Kim Johnson

The government is committed to giving every child the best start in life by strengthening early intervention, supporting families to engage in play and communication, and enhancing the home learning environment. Our Plan for Change includes a national target for 75% of children to achieve a Good Level of Development by 2028 and increase school readiness.

There is strong evidence that the first 1,001 days, from conception to age two, are critical for a child’s cognitive, emotional and physical development. Through the Family Hubs and Start for Life programme, we are supporting families with joined-up services across health, education and early years. This includes support for infant feeding, perinatal mental health, parenting, early language development and the home learning environment.

As announced in last month’s Spending Review, the government will continue to invest in and expand the Family Hubs programme, ensuring more families across the country can access high quality, integrated support to give their children the best start in life.

In 2025/26, we are investing £10.7 million in home learning environment services through Family Hubs to help parents create language-rich, nurturing settings. Our Little Moments Together campaign provides free, accessible resources that encourage parents to chat, play and read with their children.

For school-age children, we continue to promote parental engagement in reading and learning at home, recognising the importance of sustained support throughout a child’s educational journey.

The government is committed to giving every child the best start in life by strengthening early intervention, supporting families to engage in play and communication, and enhancing the home learning environment. Our Plan for Change includes a national target for 75% of children to achieve a Good Level of Development by 2028 and increase school readiness.

There is strong evidence that the first 1,001 days, from conception to age two, are critical for a child’s cognitive, emotional and physical development. Through the Family Hubs and Start for Life programme, we are supporting families with joined-up services across health, education and early years. This includes support for infant feeding, perinatal mental health, parenting, early language development and the home learning environment.

As announced in last month’s Spending Review, the government will continue to invest in and expand the Family Hubs programme, ensuring more families across the country can access high quality, integrated support to give their children the best start in life.

In 2025/26, we are investing £10.7 million in home learning environment services through Family Hubs to help parents create language-rich, nurturing settings. Our Little Moments Together campaign provides free, accessible resources that encourage parents to chat, play and read with their children.

For school-age children, we continue to promote parental engagement in reading and learning at home, recognising the importance of sustained support throughout a child’s educational journey.

The government is committed to giving every child the best start in life by strengthening early intervention, supporting families to engage in play and communication, and enhancing the home learning environment. Our Plan for Change includes a national target for 75% of children to achieve a Good Level of Development by 2028 and increase school readiness.

There is strong evidence that the first 1,001 days, from conception to age two, are critical for a child’s cognitive, emotional and physical development. Through the Family Hubs and Start for Life programme, we are supporting families with joined-up services across health, education and early years. This includes support for infant feeding, perinatal mental health, parenting, early language development and the home learning environment.

As announced in last month’s Spending Review, the government will continue to invest in and expand the Family Hubs programme, ensuring more families across the country can access high quality, integrated support to give their children the best start in life.

In 2025/26, we are investing £10.7 million in home learning environment services through Family Hubs to help parents create language-rich, nurturing settings. Our Little Moments Together campaign provides free, accessible resources that encourage parents to chat, play and read with their children.

For school-age children, we continue to promote parental engagement in reading and learning at home, recognising the importance of sustained support throughout a child’s educational journey.

The government is committed to giving every child the best start in life by strengthening early intervention, supporting families to engage in play and communication, and enhancing the home learning environment. Our Plan for Change includes a national target for 75% of children to achieve a Good Level of Development by 2028 and increase school readiness.

There is strong evidence that the first 1,001 days, from conception to age two, are critical for a child’s cognitive, emotional and physical development. Through the Family Hubs and Start for Life programme, we are supporting families with joined-up services across health, education and early years. This includes support for infant feeding, perinatal mental health, parenting, early language development and the home learning environment.

As announced in last month’s Spending Review, the government will continue to invest in and expand the Family Hubs programme, ensuring more families across the country can access high quality, integrated support to give their children the best start in life.

In 2025/26, we are investing £10.7 million in home learning environment services through Family Hubs to help parents create language-rich, nurturing settings. Our Little Moments Together campaign provides free, accessible resources that encourage parents to chat, play and read with their children.

For school-age children, we continue to promote parental engagement in reading and learning at home, recognising the importance of sustained support throughout a child’s educational journey.

The government is committed to giving every child the best start in life by strengthening early intervention, supporting families to engage in play and communication, and enhancing the home learning environment. Our Plan for Change includes a national target for 75% of children to achieve a Good Level of Development by 2028 and increase school readiness.

There is strong evidence that the first 1,001 days, from conception to age two, are critical for a child’s cognitive, emotional and physical development. Through the Family Hubs and Start for Life programme, we are supporting families with joined-up services across health, education and early years. This includes support for infant feeding, perinatal mental health, parenting, early language development and the home learning environment.

As announced in last month’s Spending Review, the government will continue to invest in and expand the Family Hubs programme, ensuring more families across the country can access high quality, integrated support to give their children the best start in life.

In 2025/26, we are investing £10.7 million in home learning environment services through Family Hubs to help parents create language-rich, nurturing settings. Our Little Moments Together campaign provides free, accessible resources that encourage parents to chat, play and read with their children.

For school-age children, we continue to promote parental engagement in reading and learning at home, recognising the importance of sustained support throughout a child’s educational journey.

The department does not currently plan to establish a public inquiry into the policy framework surrounding placement of children in schools for the so-called “educationally subnormal” in the 1960s and 1970s, but is keen to ensure that the mistakes made in that time are never repeated, and that no children or young people today suffer from the structural barriers and entrenched racism that held too many of our young people back in previous generations.

The government wants to ensure that whoever you are, wherever you come from, Britain is a country that will respect your contribution and give you a fair chance to get on in life.

We want every child and young person to achieve and thrive in education, work, and life, regardless of their background. All children and young people must be treated fairly. There is no place for hate or prejudice in our education system.

Additionally, under the Equality Act 2010, schools must not discriminate against a pupil in a number of respects because of a characteristic protected by the Act.

The Public Sector Equality Duty also requires public bodies, including maintained schools and academies to have due regard to the need to eliminate discrimination and other conduct prohibited by the Act; advance equality of opportunity for people who share a protected characteristic and people who do not share it; and foster good relations across all characteristics.

The department is also focused on driving high and rising standards in every school, helping every child to achieve and thrive. We aim to deliver improvements though excellent teaching and leadership, a high-quality curriculum and a system which removes the barriers to learning that holds too many children back.

Nobody should have to miss out on education because of their period, which is why the department provides free period products to girls and women in all state-maintained schools and 16 to 19 education organisations in England. Higher education (HE) institutions are independent bodies and so would be expected to make their own arrangements to ensure that pupils have access to the products that they need. Only girls and women aged 16 to 19 attending further education courses funded by the department within HE institutions would be eligible for the scheme.

The department has noted with interest the Association of Colleges report about educational provision for 14 to 16-year-olds in further education (FE) colleges in England. Funding for 14 to 16-year-olds in FE colleges is based on the same approach as for 16 to 19-year olds. In 2024/25 there will be a significant increase of £750 per full time 14 to 16-year-old student that has not yet achieved GCSE English and mathematics. This is as a result of extending to programmes at all levels the English and mathematics funding only previously available for those on Level 3 programmes without grade 4 in the subjects. 14 to 16-year-olds in colleges will also benefit from the £300 million funding boost for FE in 2025/26 that my right hon. Friend, the Chancellor of the Exchequer announced at budget to ensure young people are developing the skills they need to succeed and a further £300 million to support colleges to maintain, improve and ensure suitability of their estate.

The department will work through priorities for future investment as part of the next spending review.

The department recognises the vital role played by free school meals (FSM) and encourages all eligible families to take their entitlement up. There are currently around 2.1 million pupils eligible for and claiming FSM.

To make it as easy as possible to receive FSM, the department provides the Eligibility Checking System, which allows local authorities to quickly verify eligibility for FSM.

The department is committed to breaking down barriers to opportunity so that all children have the freedom to achieve and thrive in education. Further to this, the department is working closely with the Department for Work and Pensions to develop a child poverty strategy to reduce child poverty by tackling its root causes and giving every child the best start in life. The strategy will be published in the spring.

As with all government programmes, the department will keep its approach to FSM under continued review.

The department does not centrally hold statistics showing how many children who had been excluded from school were then registered at special schools. However, there are legal duties on schools and local authorities to provide suitable full-time education from the sixth day of a suspension or permanent exclusion.

The duties on schools and local authorities in relation to suspension and permanent exclusion are set out in statutory guidance, which is available here: https://www.gov.uk/government/publications/school-exclusion.

All decisions to exclude a pupil must be lawful, reasonable and fair. Permanent exclusion should only be used as a last resort.

There are legal duties on schools and local authorities to provide suitable full-time education from the sixth day of a suspension or permanent exclusion. Where children are permanently excluded, they are frequently placed in alternative provision schools (also known as pupil referral units) so that they can receive the dedicated support they require to return to a new mainstream school or a sustained post-16 educational destination.

The department does not hold statistics centrally on the number of children registered at pupil referral units who have previously been excluded from school. The department is not currently planning to develop this data.

Our aim is to reduce numbers of preventable exclusions, including by using the expertise of alternative provision schools to support pupils whilst they are in mainstream school, before behaviour issues or other barriers to learning escalate.

All decisions to exclude a pupil must be lawful, reasonable and fair. Permanent exclusion should only be used as a last resort.

There are legal duties on schools and local authorities to provide suitable full-time education from the sixth day of a suspension or permanent exclusion. Where children are permanently excluded, they are frequently placed in alternative provision schools (also known as pupil referral units) so that they can receive the dedicated support they require to return to a new mainstream school or a sustained post-16 educational destination.

The department does not hold statistics centrally on the number of children registered at pupil referral units who have previously been excluded from school. The department is not currently planning to develop this data.

Our aim is to reduce numbers of preventable exclusions, including by using the expertise of alternative provision schools to support pupils whilst they are in mainstream school, before behaviour issues or other barriers to learning escalate.

The department does not hold statistics centrally showing how many children who attended special schools were then registered at pupil referral units in each of the last ten years.

The government is committed to making quick progress to deliver on its commitment to offer breakfast clubs in every primary school with primary aged pupils whilst ensuring effective implementation.

Departmental officials are working closely with schools and sector experts on various matters, including facilities and space, to develop a programme that effectively meets the needs of children, schools and parents.

From April 2025, free breakfast clubs will be available in up to 750 early adopter schools, as part of a test and learn phase in advance of national roll out.

The department does not currently hold statistics showing how many children who had been excluded from school were then registered at Pupil Referral Units. However, there are legal duties on schools and local authorities to provide suitable full-time education from the sixth day of a suspension or permanent exclusion.

The duties on schools and local authorities to provide alternative provision, and the standards that this should meet, are also set out in statutory guidance. This guidance can be accessed here: https://www.gov.uk/government/publications/alternative-provision.

The government has committed to taking a community-wide approach to improving inclusion of all children in mainstream schools, whatever their background. The department will see alternative providers working with mainstream schools to provide high quality early interventions and targeted support for children and young people that is targeted at their specific needs, which will ultimately reduce the numbers of referrals into alternative provision.

Every child, regardless of background, deserves the opportunity to progress and succeed in school and beyond. This government is committed to breaking the link between young people’s backgrounds and their future success.

The department recognises the issues faced by Gypsy, Roma and Traveller (GRT) children and young people and has an active GRT stakeholder group, which includes representatives from GRT communities and the education sector. The group is a valuable source of information and challenge for the department and works to inform thinking, policy and delivery, addressing barriers faced by GRT pupils.

In line with the recommendations of the Education Policy Institute’s annual report, the government has committed to developing an ambitious Child Poverty strategy, implementing several initiatives aimed at boosting children’s mental health and wellbeing, as well as investing in improving inclusivity and expertise to support children with special educational needs and disabilities in mainstream schools.

To support all young people to achieve and thrive, the department has started work to recruit an additional 6,500 expert teachers and launched an independent, expert-led curriculum and assessment review that will look closely at the key challenges to attainment. The department has also committed to provide breakfast clubs in all state funded primary schools, ensuring every primary school child is well prepared for school.

In the 2024/25 financial year, over £7.8 billion of the schools’ national funding formula funding has been allocated based on deprivation and other additional needs. In addition, in the last academic year, of the £7 billion allocated to support 16 to 18 year olds in education, nearly £600 million was targeted to support the needs of disadvantaged students.

Information on children attending special schools is reported within the school census, with the most recent publication available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. To access the data, use a table builder to find the required information. An example of the outputs from the table builder is available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/06951e44-abeb-4c2b-4111-08dce44cbd16.

Information on pupil referral units is reported within the school census. The most recent publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. By following this link you will be able to use a table builder to find the information that you require. One example of the outputs from the table builder can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/90137e0b-149c-42fc-410d-08dce44cbd16.

The department is committed to introducing an Alternative Student Finance (ASF) product, compatible with Islamic finance principles, as quickly as it can. To support this, in November we are reconvening the ASF working group, made up of representatives from the Islamic community and finance sector. We have also appointed a secretariat to take forward the Sharia-certification of the ASF product. The department is currently considering how it can best drive forward further progress on ASF and will provide an update on plans in due course.

The government’s announcement to remove Ofsted’s single headline grades with immediate effect included state-funded alternative provision schools. The government is committed to removing single headline grades in all the remits that Ofsted inspects and replacing them with report cards.

There have been no discussions with the Secretary of State for Education on the (a) number and (b) type of maritime apprentices that will be offered by maritime (i) colleges and (ii) training providers in England in each year from 2025-26 to 2029-30. The UK remains committed to growing the number of trainee seafarers, as demonstrated though the work of the Cadet Training and Modernisation Programme and the Ratings Review. Trained seafarers benefit both UK economic growth and support a maritime sector fit for future. DfT officials are engaging with the Department for Education on the establishment of Skills England and Ministers are kept updated as this work is progressed.

The estimated expenditure by the Maritime and Coastguard Agency on the Support for Maritime Training (SMarT) scheme for the financial year 2024–25 is £16.835 million.

The UK has a strategic need to ensure a pipeline of trained seafarers, particularly with greener ships, future fuels, new technologies and automation. The Department is working with the sector, including trade unions, to deliver the recommendations from the Ratings Review, published in 2023. This will ensure the UK has the ratings workforce needed to secure the long-term strength of our maritime industry.

The Ratings Review Oversight Committee, made up of industry representatives and officials, is responsible for delivering the recommendations from the review. This will include engagement with the Department for Education.

The Department for Transport is actively undertaking multiple projects in collaboration with industry stakeholders to update and modernise seafarer training. Two key examples of these initiatives are:

1. Cadet Training and Modernisation Programme: This programme has introduced a new syllabus and assessment regime for cadets and officers, set to commence in September 2025. The updated syllabus includes modern practices, technology, cyber security, and 'human element' skills to enhance seafarer wellbeing and operational safety.
2. Ratings Review: This review is advancing recommendations to modernise and enhance rating training. The focus is on updating the training content to reflect current industry practices and technologies, ensuring that ratings are equipped with the necessary skills to perform their roles effectively.

While apprenticeships are industry-led, the department actively plays a role in their development to ensure that the qualifications achieved enable seafarers to obtain internationally recognised maritime qualifications.

The collaborative approach of the Department with employers, seafarer representatives, and maritime training institutions aims to reflect current industry practices and technologies, ensuring that ratings are equipped with the necessary skills to perform their roles effectively. This strategy aims to enhance the employability of UK seafarers in a globally competitive market.

The Winds of Change project was awarded funding through the third round of the Clean Maritime Demonstration Competition (CMDC). The CMDC is funded by the UK Shipping Office for Reducing Emissions (UK SHORE) Research and Development programme in the Department for Transport and delivered and managed by Innovate UK, on behalf of the Department.

Applications for CMDC funding undergo an independent assessment process, managed by Innovate UK. Project partners of all successful bids are published online. Innovate UK and the Department for Transport are not responsible for the procurement of subcontractors, but the rules around the use of subcontractors are set out in the competition scope.

The Clean Maritime Demonstration Competition (CMDC) is funded by the UK Shipping Office for Reducing Emissions (UK SHORE) programme in the Department for Transport. The CMDC has supported a range of feasibility studies, pre-deployment trials and short demonstrations.

We are committed to a robust evaluation of the UK SHORE programme. The Department has commissioned Frontier Economics and SYSTRA Ltd to conduct a comprehensive independent evaluation of the UK SHORE programme, which is assessing the processes and impact of all UK SHORE schemes, including environmental impacts and job creation.

In March 2025, the Department for Transport published a report setting out the early outcomes of the evaluation of the UK SHORE programme to date, including completed projects in the CMDC. The majority of the CMDC demonstration projects only concluded at the end of March 2025. Therefore, data about their impact will be captured through the ongoing evaluation, due to conclude later this year.

The Clean Maritime Demonstration Competition (CMDC) is funded by the UK Shipping Office for Reducing Emissions (UK SHORE) programme in the Department for Transport, to support innovation in the maritime sector. The CMDC is delivered and managed by Innovate UK on behalf of the Department.

We are committed to a robust evaluation of the UK SHORE programme. The Department has commissioned Frontier Economics and SYSTRA Ltd to conduct a comprehensive independent evaluation of the UK SHORE programme, which is assessing the processes and impact of all UK SHORE schemes and will inform future policy development.

In March 2025, the Department for Transport published a report setting out the early outcomes of the evaluation of the UK SHORE programme to date, including completed projects in the CMDC, with the final report due in Autumn 2025.

Officials regularly discuss the appraisal of CMDC projects with Innovate UK, who play a key role in collecting project monitoring data to inform the evaluation programme.

We work jointly across Government to develop policies, regulation and mechanisms to support maritime environment and decarbonisation, including with the Department of Science, Innovation and Technology.