Asked by: Tom Tugendhat (Conservative - Tonbridge)
Question to the Department for Education:
To ask the Secretary of State for Education, how many new teachers were appointed and funded directly from VAT receipts on public school fees since 1 January 2025 by (a) region and (b) local authority.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
HM Treasury published a tax information and impact note (TIIN) on applying VAT to independent school fees, which is available at: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees#who-is-likely-to-be-affected. The note contains information on the impacts on individuals and families, and the government’s estimates of the number of pupils expected to enter the state sector as a result of this policy. The government does not collect pupil-level data from private schools and therefore cannot track pupil movements out of private schools into the state sector. Latest published figures confirm that pupil numbers remain within historical patterns seen for over 20 years, with no evidence of excessive pressure on the state system. The department works with local authorities to help them fulfil their duty to secure school places, including for children with special educational needs and disabilities.
The reforms to VAT and business rates, ending the exemptions which private schools previously enjoyed, are expected to raise £1.8 billion a year by 2029/30. This measure will raise essential revenue that will be invested in our public services, such as our £3.7 billion increase to school funding in 2025/26, taking core school funding to £65.3 billion compared to £61.6 billion in 2024/25.
Asked by: Lord Lexden (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many of the independent schools inspected by Ofsted educate children with special needs.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
According to the register of independent schools, there are around 30,000 pupils with identified special educational needs either with or without an education health and care plan attending independent schools inspected by Ofsted, out of a total school population of 9,032,426. This data is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2024-25.
The matter of fully funded placements in independent schools is governed by contractual agreements between the individual independent schools and the commissioning local authorities. As such, the department does not collect or hold data on the number of places in independent schools that are fully funded by local authorities.
Asked by: Charlie Maynard (Liberal Democrat - Witney)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support specialist independent SEND schools.
Answered by Georgia Gould - Minister of State (Education)
Independent special schools can play an important role in the special educational needs and disabilities (SEND) system, particularly in meeting the needs of children and young people with highly complex needs. We recognise the expertise and value that many offer. However, independent special schools have higher costs than their maintained equivalents and we need to ensure that placements are used appropriately and deliver value for money.
The department is committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special and alternative provision schools cater to those with the most complex needs. We want to encourage stronger partnerships and sharing of best practice across specialist and mainstream schools. We are considering how best to achieve this as part of our wider SEND reform plans.
Asked by: Saqib Bhatti (Conservative - Meriden and Solihull East)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate her Department has made of the number of children with SEND moving from the independent to state school sector; and what proportion this represents of the overall amount of people moving from the independent to state sectors.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The latest school census data from January 2025 shows private school pupil numbers remain firmly within historical patterns seen for over 20 years. The data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2024-25.
Asked by: John McDonnell (Labour - Hayes and Harlington)
Question to the Department for Transport:
To ask the Secretary of State for Transport, if she will take steps to introduce a statutory cap on the number of private hire vehicle licences issued in London.
Answered by Simon Lightwood - Parliamentary Under-Secretary (Department for Transport)
Taxis and private hire vehicles are an important mode of transport for many people. They are disproportionately used by disabled people, allow many children with special educational needs and disabilities (SEND) to access education and provide transport at night when other modes may be less available. The Department for Transport is considering all options to improve the regulation of the taxi and private hire vehicle sector to provide the best overall outcomes for passenger safety and the sector. The administration of the taxi and private hire vehicle licensing regime in London is a matter for the Mayor of London.
Asked by: Andrew Snowden (Conservative - Fylde)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help support children with SEND following the application of VAT to private school fees in Fylde constituency.
Answered by Stephen Morgan - Government Whip, Lord Commissioner of HM Treasury
The majority of children with special educational needs (SEN), including most with education, health and care (EHC) plans, are already educated in mainstream state-funded schools where their needs are met. The department works to support local authorities to ensure that every local area has sufficient places for children that need them, including pupils with SEN requiring places at state-funded schools.
The government is providing an almost £1 billion uplift in high needs revenue funding for the 2025/26 financial year. The government has also announced £740 million of high needs capital funding for 2025/26 to invest in places for children and young people with special educational needs and disabilities, or who require alternative provision.
Local authorities fund pupils’ places in private schools where their needs can only be met in a private school. Where this is the case, local authorities will be able to reclaim that VAT on the fees from HMRC.
Asked by: Neil Shastri-Hurst (Conservative - Solihull West and Shirley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to improve access to independent special schools for children with complex needs in regions where maintained provision is (a) limited and (b) oversubscribed.
Answered by Catherine McKinnell
The department recognises the vital role that special schools play in providing high-quality education and meeting the needs of children and young people. Independent special schools play their part in this, particularly in meeting low incidence needs. However, independent special schools typically have higher costs than their maintained equivalent, and we need to ensure that placements are used appropriately. Where a local authority has commissioned a place in an independent school, the local authority is responsible for all the funding for supporting that child or young person with special educational needs and disabilities (SEND).
The department wants more children and young people to receive the support they need to thrive in their local mainstream school, reducing the need for pupils to travel a long way to access a specialist placement. Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs units.
The department has now published allocations for £740 million in high needs provision capital allocations for the 2025/26 financial year to support local authorities to deliver new places in mainstream and state-maintained special schools, reducing reliance on the independent sector to meet the needs of children and young people with SEND.
Asked by: Lord Laming (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether the costs levied by private providers of special educational needs schools are being monitored and controlled.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department does not monitor or collect data on independent schools’ finances, however these are published and publicly available for both commercial and charitable providers. Independent schools charge their own fees for education, health and care placements, and it is for the local authority to determine whether a placement offers value for money.
Independent special schools can play an important role in the special educational needs and disabilities system, particularly in meeting low-incidence needs. However, the department recognises that independent special schools have higher costs than maintained special schools and academies, both in commercial and charitable providers, and commissioners need to ensure placements are used appropriately.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help ensure that supply teachers are provided with (a) appropriate access to staff facilities, (b) induction information on school policies, and (c) safeguarding procedures.
Answered by Catherine McKinnell
Supply teachers perform a valuable role and the department is grateful for their important contribution to schools across the country.
A supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the ‘school teachers’ pay and conditions document’. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.
Schools and local authorities are currently responsible for the recruitment and deployment of their supply teachers. School leaders should ensure supply teachers are equipped with the necessary access and information to carry out their role effectively.
There is an established robust safeguarding framework in place in the form of ‘keeping children safe in education’ (KCSIE), which is the statutory safeguarding guidance that all schools and colleges must have regard to when safeguarding and promoting the welfare of children. Part 1 of this guidance should be read by all staff who work directly with children and sets out the different types of abuse and harm, and supports all staff to know what signs to look out for, including how to respond to any concerns about a child.
The statutory ‘special educational needs and disability code of practice’ states that all teachers and support staff who work with the pupils with special educational needs should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school’s information system.
All schools are required to have a behaviour policy that outlines effective strategies to promote good behaviour and specifies the sanctions for misbehaviour. This policy must be communicated to all pupils, school staff (including supply staff) and parents to ensure everyone is aware of the high standards of behaviour expected. The behaviour policy should also reflect the school's culture and be supported by all staff and senior leaders, including the head teacher.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help ensure that supply teachers are provided with up-to-date information on (a) pupils with (i) special educational needs and (ii) disabilities, and (b) behaviour management procedures.
Answered by Catherine McKinnell
Supply teachers perform a valuable role and the department is grateful for their important contribution to schools across the country.
A supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the ‘school teachers’ pay and conditions document’. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.
Schools and local authorities are currently responsible for the recruitment and deployment of their supply teachers. School leaders should ensure supply teachers are equipped with the necessary access and information to carry out their role effectively.
There is an established robust safeguarding framework in place in the form of ‘keeping children safe in education’ (KCSIE), which is the statutory safeguarding guidance that all schools and colleges must have regard to when safeguarding and promoting the welfare of children. Part 1 of this guidance should be read by all staff who work directly with children and sets out the different types of abuse and harm, and supports all staff to know what signs to look out for, including how to respond to any concerns about a child.
The statutory ‘special educational needs and disability code of practice’ states that all teachers and support staff who work with the pupils with special educational needs should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school’s information system.
All schools are required to have a behaviour policy that outlines effective strategies to promote good behaviour and specifies the sanctions for misbehaviour. This policy must be communicated to all pupils, school staff (including supply staff) and parents to ensure everyone is aware of the high standards of behaviour expected. The behaviour policy should also reflect the school's culture and be supported by all staff and senior leaders, including the head teacher.