Department for Education

In this context, the ‘sector’ refers to a broad range of relevant voices and views from faith and secular representatives. The sector-led Task and Finish Group was established independently of the government, and its membership, governance and working arrangements were matters for the Group itself.

Any consensus reached would therefore be sector‑led and informed by wide engagement across faith and secular stakeholders. As previously set out, if the Group reaches consensus on a draft religious education curriculum, the government would consult on whether to add it to the national curriculum.

The department is exploring the most viable and effective route to deliver this policy, working with the sector to ensure any approach is practical, deliverable and fit for purpose. This work is ongoing and we are not yet able to provide a timeframe for introducing mandatory relationships and sex education for 16 to 18‑year‑olds. However, we remain committed to taking this forward carefully and responsibly.

Changes to how support is delivered will be underlined by stronger accountability across local authorities and health and education settings to ensure each layer of support is delivered effectively.

Schools will be required to produce an Inclusion Strategy, drawing on evidence-informed best practice including new National Inclusion Standards, which will help to hold them accountable for practice across layers of support, including targeted plus. Ofsted will be able to draw on the strategy to assess how effectively leaders are planning for, implementing and delivering inclusive practice.

There will also be a legal duty on settings to produce an Individual Support Plan (ISP) for every child or young person receiving targeted plus support, to clearly record the support they are accessing. The use and quality of ISPs will be considered in Ofsted inspections, with clear routes for parents to raise concerns.

On 10 March, the government published its response to the consultation on post-16 level 3 and below pathways, which set out the introduction of V Levels and changes to T Levels. These reforms represent generational changes to our vocational education system and will bring vocational and technical education on a par with academic education.

The department is working closely with the sector on the rollout of these qualifications over the four-year reform period, and the implications for the 16 to 19 teacher workforce. To support the sector to transition, we will not remove public funding approval for unreformed qualifications in 2026/27, as previously planned, giving more time for the sector to prepare for delivery. More detail on support to deliver reformed qualifications will be set out in the implementation plan, which will be published by June 2026.

Work is underway with the British Council ahead of their planned appointment as the UK’s National Agency in Summer/Autumn 2026.

The increasing 16 to 19 population means extra capacity is needed in some areas. The Post-16 capacity fund has already provided £282 million between 2021 and 2025 for additional capacity and we are investing a further £375 million by 2029/30 to accommodate additional learners. This investment will add capacity, including new classrooms, science laboratories and workshops, so all young people gain the skills they need to progress and get a good job.

There is also an additional £195 million capital investment by 2029/30 to expand construction course provision in further education providers, helping to deliver our commitment to get Britain building.

Of the total funding, £283 million is being devolved to strategic authorities as they are best placed to know the geography and nature of sustained demand. The remaining £287 million will be awarded to expand training places at sites in non-devolved areas through a national competitive bidding round, which closes on 17 April 2026.

There will be a legal duty on settings to produce an Individual Support Plan (ISP) for every child or young person receiving targeted or specialist support, ensuring help keeps pace with their development, prevents challenges from escalating, and reduces the risk of them disengaging from learning.

Where there are concerns about provision, parents and young people will be able to resolve this directly with the setting using schools’ improved complaints systems. The school complaints system will be strengthened by having clearer processes, reduced duplication, and the inclusion of an appropriate, independent special educational needs and disabilities specialist in the final stage panel.

The use and quality of ISPs will also be considered in Ofsted inspections, and the department will also work with parent groups and experts to explore how a second opinion could give families extra confidence that their child’s plan is right and being delivered well. We also expect governors will sample ISPs.

Several apprenticeships, including Level 2 Autocare Technician, Level 3 Accident Repair technician and Level 4 Vehicle Damage Assessor, are available to support employers and learners in the vehicle repair sector to develop the skills they need.

For non-levy paying employers, we are fully funding apprenticeship training for eligible people aged 16 to 24 and introducing a new incentive of up to £2,000 for taking on 16 to 24-year-old apprentices as new employees.

The engineering skills package will provide £182 million over three years to support engineering skills in England, working with Skills England to determine how this can increase the pipeline of skills. This includes launching Technical Excellence Colleges to address engineering skills shortages.

Skills England supports multiple occupational standards in vehicle maintenance and repair, covering HGV and other heavy vehicle maintenance, light goods vehicle maintenance, servicing and accident repair. It is currently working with employers to revise and update a number of these standards, including incorporating skills relating to electric vehicle maintenance and repair.

This government values PE and sport as a great opportunity to improve not only the health but also the wellbeing and lives of children and young people.

The government has confirmed funding for the School Games Organisers (SGO) network for the 2026/27 financial year. The commitment of further funding recognises the value of the SGO Network’s expertise and support, which will be vital as we move towards delivery of new Physical Education and School Sport Partnerships Network. Further details on the PE and School Sports Partnerships will be confirmed in due course.

My right hon. Friend, the Secretary of State for Education has met Vanessa Ogden, chair of the independent sector led group, along with some members of the group. She welcomes the independent work being undertaken to develop a draft religious education curriculum.

The department was not responsible for selecting its members or for determining the criteria or processes used to select members of the group or any associated expert advisory groups. As such, decisions on membership were a matter for the sector-led group and were intended to ensure a breadth of expertise and representation from across the religious education sector.

The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.

The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.

The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.

Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.

The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.

The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.

The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.

Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.

The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.

The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.

The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.

Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.

The service pupil premium (SPP) provides additional funding for state-funded schools in England attended by children from service families. In the 2026/27 financial year it is worth £360 per service child.

The SPP is not a personal budget and schools have flexibility over its expenditure. The funding is primarily to enable schools to offer pastoral support and help mitigate the negative impact of family mobility or parental deployment. We have published advice and wider guidance for schools and local authorities on supporting service pupils, which can be found here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.

In addition to the SPP, schools also attract funding for pupil mobility through the ’mobility factor’ in the schools national funding formula. In the 2026/27 financial year, schools will attract £985 for eligible primary pupils and £1,415 for eligible secondary pupils, above a threshold of 6% of the schools’ pupil numbers, where more than 6% of the school’s pupil numbers are classified as mobile.

Standing Advisory Councils on Religious Education (SACREs) already have a statutory role in advising local authorities on religious education and collective worship.

As set out in Protecting What Matters, the government intends to promote the role of SACREs by supporting improved analysis of their annual reports to better understand the role they play in local communities, including in relation to cohesion. This will help inform future engagement with SACREs and wider sector stakeholders.

The department is clear that executive pay must be justifiable, transparent, evidence-based and reflect individual responsibility. Trustees should adhere to these principles in setting pay, supported by our guidance and advice. We are taking steps to respond to instances where we see high salaries compared to peers. This includes tightening the Academy Trust Handbook (ATH) by requiring executive pay increases to be proportionate and justified, to prevent excessive increases for individuals carrying out broadly similar roles.

The department reviews trusts’ annual accounts to identify trusts with outlying levels of executive pay and engages with them to ensure compliance with the requirements of the ATH.

As part of statutory relationships, sex and health education (RSHE), pupils are taught about online safety and harms, including the implications of sharing private or personal data online, and the risks associated with over-reliance on social media.

The department updated its RSHE guidance in July 2025, including new content on artificial intelligence, deepfakes, and how social media can escalate conflicts. Pupils should be taught the similarities and differences between the online world and the physical world, including the impact of unhealthy or obsessive comparison with others online, including through setting unrealistic expectations for body image, as well as how information is targeted at them.

Schools have flexibility to tailor their curriculum to local needs, drawing on high quality resources and evidence‑based materials.

The government commissioned Oak National Academy to make lesson materials which reflect the new guidance freely available.

The department’s guidance on teaching online safety covers how to teach about all aspects of internet safety.

Individual decisions about the provision of first aid training is a matter for early years, schools and colleges as employers. They are best placed to assess the needs of their staff and pupils and to determine the appropriate level of first aid provision.

To support this, the department makes available non-statutory guidance, including 'First aid in schools, early years and further education', which sets out the factors that settings should consider when meeting their duties relating to first aid on and off their premises. This guidance is accessible at: https://www.gov.uk/government/publications/first-aid-in-schools/first-aid-in-schools-early-years-and-further-education.

I refer the hon. Member for Dewsbury and Batley to the answer of 24 March 2026 to Question 121419.

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). In the SEND reform consultation document, we stated that the department intends to create clear statutory duties for schools, including identifying and meeting needs as early as possible and ensuring that they monitor children and young people’s progress to ensure timely and effective interventions. Parents can also continue to seek a needs assessment and obtain resolution via mediation or through appealing to the tribunal if necessary.

To support schools to meet this legal duty, the department will develop National Inclusion Standards that set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs. By 2028, we will have invested up to £15 million to build the evidence base for and then bring into effect National Inclusion Standards.

This comes alongside significant investment to bolster capacity and expertise. This includes £4 billion over three years, which includes £1.8 billion so every community has access to Experts at Hand, £1.6 billion directly to schools for early intervention, and over £200 million to train all staff across early years, schools and colleges.

The children’s rights impact assessment conducted by the department on the proposed reforms in the SEND consultation document is available here: https://assets.publishing.service.gov.uk/media/69985b75047739fe61889ebe/SEND_reform_child_s_rights_impact_assessment.pdf.

For schools and colleges, we will over time rebalance funding, by moving a portion of funding currently distributed through local authorities from high needs budgets directly into mainstream core budgets, to support earlier intervention and a more proactive approach to meeting needs. Alongside this, mainstream settings will continue to receive high needs funding from local authorities which covers the costs of delivery of a specialist provision package for those with the most complex needs, including through specialist bases.

I refer the hon. Member for Dewsbury and Batley to the answer of 20 April 2026 to Question 119169.

All Initial Teacher Training (ITT) courses leading to QTS must incorporate the Initial Teacher Training Early Career Framework (ITTECF) in full. The ITTECF is based on the best available evidence of what makes high-quality teaching and sets out the critical core content that new teachers need to be successful as they join the teaching profession.

The framework does not require ITT courses to include content on white privilege theory and/or schools' ability to comply with sections 406 and 407 of the Education Act 1996.

ITT courses must be designed so that trainees can demonstrate that they meet all the Teachers' Standards at the appropriate level. Part two of the Teachers’ Standards sets clear standards for teachers’ personal and professional conduct, including not undermining British values and promoting mutual respect and tolerance of different views. Regular Ofsted inspection of ITT providers considers their training content and how providers prepare trainees to meet all expected professional behaviours.

In recent years, the number of students in 16 to 19 education and the funding to support them have risen rapidly. In the 2026/27 academic year, the government will provide nearly £9 billion in 16 to 19 funding. We have made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year.

The expected funding per student in 2026/27 will be an increase of 1.66% compared with the 2025/26 academic year, meeting the White Paper commitment by reflecting forecast inflation at the time the Spending Review was settled and the White Paper published. This increase does not include the new Inclusive Mainstream Fund which will provide £83 million per year in additional funding for mainstream settings delivering 16 to 19 provision over the next three years, to boost capacity in mainstream settings to meet a greater proportion of special educational needs and disabilities needs.

These increases in funding contribute to the financial sustainability of further education colleges. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one, supporting our economy and enabling young people to be able to progress and thrive. However, the lagged funding model for 16 to 19 provision will be kept under review and we will announce the position on in-year growth for the 2025/26 academic year in due course.

In recent years, the number of students in 16 to 19 education and the funding to support them have risen rapidly. In the 2026/27 academic year, the government will provide nearly £9 billion in 16 to 19 funding. We have made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year.

The expected funding per student in 2026/27 will be an increase of 1.66% compared with the 2025/26 academic year, meeting the White Paper commitment by reflecting forecast inflation at the time the Spending Review was settled and the White Paper published. This increase does not include the new Inclusive Mainstream Fund which will provide £83 million per year in additional funding for mainstream settings delivering 16 to 19 provision over the next three years, to boost capacity in mainstream settings to meet a greater proportion of special educational needs and disabilities needs.

These increases in funding contribute to the financial sustainability of further education colleges. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one, supporting our economy and enabling young people to be able to progress and thrive. However, the lagged funding model for 16 to 19 provision will be kept under review and we will announce the position on in-year growth for the 2025/26 academic year in due course.

In recent years, the number of students in 16 to 19 education and the funding to support them have risen rapidly. In the 2026/27 academic year, the government will provide nearly £9 billion in 16 to 19 funding. We have made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year.

The expected funding per student in 2026/27 will be an increase of 1.66% compared with the 2025/26 academic year, meeting the White Paper commitment by reflecting forecast inflation at the time the Spending Review was settled and the White Paper published. This increase does not include the new Inclusive Mainstream Fund which will provide £83 million per year in additional funding for mainstream settings delivering 16 to 19 provision over the next three years, to boost capacity in mainstream settings to meet a greater proportion of special educational needs and disabilities needs.

These increases in funding contribute to the financial sustainability of further education colleges. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one, supporting our economy and enabling young people to be able to progress and thrive. However, the lagged funding model for 16 to 19 provision will be kept under review and we will announce the position on in-year growth for the 2025/26 academic year in due course.

The Pupil Premium is not payable for students in post-16 education but there is funding to help institutions support disadvantaged students available in 16-19 funding. The department has made significant increases to the average funding per student since the 2024 /25 academic year to the 2026/27 academic year, an expected per student increase of 10.5%. We expect the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year. This includes increases to disadvantaged funding which allows institutions to provide extra support to students who need it. However, it does not include the extra funding from the new Inclusive Mainstream Fund, announced on 25 March as part of our special educational needs and disabilities (SEND) reforms. This will make available over £500 million per financial year, for the duration of the three-year spending period, and is split between early years, schools, and post-16. £83 million per year is additional funding for mainstream settings delivering 16 to 19 provision. This will help to boost capacity in mainstream settings to meet a greater proportion of SEND needs.

For decentralised actions, which make up the majority of the programme, including Key Action 1 (learning mobility) and Key Action 2 (most cooperation partnerships), schools and school teacher training organisations would apply to the UK’s National Agency.

For centralised actions, including certain Key Action 2 partnerships, Key Action 3, and Jean Monnet actions, applications would be made directly to the European Education and Culture Executive Agency.

We have set out plans to address local authorities’ high needs-related dedicated schools grant deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit. Grants will be paid once councils have produced and received approval for a strong plan to drive sustained and energetic action in accordance with the department’s new system set out in the Schools White Paper, which will begin to improve outcomes for children and bring costs under control through effective early intervention stopping needs from escalating.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that we will continue to take a proportionate approach to such support, though it will not be unlimited. We will set out more details about our approach in due course.

The department has made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year.

In the 2026/27 academic year, we are also introducing a high value courses premium (HVCP) for construction. This is additional funding to encourage and support an increase in skilled construction workers. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one, supporting our economy and enabling young people to be able to progress and thrive.

The Post-16 Education and Skills White Paper set out reforms to the skills system to ensure skills provision is aligned to the needs of the Industrial Strategy and supports people to train in sectors which support growth and meet priority skills needs.

The government has launched an engineering skills package which will provide £182 million over three years to support engineering skills in England, working with Skills England to determine how this can increase the pipeline of skills such as those needed for lift engineers.

We are also launching Technical Excellence Colleges to address shortages in engineering, which is critical to the skills needed in priority sectors.

Skills England supports occupational standards specialising in the installation, maintenance and repair of lifts, escalators and related systems. It also has a range of generic standards at different levels covering technologies and occupations that are relevant to employers working on those systems. It will continue to work with employers to ensure that content is relevant and up to date.

The OBR has updated its forecast following publication of the proposed reforms showing a more effective and sustainable system. In 2028/29, we will be spending £7 billion more on the special educational needs and disabilities system, including funding new reform programmes so we intervene earlier and improve life chances.

The OBR has updated its forecast following publication of the proposed reforms showing a more effective and sustainable system. In 2028/29, we will be spending £7 billion more on the special educational needs and disabilities system, including funding new reform programmes so we intervene earlier and improve life chances.

The OBR has updated its forecast following publication of the proposed reforms showing a more effective and sustainable system. In 2028/29, we will be spending £7 billion more on the special educational needs and disabilities system, including funding new reform programmes so we intervene earlier and improve life chances.

To deliver these reforms, the department is putting more money into the education system, with £7 billion more being spent on special educational needs and disabilities (SEND) support compared to 2025/26. The department’s budgets will increase above previously planned funding at Autumn Budget 2025 by £3.5 billion in 2028/29 to support investment in the SEND system. In every year of this parliament, core funding for schools and SEND is expected to increase, subject to future Spending Reviews. As we invest in the system, we will update the SEND Code of Practice and legal requirements for support to be provided in all mainstream education settings from early years to post-16, thereby strengthening the law to make sure children and young people receive the help and support they need.

It is our 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.

Local authorities have a statutory duty to secure free early education and childcare for eligible children in their area. Eligible children are entitled to 570 or 1,140 hours of free early education and childcare over the calendar year from when they become eligible.

Providers should set out how many free hours parents are getting per day and per week, to ensure parents understand what free hours they are receiving over the calendar year from when their child first becomes eligible.

Providers can also charge parents for any additional, private paid hours according to their usual terms and conditions provided taking up private paid hours is not a condition of accessing a free place.

In 2026/27, we are expecting to provide over £9.5 billion for the early years entitlements, investing over £1 billion more this year compared to 2025/26 to deliver a full year of the expanded entitlements and an increase to entitlements funding rates.

Local authorities have the primary responsibility for supporting care leavers and must publish their ‘local offer’ for care leavers, setting out their legal entitlements, plus any further discretionary support they provide. All care leavers are entitled to support from a Personal Adviser (PA), whose role is to help care leavers access support from mainstream services, such as housing, healthcare, benefits, and to provide practical and emotional support to help them prepare for the challenges of adulthood. PAs work with the young person to develop a pathway plan which should include their career aspirations and ambitions, providing access to high quality information, advice and guidance to inform their plans for continuing education, training or employment.

The department is going further through the Children’s Wellbeing and Schools Bill, placing a new duty on local authorities to provide Staying Close support to care leavers up to the age of 25 where their welfare requires it. The bill also requires local authorities to publish information on their arrangements for supporting care leavers’ transition to adulthood, and seeks to change housing legislation so that care leavers cannot be found intentionally homeless.

To support education staff, the department provides a range of guidance and practical resources on promoting and supporting pupils’ mental health and wellbeing. For example, a resource hub for mental health leads, and a targeted support guide and hub to help choose evidence-based targeted support for pupils.

The government has also committed to provide access to specialist mental health professionals in every school by expanding mental health support teams, so every child and young person has access to early support to address problems before they escalate.

Beyond this, schools have the flexibility to decide what pastoral support and training they provide to best meet the individual needs of their pupils.

The government takes the issue of any child going missing, either from home or from local authority care, extremely seriously. An unaccompanied child is entitled to the same support as any other looked after child, regardless of their immigration status.

We expect local authorities and their safeguarding partners to work together to reduce the chances of children going missing, to respond effectively when they do, and understand why. We have provided clear guidance about responsibilities towards all children who go missing. This includes the appropriate response from the relevant police force and expectations for the settings where children live, to ensure children have access to the services they need.

Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme (supported by £2.4 billion), updates to the ‘Working Together to Safeguard Children’ statutory guidance and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the problems children and their families face.

Foster carers do not foster for financial reward, but need adequate support to ensure that they, and the children in their care, can achieve and thrive.

The department has set the National Minimum Allowance to cover the cost of looking after a child. The amount depends on the age and location of the child, but ranges from £176 to £309 per week, and increases annually along with tax relief and in line with inflation to reflect the cost of living.

The department recognises that wider support, such as fees and expenses, remain inconsistent. To better understand this variation and the impact this has on recruitment and retention, we have committed to an in-depth study of fostering finances. Alongside this, we will work closely with local authorities to understand and promote the full range of incentives they offer to carers, such as council tax discounts or exemptions and reduced rate local authority parking.

Education is a devolved matter, and the response outlines the information for England only.

The department has provided a number of guidance documents that are relevant to local authorities and other responsible bodies on the safe and effective use of digital technologies and artificial intelligence (AI) in schools.

The department’s ‘Generative AI in education’ policy paper is clear that any use of generative AI by staff, students, and pupils should be carefully considered and assessed, evaluating the benefits and risks of use in its education setting.

The ‘Generative AI: Product Safety Standards’, updated in January 2026, set clear expectations for child-centred design and safety. The department provides support materials for using AI in education settings which contain advice on safe and effective use, alongside guidance relating to connectivity standards, cyber security, filtering and monitoring, and device management. The support materials are available at: https://www.gov.uk/government/collections/using-ai-in-education-settings-support-materials.

Ending the tax breaks previously enjoyed by private schools raises essential revenue that will be invested in our public services, such as the £1.7 billion increase to core school funding in 2026/27, meaning an increased total of £67 billion, compared to £65.3 billion in 2025/26.

We are consulting on proposed updates to the School Food Standards in England to ensure that all food served at school, including breakfasts and lunches, better reflect current nutritional guidance and support children’s health, wellbeing and learning. The consultation will run for 9 weeks, closing on 12 June 2026 and full details can be found at: https://www.gov.uk/government/consultations/school-food-standards-updating-the-legislative-framework.

We want to give schools and caterers time to plan for these changes. Following the consultation, we will announce the new School Food Standards in September this year, before they are enforced from September 2027.

We propose that the new standards take full effect for primary schools from September 2027. Most changes for secondary schools will also begin in September 2027. However, there are some requirements that we propose to phase in for secondary schools, including adding pulses to menu options, limiting cheese-based main dishes, restricting sweetened baked products and desserts, and introducing the healthier drinks list. These would start from September 2028.

The Education Estates Strategy outlines plans for an education estate that supports opportunity for all, backed by a 10‑year programme to renew and transform schools and colleges. This decade of national renewal is supported by unprecedented long‑term funding and £38 billion in overall education capital from 2025/26 to 2029/30.

The government has committed to capital investment through to 2034/35 to improve the condition of schools and colleges across England, investing almost £3 billion per year by 2034/35 in capital maintenance and renewal. This is in addition to continued investment in the School Rebuilding Programme, expanding across a further 250 schools to be selected.

The Condition Data Collection 1 programme from 2017 to 2019 showed significant variation in the condition of the estate across the country. Updated information provided by schools on the condition of their estate is being collected through the department’s 5-year Condition Data Collection 2, which will complete in 2026.

The government is supporting all families, including parents who have been released from prison through Best Start Family Hubs (BSFHs) and Healthy Babies, backed by over £900 million investment over the next three years, to deliver a more connected, prevention-led system that improves outcomes for babies, children and their families.

The recently published ‘Best Start Family Hubs’ guidance is available at: https://www.gov.uk/government/publications/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities.

This guidance sets out expectations for local authorities to provide inclusive, accessible and joined up support for families facing disadvantage or disruption. This includes promoting strong parent child relationships, supporting positive co-parenting, and addressing children’s social and emotional development, through advice and support for all families, with proactive outreach to disadvantaged groups.

Best Start Family Hubs act as a single, local front door to support, including evidence-based parenting programmes and support for parents. Local authorities are expected to take a proactive and inclusive outreach approach, working with voluntary and community sector partners where appropriate, to engage seldom‑heard and disadvantaged families and reduce barriers to access.