Gregory Stafford

DBT has a team dedicated to supporting the UK-Sri Lanka trade and investment relationship. Officials have regular contact with Sri Lankan authorities through the annual UK-Sri Lanka Strategic Dialogue to promote areas of mutual interest, including bilateral discussions on trade and investment.

My officials use programmes and levers to strengthen business relations for UK companies, including working closely with the Council for Business with Britain to support the removal of barriers to trade, and the Developing Countries Trading Scheme, which cuts tariffs and simplifies trading rules for Sri Lankan exports to the UK.

The Warm Homes Plan will help people find ways to save money on energy bills and transform our ageing building stock into comfortable, low-carbon homes that are fit for the future.

Heat pumps will play a vital role in delivering the Government's Warm Homes Plan, and further details on the Plan will be set out in due course.

A tiered energy pricing system is known as a block tariff. Traditionally, block tariffs are either a rising block tariff where the cost of energy increases in increments the more energy used or, a falling block tariff which acts in reverse. Low energy users benefit more from a rising block tariff and high energy users benefit from a falling block tariff. Since the introduction of the energy price cap in 2018, suppliers can choose to offer block tariffs as a competitive incentive for their business model.

Ofgem, in their recent call for input on standing charges, asked about block tariffs, and feedback from consumer representatives and charities was mixed. As part of Ofgem’s continued work on standing charges, they are seeking views on options including increasing tariff diversity in the market, which could include block tariffs.

The Net Zero transition is critical to sustainable UK growth because of the economic costs of unmitigated climate change. The Office of Budget Responsibility (OBR) published its analysis of the cost of reaching net zero by 2050 in chapter 3 of the July 2021 edition of its UK Fiscal Risk Report. As the OBR has noted, “the costs of failing to get climate change under control would be much larger than those of bringing emissions down to net zero.”

The government continues to work with the broadband industry and regulatory bodies to support take-up of gigabit-capable broadband.

The government welcomes the introduction by Ofcom of new guidance to ensure consumers are told in clear terms, at point of sale, about the technology that underpins their broadband service.

We also welcome the launch of One Touch Switch (OTS) by industry. Consumers now only have to contact their new provider when they wish to switch provider. OTS should support take-up of gigabit broadband as it makes it more straightforward for consumers to upgrade and move providers.

The Government wants the UK research sector to engage with all international partners, in a way that takes account of specific national security concerns, is compliant with the UK’s security policies and regulations, and protects the integrity of global research.

As part of my department's proactive engagement with the research sector, the Research Collaboration Advice Team (RCAT) provides tailored advice to universities on managing national security risks in international collaboration. The Government also offers published guidance through the National Cyber Security Centre (NCSC) and National Protective Security Authority's (NPSA) Trusted Research.

This government has a driving mission to break down barriers to opportunity.

From January 2026 the government will no longer fund level 7 apprenticeships, equivalent to master’s degree level, except for young apprentices under the age of 22. This will enable apprenticeships opportunities to be rebalanced towards young people and create more opportunities for those entering the labour market, who need skills and training to get on in their careers.

This decision was informed by a wide range of evidence, including Skills England’s analysis of official apprenticeship statistics and engagement with a wide range of stakeholders. Skills England’s evidence suggested there was unlikely to be a significant or unavoidable fall in the supply of these skills in the long term, post-defunding.

We are encouraging more employers to invest in upskilling their staff over 22 to level 7 where it delivers a benefit to the business and the individual. It will be for employers to determine the most appropriate training. There are alternative training options available to employers at level 7 including non-apprenticeship routes.

The department regularly works with a range of stakeholders, including the Council for Disabled Children (CDC), on a number of areas relating to special educational needs and disabilities (SEND) policy. We regularly meet the CDC to discuss the development of SEND reforms and their impact on children and young people with SEND and their families. We have appointed Dame Christine Lenehan, former director of the CDC, as SEND adviser to my right hon. Friend, the Secretary of State for Education.

This government has a driving mission to break down barriers to opportunity. Too many young people are struggling to access high quality opportunities, and this government wants to ensure that more young people can undertake apprenticeships.

The department is widening the apprenticeships offer into a growth and skills offer, to deliver greater flexibility and choice for learners and employers, including through new foundation apprenticeships for young people.

Foundation apprenticeships will be a work-based training offer that will provide young people with clear progression pathways into further work-based training and employment. Construction will be one of the key sectors that will benefit from new foundation apprenticeships. This will inspire more young people into the construction industry and give them the tools they need for a sustained and rewarding career. As part of this new offer, employers will be provided with £2,000 for every foundation apprentice they take on and retain in construction.

The department continues to promote apprenticeships to young people through the Skills for Life campaign and the apprenticeship ambassador network (AAN). The AAN, which has around 2,000 volunteers, aims to champion apprenticeships for young people by aligning an ambassador to every state-funded secondary school by March 2026.

This government believes that action must always be taken to protect children from any safeguarding risk. That is why we are taking forward system reforms in the Children’s Wellbeing and Schools Bill and have published a government progress update to the recommendations of the Independent Inquiry into Child Sexual Abuse. The Keeping Children Safe mission board, chaired by my right hon. Friend, the Secretary of Education, will ensure that there continues to be a cross-government focus on safeguarding, including how parents can be best supported.

We have also provided robust statutory safeguarding guidance for all schools on the policies and procedures they must put in place to safeguard and promote the welfare of their pupils. This guidance not only sets out the different types of abuse and harm but also supports all staff to know what signs to look out for, including how they must respond to any concerns about a child and when to make a referral to local safeguarding partners, the police and Prevent services.

Advice for parents is also clear that where there are child protection concerns, these should be reported to local authority children’s social care departments or to the police if a child is at immediate risk of harm.

It is the department’s 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.

We use the latest Office for National Statistics (ONS) population estimates (to 2023) and ONS population projections (2022-based ‘principal’ scenario) to inform our internal national level early years funding forecasts. ONS population estimates suggest that the 0 to 4-year-old population in England decreased by 6% in the five years to 2023, driven by falling birth rates. The ONS principal projections assume that fertility rates decrease slightly in the short-term, remain stable in the medium term and increase slightly in the longer term.

These projections are used to ascertain funding and capacity needs and to support the sector as they prepare to deliver the final phase of expanded childcare entitlements from September 2025. From this year, we plan to provide over £8 billion for the early years entitlements, a more than 30% increase compared to 2024/25. The early years pupil premium rate has increased by over 45% compared to the 2024/25 financial year, equivalent to up to £570 per eligible child per year. We are also providing further supplementary funding of £75 million for the early years expansion grant and £25 million through the forthcoming National Insurance contributions grant for public sector employers in early years.

Approximately 596,000 members of the Teachers’ Pension Scheme require Remediable Service Statements (RSSs) setting out their choices as part of the transitional protection (McCloud) remedy. Of those, approximately 532,000 RSSs were issued by 31 March 2025.

The remaining RSSs for members who retired before the relevant legislation was in place, are those that cannot be automated due to their complexity. The department is continuing to work with the scheme administrator to identify ways to increase capacity to complete this work.

Information of pupils’ primary type of special educational need broken down by suspension and permanent exclusion can be viewed via a detailed table at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e604c2a7-ce18-4fb3-d9d8-08dd800922cb. This table includes social, emotional and mental health which encompasses a range of conditions affecting emotional regulation, behaviour, and mental health, including attention deficit hyperactivity disorder (ADHD).

Schools have a legal duty under the Equality Act 2010 not to discriminate against pupils with a special educational need or disability. This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments.

The department trusts headteachers to use their professional judgement based on the individual circumstances of each case when considering excluding a pupil. All such decisions must be lawful, reasonable, and fair. The ‘Suspension and permanent exclusion’ statutory guidance is clear that, in all cases, school leaders should consider early intervention strategies to address the underlying causes or contributing factors of a pupil’s disruptive behaviour before issuing an exclusion.

This can include where a pupil has any neurodiversity or unmet additional needs.

All schools are required by law to have a behaviour policy which outlines effective strategies that will encourage good behaviour and the sanctions that will be imposed for misbehaviour.

Any policy must be lawful, proportionate and reasonable, and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. This includes taking account of pupils’ special educational needs and disabilities.

The ’Behaviour in schools’ guidance provides support for schools on developing and implementing a behaviour policy which outlines effective strategies that will encourage good behaviour. This guidance is accessible at: https://www.gov.uk/government/publications/behaviour-in-schools--2.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.

The department is working closely with other government departments and with external experts on reforms. In November 2024, we established the Neurodivergence Task and Finish Group, which includes clinicians, scientists and academics, as well as education experts and third sector organisations. This group is chaired by Professor Karen Guldberg from Birmingham University and aims to provide an expert view and make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings, including consideration of the types of support that should be readily available without the need for a diagnosis.

The Neurodivergence Task and Finish Group includes the chair of the independent ADHD Taskforce, convened by NHS England, which provides vital co-ordination across government. My right hon. Friends, the Secretary of State for Education and the Secretary of State for Health and Social Care, have met on several occasions, including to discuss support for children 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 ADHD and other neurodiverse conditions.

From September 2025, the new initial teacher training and early career framework (ITTECF) will set out a minimum entitlement to training for all new teachers. The ITTECF contains significantly more content related to adaptive teaching and SEND which was tested with SEND educational experts to ensure new teachers are equipped to support pupils with a range of additional learning needs.

The department recognises that continuous improvement is essential and has committed to review the ITTECF in 2027 to ensure it continues to provide the best possible support. This review will include a focus on teaching pupils with SEND.

The department also offers the Universal Services programme which helps the school workforce identify and meet the needs of children and young people with SEND, including those with neurodiversity. This includes a range of continuing profession development such as bespoke professional development groups and autism training. Alongside this, the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme is a national programme, backed by £13 million of investment. PINS deploys specialists from health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children in mainstream primary schools.

In November 2024, the department established a neurodivergence task and finish group, which includes a range of experts from clinicians, scientists and academics, as well as education experts and third sector organisations. This group is chaired by Professor Karen Guldberg from the University of Birmingham and aims to work closely with the department to help improve inclusivity and expertise in mainstream settings in a way that works for neurodivergent children and young people.

The department’s expectations for high quality, inclusive education are enforced through inspection by Ofsted. Ofsted’s proposed new framework for inspection of education settings will be informed by their public consultation, which closed on 28 April and includes a stronger focus on children with additional needs including neurodiverse children. We will continue to work with Ofsted to consider how their framework can best ensure continuous improvement in outcomes for children with special educational needs and disabilities (SEND) or in alternative provision. The framework is scheduled for implementation from autumn 2025.

There are several routes of redress available to parents, or children and young people with SEND, who disagree with a decision made by a school. First, they can complain informally or formally to the school. If they remain unhappy, they can complain to their local authority or multi-academy trust. They can also request to use their local authority’s dispute resolution service or lodge an appeal with the First Tier SEND Tribunal, if they feel that their child has been discriminated against on grounds of their disability.

We continue to ensure that local and regional delivery includes the voice of children and young people, parents/carers and the SEND sector. We are funding 153 local authority Parent Carer Forums, helping families to navigate the SEND system through the Contact national helpline support and advice service, and funding the training and support of Special Educational Needs and Disabilities Information and Advice Support Service (SENDIASS) staff.

Media literacy is covered in the citizenship, relationships, sex and health education and computing curriculums.

The department funds the National Centre for Computing Education, which provides teachers with continuing professional development and resources to support the teaching of computing. This includes units on messaging in digital media, the credibility of sources, and identifying ‘fake’ news and edited images, supporting the teaching of artificial intelligence (AI) and media literacy.

In 2024, the Department for Science, Innovation and Technology (DSIT) provided £0.5 million to scale up two programmes, to provide media literacy support to teachers, children aged 11 to 16, parents/carers and other professionals working with families.

The Educate against Hate website also hosts a series of online media literacy resources which seek to help young people evaluate the validity of information. This can be accessed at: https://www.educateagainsthate.com/.

The independent Curriculum and Assessment Review’s interim report notes the rise of AI and trends in digital information and that it is necessary that the curriculum keep pace with these changes, including a renewed focus on digital and media literacy and critical thinking skills. The interim report is available here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report. The Review’s final report and recommendations will be published in autumn with the government’s response.

The independent Curriculum and Assessment Review’s interim report notes the rise of artificial intelligence and trends in digital information and that it is necessary that the curriculum keep pace with these changes, including a renewed focus on digital and media literacy and critical thinking skills. The interim report is available here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report. The Review’s final report and recommendations will be published in autumn with the government’s response.