Adam Dance

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 improve parents’ trust.

High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND or from disadvantaged backgrounds, and the department is 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 such as dyslexia. 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 and Early Career Framework (ECF), for trainee and early career teachers (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 From September 2025, they will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of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. From September 2025 all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE).

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, including those with dyslexia. 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.

The department recognises that continuous improvement is essential and has recently committed to a full review of the ECTE 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.

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 improve parents’ trust.

High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND or from disadvantaged backgrounds, and the department is 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 such as dyslexia. 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 and Early Career Framework (ECF), for trainee and early career teachers (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. From September 2025 all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE).

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, including those with dyslexia. 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.

The department recognises that continuous improvement is essential and has recently committed to a full review of the ECTE 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.

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 department is working closely with experts on reforms, including Dame Christine Lenehan as a Strategic Advisor for SEND, who is playing a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider the next steps for the future of SEND reform.

We know that consistent, meaningful co-production is vital to improving the experiences of all children, young people and their families, and local authorities must ensure that children, young people and parents are provided with the information, advice and support necessary to enable them to participate in discussions and decisions about their support. We will continue to offer training and support, via our contracted delivery partners, to SEND Information, Advice and Support Services (SENDIASS).

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

In the South West, there are six English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and Unlocking Excellence. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

The Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme brings together integrated care boards, local authorities and schools, working in partnership with parents and carers to support schools to better meet the needs of neurodivergent children. PINS was co-produced with parent carers with input from education and health professionals.

Since the programme launched in November 2023, PINS has deployed health and education specialists to strengthen training for teachers and staff in around 1,650 mainstream primary schools (10%).

PINS is successfully operating in Somerset, Devon and Cornwall, with specialist neurodiversity training and parent carer engagement currently being delivered in participating schools. The PINS programme is being evaluated and the learning will inform future policy development around how schools support neurodivergent children.

Additionally, the department has brought together a group of leading neurodiversity experts to work closely with us to help improve inclusivity and expertise in mainstream settings in a way that works for neurodivergent children and young people.

We are the department for opportunity. As part of this we are committed to help every learner to achieve and thrive, through excellent teaching and high standards. This includes a focus on children and young people with special educational needs and disabilities (SEND).

The SEND Code of Practice is clear that all children and young people with SEND should be prepared for adulthood.

Preparation for adulthood means higher education and/or employment, independent living, participation in society and being as healthy as possible in adult life.

All local authorities must set out the support available to help children and young people with SEND move into adulthood as part of their local offer.

All education and training providers, including Technical Colleges, and other related service providers, have a duty to make reasonable adjustments for disabled people, so they are not disadvantaged compared to non-disabled students. This includes people with a learning difficulty. This duty is set out under section 20 of the Equality Act 2010, which is available at: https://www.legislation.gov.uk/ukpga/2010/15/section/20.

There is a range of support on offer for dyslexic students. Students should discuss their needs with the college or education provider before the course begins. They will assess needs by consulting the student, their previous school and (if appropriate, and with permission) parents. Over the age of 16, the student should be fully involved in the discussions around special educational needs support.

The college must explain what support they will provide to meet the person’s individual learning needs. They should regularly review this support, keep records of the student’s progress and discuss this with them.

Support can include the use of additional time for tasks and exams, assistive technology, specialist tuition, note-takers and one-to-one or small group learning support.

The British Dyslexia Association offers advice and guidance on how students should be supported, which is available at: https://www.bdadyslexia.org.uk/advice/educators.

Disability Rights UK have information available which describes how reasonable adjustments can be provided for students with disabilities. This can be accessed at: https://www.disabilityrightsuk.org/resources/adjustments-disabled-students-and-apprentices.

We are the department for opportunity. As part of this we are committed to help every learner to achieve and thrive, through excellent teaching and high standards. This includes a focus on children and young people with special educational needs and disabilities (SEND).

The department has put measures in place to support students with SEND. All publicly funded further education (FE) teacher training routes are required to support trainees to achieve the learning and skills teacher occupational standard. The standard requires trainee teachers to actively promote equality of opportunity and inclusion by responding to the needs of all students, including children and young people with SEND and/or dyslexia.

The department has also continued to offer financial incentives for those undertaking teacher training for the FE sector in priority subject areas. We confirmed that FE teacher training bursaries will be offered for a further year, the 2025/26 academic year. We have set the bursaries for SEND at £15,000.

All education and training providers, including technical colleges, and other related service providers, have a duty to make reasonable adjustments for disabled people, so they are not disadvantaged compared to non-disabled students. This includes people with a learning difficulty. This duty is set out under section 20 of the Equality Act 2010, which is available here: https://www.legislation.gov.uk/ukpga/2010/15/section/20.

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.

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

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.

Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.

The core content framework and early career framework, for trainee and Early Career Teachers (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, and from September 2025 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 initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.

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 English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

In the South West there are 6 English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and ‘Unlocking Excellence’. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

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.

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

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.

Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.

The core content framework and early career framework, for trainee and Early Career Teachers (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, and from September 2025 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 initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.

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 English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

In the South West there are 6 English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and ‘Unlocking Excellence’. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

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.

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

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.

Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.

The core content framework and early career framework, for trainee and Early Career Teachers (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, and from September 2025 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 initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.

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 English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

In the South West there are 6 English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and ‘Unlocking Excellence’. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

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.

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

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.

Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.

The core content framework and early career framework, for trainee and Early Career Teachers (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, and from September 2025 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 initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.

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 English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

In the South West there are 6 English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and ‘Unlocking Excellence’. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

There is currently no duty on parents to notify local authorities when they have elected to home educate their child. The ‘Children Not in School’ measures in the Children’s Wellbeing and Schools Bill will help remedy this by placing a duty on local authorities to maintain compulsory registers of all children not in school in their areas, and accompanying duties on parents and out-of-school education providers to provide information for these registers.

Information recorded on registers could include whether an eligible child has special educational needs. This would enable local authorities to provide tailored support to these children and their families, and for a more accurate assessment to be made of the impact on these children of not being on school registers. Statutory guidance will be produced to go alongside the measures, which will set out requirements for local authorities and parents.

The department has conducted an Equalities Impact Assessment on the ‘Children Not in School’ measures. As part of this assessment, we have considered the potential impact on children with special educational needs and disabilities, including those who are neurodivergent.

I refer the hon. member for Yeovil to the answer of 20 January to Question 24930.

I refer the hon. Member for Yeovil to the answer of 23 January 2025 to Question 22877.

The department does not hold data on the cost of elective home education for parents or local authorities.

As set out in our elective home education guidance, parents who home educate assume the full financial responsibility for their child’s education, since a state-funded school place is available for their child.

The new duties created by the Children Not in School measures in the Children’s Wellbeing and Schools Bill will include the creation of a duty on local authorities to create and maintain Children Not in School registers and a duty to provide support to home educating families, should it be requested. Local authority delivery will be funded by central government in line with the New Burdens Doctrine. To determine the level of funding, the department will carry out a new burdens assessment.

The government is developing a comprehensive strategy for post‐16 education and skills to break down barriers to opportunity, support the development of a skilled workforce in all sectors, including agriculture and drive economic growth through our industrial strategy.

We have established Skills England to ensure we have the highly trained workforce required to deliver the national, regional and local skills needs of the next decade. It will ensure that the skills system is clear and navigable for individuals, both young people and older adults, strengthening careers pathways into jobs across the economy.

The department’s reformed growth and skills offer, which will have apprenticeships at its core, will deliver greater flexibility for learners and employers. As a key first step towards greater flexibility, we are introducing new foundation apprenticeships for young people as well as shorter apprenticeships. These will help more people learn high-quality skills at work and fuel innovation in businesses across the country. During autumn 2024, Skills England engaged with employers and other key stakeholders on initial priorities for the new offer. The department will set out more detail on the offer in due course.

The department will continue to support learners who wish to have a career in agriculture through its technical education offer, with a range of high-quality qualifications and apprenticeship opportunities at all levels. We recognise the crucial role that land-based colleges and providers play in delivering the skills training and innovation needed for the current and future workforce.

Employers have developed several apprenticeships in the agriculture sector to support them to develop skilled workforces, including general farm worker (level 2), livestock unit technical (level 3) and assistant farm manager (level 4).

21 T Levels are being delivered in a range of in-demand subjects. T Levels in Agriculture, Land Management and Production, and Animal Care and Management are now being taught across the country, providing students with the core knowledge and skills needed for entry to a range of occupations in the rural sector.

Higher Technical Qualifications (HTQs), which are occupation-focussed level 4-5 qualifications, are approved and quality marked as providing the skills demanded in the workplace by employers. To date, 263 HTQs have been approved for delivery across a range of occupational routes, with the Agriculture, Environmental and Animal Care route becoming available for first teach from September 2025.

The department is developing a comprehensive strategy for post‐16 education and skills, to break down barriers to opportunity, support the development of a skilled workforce and drive economic growth through our Industrial Strategy.

My noble Friend, the Minister for Skills’ keynote speech on 12 November at the Association of Colleges conference recommitted to this pledge and to working collaboratively with the sector to bring forward this strategy, building on the Curriculum and Assessment Review, the introduction of Skills England, and with a continued focus on lifelong learning.

The newly established Skills England will provide authoritative assessments of national and regional skills needs now and for the future, combining the best available statistical data with insights generated from employers and other key stakeholders.

It will also ensure that there is a comprehensive suite of apprenticeships, training and technical qualifications available that are aligned with what employers need, including those in the construction industry.

The construction sector is vital in driving economic prosperity and providing career opportunities for people at all ages and stages of their careers. Construction employers can benefit from a wide range of government-funded programmes, including apprenticeships, T Levels, sector-based work academies, Skills Bootcamps, and Free Courses for Jobs.

Employers in the construction sector have developed a number of apprenticeships to help meet their skills needs. T Levels are a high-quality technical option for 16 to 19-year-olds, offering classroom learning with hands-on experience and a built-in 45-day industry placement. This means students spend 20% of their time working with an employer, gaining the skills and confidence they need for the workplace.

The department is working across government and in partnership with industry through the Construction Skills Delivery Group to ensure that our skills offer meets the needs of individuals and employers in the sector.

HM Treasury (HMT) is responsible for VAT policy. HMT has published its assessment of the impacts of removing the VAT exemption that applied to private school fees, which can be found on here: https://www.gov.uk/government/publications/vat-on-private-school-fees/ac8c20ce-4824-462d-b206-26a567724643#who-is-likely-to-be-affected.

As this sets out, the government expects the impacts of these changes on the private and state sectors to be small.

The government's costings have been scrutinised by the independent Office for Budget Responsibility.

As set out in HMT’s response to the technical consultation in the VAT changes, performing arts schools that offer full-time education to children of compulsory school age and/or 16 to 19-year-olds for a charge will remain in scope of this policy. This is to ensure fairness and consistency across all schools that provide education services and vocational training for a charge. In addition to providing performing arts education, when educating children of compulsory school age, these institutions will also provide academic education. An exemption from the VAT rules would therefore be unfair to other private schools.

The department provides means-tested bursaries for eligible families as part of the Music and Dance Scheme (MDS) if their child has a place at any one of eight performing arts private schools. For the 2024/25 academic year, lower income families will receive additional support to ensure the total cost of their parental contributions do not rise from January 2025 as a result of the VAT change. This will benefit around half of the families with an MDS bursary for their child.

The government predicts that 35,000 pupils will move into UK state schools in the long-term steady state following the removal of the VAT exemption to school fees. The government expects approximately 2,900 pupils will move into state schools in England following the business rates policy taking effect. As such, the impact on the state education system as a whole is expected to be very small.

This increase in the state sector represents less than 0.5% of total UK state school pupils, of which there are over nine million. The number expected to move before the end of the 2024/25 academic year is around 3,000. The government expects the associated revenue costs of pupils entering the state sector to steadily increase to a peak of around £300 million after several years.

Local authorities have statutory duties to ensure that there are sufficient school places for children in their area. They must also, on request, provide information to parents about the availability of places in schools in their area.

Parents that require a state-funded place for their child must apply to the admission authority of the school for which they want to apply. Admission authorities must deal with applications in line with their published admissions policy. Admissions policies can prioritise applicants on a range of factors, including by distance from home. However, no pupil is guaranteed a place at their nearest state-funded school.

The Budget announcement includes £69 million to continue delivery of a network of Family Hubs. The announcement is available here: https://www.gov.uk/government/publications/autumn-budget-2024.

Decisions on the breakdown of this funding are yet to be taken. The department will provide further details in due course.

Drainage and Wastewater Management Plans (DWMPs) are new and vital for setting out how the water industry plans to extend, improve and maintain a robust and resilient drainage and wastewater system in the face of pressures from climate change, urban development and a growing population. Wessex Water's DWMP sets out how they plan to deliver this for the next 25 years. They will be updating this plan shortly and will consult publicly. The Environment Agency is working with OFWAT and Defra to ensure these plans deliver.

As part of the Government’s Plan for Change, a record £2.65 billion will be invested over two years in better protecting 52,000 properties by March 2026. Around 1,000 projects will receive funding in 24/25 and 25/26.

The Government has committed to ensure we are building more high-quality, well-designed and sustainable homes and creating places that increase climate resilience and promote nature recovery. Flood risk is an important consideration in the planning system.

The National Planning Policy Framework (NPPF) is clear that inappropriate development in areas at risk of flooding should be avoided by directing development away from areas at highest risk, including floodplains. Where development is necessary, and where there are no suitable sites available in areas with a lower risk of flooding, local planning authorities and developers should ensure development is appropriately flood resilient and resistant, safe for its users for the development’s lifetime, will not increase flood risk overall and will provide wider sustainability benefits.

The Government published a revised NPPF in December 2024. This clarified how the sequential test should be applied to development in areas of flood risk and encouraged the use of sustainable drainage systems in new development. The Government will consider whether further changes are required to manage flood risk, coastal change and sustainable drainage systems provision through the planning system when we consult on further planning reform, including a set of national policies related to decision making, this spring.

As part of the Government’s Plan for Change, a record £2.65 billion will be invested over two years in better protecting 52,000 properties by March 2026. Around 1,000 projects will receive funding in 24/25 and 25/26.

The Government has committed to ensure we are building more high-quality, well-designed and sustainable homes and creating places that increase climate resilience and promote nature recovery. Flood risk is an important consideration in the planning system.

The National Planning Policy Framework (NPPF) is clear that inappropriate development in areas at risk of flooding should be avoided by directing development away from areas at highest risk, including floodplains. Where development is necessary, and where there are no suitable sites available in areas with a lower risk of flooding, local planning authorities and developers should ensure development is appropriately flood resilient and resistant, safe for its users for the development’s lifetime, will not increase flood risk overall and will provide wider sustainability benefits.

The Government published a revised NPPF in December 2024. This clarified how the sequential test should be applied to development in areas of flood risk and encouraged the use of sustainable drainage systems in new development. The Government will consider whether further changes are required to manage flood risk, coastal change and sustainable drainage systems provision through the planning system when we consult on further planning reform, including a set of national policies related to decision making, this spring.

As part of the Government’s Plan for Change, a record £2.65 billion will be invested over two years in building, maintaining and repairing flood defences, better protecting 52,000 properties by March 2026. Around 1,000 projects will receive funding in 24/25 and 25/26.

Defra works with National Resilience, part of the Home Office, to maintain the Flood Rescue National Asset Register, a list of over 100 teams from the Fire and Rescue Service and voluntary organisations with boats and other assets and who are available for national deployment in England, through Local Resilience Forum (LRF) coordination

Government recovery support after flooding is only provided in exceptional circumstances. The recent flooding impact did not trigger the Flood Recovery Framework or Property Flood Resilience Grant. For context, the framework was activated after storms Babet (October 2023) and Henk (January 2024), affecting over 8,500 homes and businesses.

The Government is investing a record £2.65 billion over two years in building, maintaining and repairing our flood and coastal defences, better protecting 52,000 properties. As part of this investment, £72 million is being reprioritised into maintaining Environment Agency flood defences in 2025/26. This reprioritisation will benefit a further 14,500 properties.

Property flood resilience (PFR) is delivered by multiple risk management authorities. We have a local programme of PFR across Somerset to provide resilience to individual properties where a capital scheme is not viable. The Environment Agency have installed resilience measures to properties to move them out of the highest risk of flooding.

A consultation will be launched in the coming months which will include a review of the existing flood policy funding formula to ensure a wider range of measures (such as property level resilience and nature-based solutions) can be supported to improve flood resilience for businesses and rural and coastal communities.

The consultation will be open to everyone, and we will be inviting all stakeholders, including organisations that play a role in flood resilience, community groups and members of the public, to be part of the consultation.

£2.65 billion is being invested by the Environment Agency over this year and next to help communities to adapt and build resilience to flooding, this includes building new, repairing and maintaining flood defences. Reoccurring flooding in South Somerset (including Sea and Dowlish Ford) was investigated in 2024 as part of a larger Initial Investigation. The investigation has recently been shared with Ilminster Town Council and the lead local flood authority, Somerset Council.

We are focused on working with farmers in Somerset and across England to achieve our long-term goals for farming and the environment.

Nationally, support is in place to enable farmers reduce agricultural run-off. Environmental Land Management schemes are available and pay farmers to deliver environmental benefits, including improved water quality. The Catchment Sensitive Farming programme provides farmers specialised advice to help them reduce pollution to water, soil and air. We also regulate agricultural activities which cause harms and require farmers to take necessary steps to reduce and prevent pollution.

Across Somerset, the Environment Agency (EA) has a programme of farm compliance inspections to tackle both diffuse and point source pollution. Engagement events have provided farmers with a clear understanding of the environmental legislation relevant to their practices and regulatory intervention has been crucial in stopping immediate pollution incidents and ensuring long-term environmental protection. In addition, The EA’s Natural Flood Management Co-ordinator works with partners in Somerset catchments to enable farmers to reduce agricultural run-off and provide guidance and links to funding for interventions.

As discussed when we met earlier this year, protecting communities from flooding is a key priority for this Government. We recognise the devastation the storms this winter have caused to those affected.

The Avon and Somerset Local Resilience Forum brings together organisations involved in preparing, responding and recovering from civil contingency risks, including flooding and storms. This includes the Local Authorities and the Environment Agency. After major events, Local Resilience Forums typically conduct a review to consider if there are changes required.

Somerset residents also benefit from the Somerset Rivers Authority. This brings together all the flood risk management authorities regularly so that the complex nature of flooding can be managed effectively and efficiently. The Regional Flood and Coastal Committee chair attends these meetings ensuring fully integrated public investment in flood risk management.

After any significant flood event in Somerset, flood risk management authorities work together to deliver flood drop-in engagement events for impacted communities and businesses. These events are an opportunity to better understand what happened, what can be done, and to provide support and advice for affected residents.

If there are nationally significant lessons identified from these discussions, they can be submitted to Defra for consideration, including by the Floods Resilience Taskforce.

The Animal and Plant Health Agency (APHA) holds contracts with regional Delivery Partners to deliver the TB Eradication Strategies across England and Wales respectively. Each regional Delivery Partner maintains its own network of subcontracted veterinary practices who deliver TB skin testing on farms following TB Test allocation by APHA. Contract costs between APHA and its Delivery Partners include TB test delivery on farm, quality assurance, administration, travel, and a contribution to overhead costs of both the Delivery Partner organisations and their subcontractors.

For England:

• The average cost per TB skin test event* in the 2023/24 financial year was circa £715 (based on an average test calculation).

• The average cost per Head of Cattle in the 2023/24 financial year was circa £5.40.

• The average cost per TB skin test event in the 2024/25 financial year (to date) is circa £760 (based on an average test calculation and based upon data from April to December 2024 inclusive).

• The average cost per Head of Cattle in the 2024/25 financial year (to date) is circa £5.70

This information does not include costs of Gamma Interferon testing.

* A TB test event may include the whole herd (usually all the animals of at least 42 days of age), a proportion of a herd, or a few individual animals in a herd.

Defra has evaluated the methodologies used in on-farm carbon calculators to assess greenhouse gas emissions and carbon sequestration on-farm. This found that methodologies differed between these calculators. For example, there was no consistent, agreed approach taken to assess and report carbon removals or emissions from soil, land use or land use change. This divergence and a lack of verification has driven confusion, reducing trust and confidence in the resulting figures.

Building on the recommendations from the above research, Defra remains committed to developing a harmonised approach for measuring carbon emissions from farms. This will increase consistency and comparability across tools, thereby reducing uncertainty for farmers and the rest of the supply chain.

Defra also funds research to establish the impacts of farm systems, including bringing the latest cutting-edge science into the UK’s Greenhouse Gas Inventory.

Defra does not hold information on the impact of diversification on the working hours of farmers. Annual statistics on farm diversification of farm businesses in England are published. The latest results cover 2023/24 (Chapter 5: Diversification - GOV.UK) and include the proportion of farms engaging in diversified activities, the type of activities and the average income produced. They show that the proportion of farm businesses in England that have some diversified activity has gradually increased since 2014/15 and in 2023/24 was 71% of farms; these farms had an average (mean) income from diversified activities of £26,900.

Defra works closely with the Farm Tenancy Forum and together have delivered the majority of the Rock Review recommendations. These include making Environmental Land Management schemes more accessible for tenants, setting the standard for landlord, tenant and agent behaviour with a new Code of Practice and announcing England’s first Commissioner for the Tenant Farming Sector. Defra continues to ensure that the unique needs of the sector are accounted for in policy design.

In 2023 a gross amount of £29,450,689.00 was spent on compensating farmers for cattle culled due to Bovine Tuberculosis in England. The average gross amount of compensation per animal culled was £1,454.86.

Data for 2024 is currently only available for the period 1 January to 30 September inclusive. During that period a total of £23,411,612.00 was spent on TB compensation for cattle, meaning an average gross payment per animal of £1,464.23.

TB compensation is determined by the GB average market value for cattle.

For too long, customers have been let down and water companies have discharged record levels of sewage into our rivers, lakes and seas.

That is why we are placing water companies under special measures through the Water (Special Measures) Bill, which will strengthen regulation, including delivering new powers to ban the payment of bonuses for polluting water bosses and bringing criminal charges against persistent law breakers.

On 23 October, the Secretary of State, in conjunction with the Welsh Government, launched an Independent Commission on the water sector regulatory system, to fundamentally transform how our water system works to put people and the environment first and clean up our rivers, lakes and seas for good.

To date this financial year the Environment Agency’s Wessex Area (which covers Yeovil) has delivered over 200 water company industry inspections, as well as inspections of non-water company permitted discharges throughout Wessex. This risk-based inspection programme is strengthening oversight of companies.