Sarah Gibson

The department is making additional investment of over £1 billion per year in skills for young people by 2028/29. This is additional to the over £400 million extra funding already planned for 16-19 education in the 2025/26 financial year, as well as £155 million to support schools, colleges and local authorities with increased national insurance contributions. Taken together this investment demonstrates this government’s commitment to support further education, including in rural areas.

We are introducing Technical Excellence Colleges to specialise in training skilled workforces for priority sectors. Further information on locations will be published in due course.

The UK’s Modern Industrial Strategy published on 23 June 2025 confirmed £200 million capital investment to tackle sector specific shortages. This is in addition to £375 million of capital investment to support post-16 capacity to accommodate additional learners entering the system and £1.7 billion from 2026/27 to 2029/30 to help colleges maintain the condition of their estate.

Local Skills Improvement Plans are collaborations with local employers and providers across the country, including in rural areas, which set out priorities to better meet local skills needs. They must consider the skills needed to meet net zero, climate adaptation, and wider environmental goals.

Through the dedicated schools grant (DSG), Wiltshire received £364.5 million for mainstream schools in the 2024/25 financial year. This represented an increase of 2.3% per pupil compared to 2023/24, excluding growth funding. On top of that, they received £20.9 million in additional grant funding to support teacher and support staff pay rises as well as increases in teachers’ pension employer contribution rates.

Funding for 16 to 19-year-olds uses the same funding formula regardless of whether the student is studying at a school sixth form, general further education college, or other provider type for their study programme or T Level.

The department publishes details of 16 to 19 Total Programme Funding allocations by academic year, with academic year 2024 to 2025 available at: https://www.gov.uk/government/publications/16-to-19-allocation-data-2024-to-2025. This can be filtered by local authority to identify the funding for Wiltshire.

Allocations for the Adult Skills Fund, formerly the Adult Education Budget, are also published annually and are available here: https://www.gov.uk/guidance/adult-education-and-skills-funding-allocations#published-allocations. Whilst they cannot be filtered by local authority, they can be filtered by individual provider.

Across the spending review, core schools funding, including special educational needs and disabilities investment, will increase from £65.3 billion in the 2025/26 financial year (including the additional funding announced in May 2025) to £69.5 billion by the 2028/29 financial year. Taken together, this grows per-pupil spending over this spending review period by 2.7% in real terms.

This government is making a substantial investment in skills, with over £1 billion of additional funding by the 2028/29 financial year, on top of the phase 1 settlement for the 2025/26 financial year. This funding protects opportunity, delivers the workforce needed for the Plan for Change, and fuels future growth. It includes funding to support 1.3 million 16 to 19-year-olds, including 65,000 additional learners by financial year 2028/29.

The department recognises the importance of promoting healthy relationships to young people. This is why relationships and sex education (RSE) is a standard element of the personal development tutorial system in further education.

These regular tutorials allow students to hear about and discuss subjects important to their lives as responsible, active citizens, such as British values, resilience and how to navigate the world of work.

Education in healthy relationships is at the core of each college’s programme. Students participate in debates about respect, consent, misogyny, gender stereotyping, coercive control, sexual violence and sexual health, and consider the impact of negative behaviours.

Ofsted’s personal development judgement evaluates a college’s intent to provide for the personal development of learners, and the quality of the way in which it does this. Education in healthy relationships is one of the areas of focus.

The department has engaged an expert college leader, Polly Harrow, to develop a toolkit for colleges to drive the quality and consistency of RSE. The toolkit, to be launched in November, will provide tutorial materials and delivery advice, giving all colleges the skills and confidence to deliver on personal development effectively, and to tackle misogyny head on.

The department recognises the importance of promoting healthy relationships to young people. This is why relationships and sex education (RSE) is a standard element of the personal development tutorial system in further education.

These regular tutorials allow students to hear about and discuss subjects important to their lives as responsible, active citizens, such as British values, resilience and how to navigate the world of work.

Education in healthy relationships is at the core of each college’s programme. Students participate in debates about respect, consent, misogyny, gender stereotyping, coercive control, sexual violence and sexual health, and consider the impact of negative behaviours.

Ofsted’s personal development judgement evaluates a college’s intent to provide for the personal development of learners, and the quality of the way in which it does this. Education in healthy relationships is one of the areas of focus.

The department has engaged an expert college leader, Polly Harrow, to develop a toolkit for colleges to drive the quality and consistency of RSE. The toolkit, to be launched in November, will provide tutorial materials and delivery advice, giving all colleges the skills and confidence to deliver on personal development effectively, and to tackle misogyny head on.

The department publishes details of 16 to 19 Total Programme Funding allocations by academic year. These are available for each academic year since 2020, and can be accessed at the following pages:

• 2020/21: https://www.gov.uk/government/publications/16-to-19-allocation-data-2020-to-2021-academic-year.
• 2021/22: https://www.gov.uk/government/publications/16-to-19-allocation-data-2021-to-2022-academic-year.
• 2022/23: https://www.gov.uk/government/publications/16-to-19-allocation-data-2022-to-2023-academic-year.
• 2023/24: https://www.gov.uk/government/publications/16-to-19-allocation-data-2023-to-2024-academic-year.
• 2024/25: https://www.gov.uk/government/publications/16-to-19-allocation-data-2024-to-2025.

Each publication can be filtered by local authority to identify the funding for Wiltshire.

Allocations for the Adult Skills Fund, formerly the Adult Education Budget, are also published annually, and can be accessed at: https://www.gov.uk/guidance/adult-education-and-skills-funding-allocations#published-allocations.

Whilst they cannot be filtered by local authority, they can be filtered by individual provider.

Universities are autonomous bodies, independent from government and are responsible for their own admissions decisions.

Universities and colleges decide who to offer a place to by considering a range of factors detailed within an applicant's UCAS application. In addition to their predicted grades, this can include their personal statement, teacher references, contextual factors and, for certain courses that have an October application deadline, their performance in admissions tests. This is a process that differs between providers and even between different courses at the same providers.

Admissions teams are accustomed to considering a wide range of personal circumstances when making decisions.

Higher education (HE) providers registered with the Office for Students (OfS) intending to charge higher level tuition fees must have an Access and Participation Plan approved by the OfS. Providers are expected to take into account the OfS Equality of Opportunity Risk Register in developing a plan. The Register identifies service children as a group in particular need of support.

The government takes a close interest in ensuring that the system is fair. We work closely with HE providers and sector bodies to make sure the system works well for students.

Initial teacher training (ITT) bursaries are designed to incentivise more applications to ITT courses from high-achieving graduates. As such, for postgraduate bursaries, we take account of the grade of the trainee’s highest academic qualification. These bursaries are only awarded to trainees with at least a 2:2 undergraduate degree classification, unless the trainee possesses a higher academic qualification, such as a doctoral or master’s degree.

Graduates who do not hold a 2:2 degree can apply for student finance in the form of a tuition fee loan and a maintenance loan to support their living costs. Additional funding is also available depending on individual circumstances, such as the childcare grant.

Subject knowledge enhancement (SKE) courses are designed to provide candidates for ITT with the minimum knowledge required to train to teach their chosen subject. Completion of a SKE course is not a requirement for all ITT candidates. The ITT provider determines whether it is requirement of the candidate’s offer after assessing their prior subject knowledge. Completion of SKE is not a factor in postgraduate ITT bursary eligibility.

ITT providers determine whether their trainees are eligible for a bursary, using the eligibility criteria set by the department. The department only holds data on trainees who are eligible for bursaries, alongside data on the overall number of trainees by subject and ITT provider. The department does not hold data on why trainees were ineligible for a bursary.

Initial teacher training (ITT) bursaries are designed to incentivise more applications to ITT courses from high-achieving graduates. As such, for postgraduate bursaries, we take account of the grade of the trainee’s highest academic qualification. These bursaries are only awarded to trainees with at least a 2:2 undergraduate degree classification, unless the trainee possesses a higher academic qualification, such as a doctoral or master’s degree.

Graduates who do not hold a 2:2 degree can apply for student finance in the form of a tuition fee loan and a maintenance loan to support their living costs. Additional funding is also available depending on individual circumstances, such as the childcare grant.

Subject knowledge enhancement (SKE) courses are designed to provide candidates for ITT with the minimum knowledge required to train to teach their chosen subject. Completion of a SKE course is not a requirement for all ITT candidates. The ITT provider determines whether it is requirement of the candidate’s offer after assessing their prior subject knowledge. Completion of SKE is not a factor in postgraduate ITT bursary eligibility.

ITT providers determine whether their trainees are eligible for a bursary, using the eligibility criteria set by the department. The department only holds data on trainees who are eligible for bursaries, alongside data on the overall number of trainees by subject and ITT provider. The department does not hold data on why trainees were ineligible for a bursary.

Initial teacher training (ITT) bursaries are designed to incentivise more applications to ITT courses from high-achieving graduates. As such, for postgraduate bursaries, we take account of the grade of the trainee’s highest academic qualification. These bursaries are only awarded to trainees with at least a 2:2 undergraduate degree classification, unless the trainee possesses a higher academic qualification, such as a doctoral or master’s degree.

Graduates who do not hold a 2:2 degree can apply for student finance in the form of a tuition fee loan and a maintenance loan to support their living costs. Additional funding is also available depending on individual circumstances, such as the childcare grant.

Subject knowledge enhancement (SKE) courses are designed to provide candidates for ITT with the minimum knowledge required to train to teach their chosen subject. Completion of a SKE course is not a requirement for all ITT candidates. The ITT provider determines whether it is requirement of the candidate’s offer after assessing their prior subject knowledge. Completion of SKE is not a factor in postgraduate ITT bursary eligibility.

ITT providers determine whether their trainees are eligible for a bursary, using the eligibility criteria set by the department. The department only holds data on trainees who are eligible for bursaries, alongside data on the overall number of trainees by subject and ITT provider. The department does not hold data on why trainees were ineligible for a bursary.

For too long the education and care system has not met the needs of all children, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve. This government’s ambition is that all children and young people with SEND or in alternative provision receive the right support to succeed in their education and as they move into adult life.

The department and NHS England have been supporting local areas to improve their SEND service delivery for a number of years. This includes a monitoring, support and challenge relationship following an inspection by Ofsted and the Care Quality Commission (CQC). Where a local authority does not meet its duties, we can take action that prioritises children’s needs and supports local areas to bring about rapid improvement.

Wiltshire’s Ofsted and CQC Local Area SEND inspection, carried out in October 2024, identified positive experiences and outcomes for children and young people with SEND.

The report, which was published on 6 December 2024, included no Areas for Priority Action and highlighted that children and young people with SEND typically benefit from personalised provision delivered by dedicated staff from across education, health and social care, and when children and young people transition into school practitioners have a shared vision and commitment to inclusion.

Officials from the department and NHS England meet regularly with partners from the local area, including health, education, agencies, parent/carer, children and young people representatives, to review and reflect on the SEND services.

I refer the hon. Member for Chippenham to the answer of 12 June 2025 to Question 57812.

I refer the hon. Member for Chippenham to the answer of 19 March 2025 to Question 37179.

The publication referred to sets out Skills England‘s findings from its analysis and engagement with sectors on the growth and skills offer, supported by its assessments of skills needs. Skills England and the department will work together to ensure the offer meets the needs of employers across the country.

Widening the apprenticeships offer into a growth and skills offer, including new foundation apprenticeships, will give more young people a foot in the door at the start of their working life.

The department is investing in, and promoting, a wide range of non-academic routes to support young people into employment, including:

• T Levels, a high-quality technical education option for young people, including a valuable workplace industry placement which prepares them work.

• Higher Technical Qualifications, occupation-focused level 4-5 qualifications, approved and quality marked as providing the skills demanded in the workplace by employers.

• Skills Bootcamps, which give learners the chance to build sector-specific skills and include with a job interview on completion.

• Free Courses for Jobs, giving learners the chance to access high value level 3 qualifications.

There is also strengthened legislation to ensure all secondary pupils have multiple opportunities for meaningful encounters with providers of technical education and apprenticeships.

The criteria for the Adoption and Special Guardianship Support Fund (ASGSF) will enable as many children and families as possible to access funding, including in Wiltshire. The department always assesses the impact of changes on vulnerable children. This includes reviewing the equalities impact assessment, which will be made available in the Libraries of both Houses in due course.

Since December 2023, ASGSF applications have required the use of outcomes measurement tools to monitor the impact of ASGSF-funded therapies. Over time, these tools will enable the department and local areas to monitor the long-term impacts of the ASGSF.

The department expects the ASGSF to remain an important source of support for adoptive families across the country, with no regional differences. However, it is not the only source of support. We are funding Adoption England with £8.8 million this year, including to improve adoption support. This includes the establishment of Centres of Excellence as multidisciplinary teams in various regions to provide specialist and therapeutic support to families. We are also making £500 million available to local authorities to roll out Family Help nationally to transform services and transition towards earlier intervention. This will nearly double direct investment in preventative services.

The criteria for the Adoption and Special Guardianship Support Fund (ASGSF) will enable as many children and families as possible to access funding, including in Wiltshire. The department always assesses the impact of changes on vulnerable children. This includes reviewing the equalities impact assessment, which will be made available in the Libraries of both Houses in due course.

Since December 2023, ASGSF applications have required the use of outcomes measurement tools to monitor the impact of ASGSF-funded therapies. Over time, these tools will enable the department and local areas to monitor the long-term impacts of the ASGSF.

The department expects the ASGSF to remain an important source of support for adoptive families across the country, with no regional differences. However, it is not the only source of support. We are funding Adoption England with £8.8 million this year, including to improve adoption support. This includes the establishment of Centres of Excellence as multidisciplinary teams in various regions to provide specialist and therapeutic support to families. We are also making £500 million available to local authorities to roll out Family Help nationally to transform services and transition towards earlier intervention. This will nearly double direct investment in preventative services.

The criteria for the Adoption and Special Guardianship Support Fund (ASGSF) will enable as many children and families as possible to access funding, including in Wiltshire. The department always assesses the impact of changes on vulnerable children. This includes reviewing the equalities impact assessment, which will be made available in the Libraries of both Houses in due course.

Since December 2023, ASGSF applications have required the use of outcomes measurement tools to monitor the impact of ASGSF-funded therapies. Over time, these tools will enable the department and local areas to monitor the long-term impacts of the ASGSF.

The department expects the ASGSF to remain an important source of support for adoptive families across the country, with no regional differences. However, it is not the only source of support. We are funding Adoption England with £8.8 million this year, including to improve adoption support. This includes the establishment of Centres of Excellence as multidisciplinary teams in various regions to provide specialist and therapeutic support to families. We are also making £500 million available to local authorities to roll out Family Help nationally to transform services and transition towards earlier intervention. This will nearly double direct investment in preventative services.

Schools have been prioritised because they met one or more of the following criteria:

• They had buildings of specific construction types that require replacement.
• Their buildings had the highest condition need, identified in data collected in the Condition Data Collection and verified through collecting additional condition information, which is available here: https://www.gov.uk/guidance/condition-data-collection-programme-information-and-guidance.
• Their buildings had severe and urgent condition need that meant they were a high priority for replacement.
• Their buildings had risks that have the potential to cause significant harm to pupils or staff that meant they were a high priority for replacement.

More information about how the department prioritised schools can be found in the published methodology notes, available here: https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme.

The number of schools in Wiltshire that have been included in the School Rebuilding Programme is 3.