in their local mainstream school, reducing the need for pupils to travel a long way to access a specialist placement. Many mainstream settings are already committed to delivering specialist provision locally, including through Resourced Provision and special educational needs units.
Asked by: Tom Hayes (Labour - Bournemouth East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps is she taking to improve the use of technology to support inclusion for children with SEND in schools in Bournemouth.
Answered by Catherine McKinnell - Minister of State (Education)
Assistive technology has the potential to improve early intervention and enable more children and young people with special educational needs and disabilities (SEND) to achieve and thrive in a mainstream setting, by supporting both confidence and independence.
My right hon. Friend, the Secretary of State for Education has announced £740 million for high needs capital in 2025/26 to support children and young people with SEND or who require alternative provision. Local authorities can use this to create new places, but also to adapt classrooms to be more accessible for children with SEND, including through investment in assistive technology interventions to support pupils in mainstream settings. Of this £740 million, Bournemouth, Christchurch and Poole council has been allocated over £4 million in 2025/26.
We will continue to build our evidence base on the potential for assistive technology to improve inclusivity and expertise in mainstream schools, including testing a pilot of assistive technology lending libraries through the SEND and alternative provision Change Programme. This will allow up to 4,000 mainstream schools in participating local authorities to borrow and trial technology on a temporary basis, to identify the right products to support their pupils.
Asked by: Alex Easton (Independent - North Down)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of requiring schools to (a) implement (i) individual healthcare plans for pupils at risk of anaphylaxis and (ii) other allergy policies and (b) provide regular staff training on allergy management.
Answered by Catherine McKinnell - Minister of State (Education)
Governing bodies must ensure that the arrangements they put in place are sufficient to meet their statutory responsibilities and that policies, plans, procedures and systems are properly and effectively implemented. This includes the duty under Section 100 of the Children and Families Act 2014 to make arrangements for supporting pupils with medical conditions and the duties under the Equality Act 2010.
Statutory guidance, ‘Supporting pupils at school with medical conditions’, recommends the use of individual healthcare plans as good practice. They can help schools support pupils with medical conditions, providing clarity about what needs to be done, when and by whom. The school, healthcare professionals and parents should agree, based on evidence, when a healthcare plan would be appropriate. ‘Supporting pupils at school with medical conditions’ can be found at: https://assets.publishing.service.gov.uk/media/5ce6a72e40f0b620a103bd53/supporting-pupils-at-school-with-medical-conditions.pdf.