Department for Education

The government wants to build a more collaborative, inclusive and higher-quality education system, in which local authorities, schools and other education providers work together, share expertise and improve outcomes for children and young people.

Existing legislation provides a range of mechanisms and duties to support collaboration and co-operation between maintained schools, and between maintained schools and further education bodies, as well as co-operation in relation to 14 to 19 education and training and co-operation between local authorities, schools and other educational bodies in relation to special educational needs and disabilities. These arrangements remain available where institutions consider them appropriate.

Additionally, the Children’s Wellbeing and Schools Act 2026 strengthens cooperation across the education and children’s services systems. This includes new duties for schools and local authorities to cooperate on school place planning and alternative provision, alongside provisions for multi-agency child protection teams, statutory information sharing and local authority registers of children not in school.

The government wants to build a more collaborative, inclusive and higher-quality education system, in which local authorities, schools and other education providers work together, share expertise and improve outcomes for children and young people.

Existing legislation provides a range of mechanisms and duties to support collaboration and co-operation between maintained schools, and between maintained schools and further education bodies, as well as co-operation in relation to 14 to 19 education and training and co-operation between local authorities, schools and other educational bodies in relation to special educational needs and disabilities. These arrangements remain available where institutions consider them appropriate.

Additionally, the Children’s Wellbeing and Schools Act 2026 strengthens cooperation across the education and children’s services systems. This includes new duties for schools and local authorities to cooperate on school place planning and alternative provision, alongside provisions for multi-agency child protection teams, statutory information sharing and local authority registers of children not in school.

The government wants to build a more collaborative, inclusive and higher-quality education system, in which local authorities, schools and other education providers work together, share expertise and improve outcomes for children and young people.

Existing legislation provides a range of mechanisms and duties to support collaboration and co-operation between maintained schools, and between maintained schools and further education bodies, as well as co-operation in relation to 14 to 19 education and training and co-operation between local authorities, schools and other educational bodies in relation to special educational needs and disabilities. These arrangements remain available where institutions consider them appropriate.

Additionally, the Children’s Wellbeing and Schools Act 2026 strengthens cooperation across the education and children’s services systems. This includes new duties for schools and local authorities to cooperate on school place planning and alternative provision, alongside provisions for multi-agency child protection teams, statutory information sharing and local authority registers of children not in school.

We are reforming our qualifications to ensure that they support progression to further study, training and skilled employment. These reforms will help young people develop the knowledge, skills and experiences they need to succeed in work, life and lifelong learning.

In line with the recommendations of the Curriculum and Assessment Review, our GCSE reforms will strengthen the human skills pupils need for the future. These include creative thinking in computing, critical thinking in history and problem solving in mathematics. We will also place greater emphasis on practical skills and assessment in practical GCSE subjects such as PE, drama, design and technology, food and nutrition, music and computing. This will better recognise the value of these skills and support students to succeed beyond the classroom.

​​The government is committed to breaking down barriers to opportunity and ensuring all children and young people can access high-quality enrichment.

​The recently published Enrichment Framework supports schools and colleges to develop a strategic, inclusive enrichment offer through guidance, case studies, benchmarks and improvement tools to evaluate provision. Ambassadors have been appointed as experts within their areas to identify and highlight effective enrichment practice across schools and wider settings, and to use their expertise to help develop and expand opportunities for young people.

​This sits alongside wider government programmes, including PE and School Sport Partnerships, the National Centre for Arts Education, National Education Nature Parks, the Cadet Expansion Programme, Erasmus+ and Building Equal Access to Chess in Schools. In addition, the Every Child Can programme will invest £132.5 million of dormant assets funding in new enrichment activities through schools, community programmes, weekend activities and holiday provision.

Young people have consistently expressed a strong desire for greater depth in climate change, nature and sustainability education. This is an engaging topic for young people and is important in preparing them for life and work in a changing world.

Last year, Professor Becky Francis led an independent review of the national curriculum and made several recommendations for earlier sequencing and updated environmental content within the national curriculum subjects of citizenship, geography, science, and design and technology. There will be a public consultation on the proposals for the new national curriculum in due course.

Alongside this, the department funds resources to support schools to teach these topics through Oak National Academy and the National Education Nature Park.

Young people have consistently expressed a strong desire for greater depth in climate change, nature and sustainability education. This is an engaging topic for young people and is important in preparing them for life and work in a changing world.

Last year, Professor Becky Francis led an independent review of the national curriculum and made several recommendations for earlier sequencing and updated environmental content within the national curriculum subjects of citizenship, geography, science, and design and technology. There will be a public consultation on the proposals for the new national curriculum in due course.

Alongside this, the department funds resources to support schools to teach these topics through Oak National Academy and the National Education Nature Park.

Young people have consistently expressed a strong desire for greater depth in climate change, nature and sustainability education. This is an engaging topic for young people and is important in preparing them for life and work in a changing world.

Last year, Professor Becky Francis led an independent review of the national curriculum and made several recommendations for earlier sequencing and updated environmental content within the national curriculum subjects of citizenship, geography, science, and design and technology. There will be a public consultation on the proposals for the new national curriculum in due course.

Alongside this, the department funds resources to support schools to teach these topics through Oak National Academy and the National Education Nature Park.

Young people have consistently expressed a strong desire for greater depth in climate change, nature and sustainability education. This is an engaging topic for young people and is important in preparing them for life and work in a changing world.

Last year, Professor Becky Francis led an independent review of the national curriculum and made several recommendations for earlier sequencing and updated environmental content within the national curriculum subjects of citizenship, geography, science, and design and technology. There will be a public consultation on the proposals for the new national curriculum in due course.

Alongside this, the department funds resources to support schools to teach these topics through Oak National Academy and the National Education Nature Park.

The government offer of over £200 million for professional development on special educational needs and disabilities (SEND) and inclusion across schools, colleges and nurseries has been designed to be flexible and to work around staff schedules, combining online self-study and live, facilitated elements to support engagement.

In addition to the in-house training to all staff, published on 25 September 2026, and the further in-house materials planned for publication during this academic year, new fully funded SEND and inclusion courses will be available for teachers, leaders and support staff from autumn 2027. We will use participation data to monitor take-up and intend to publish participation data for these courses.

There will also be a new requirement set out in the SEND Code of Practice for all settings to ensure that staff receive training on SEND and inclusion, and to clearly signpost government funded training.

Media literacy is currently covered across the citizenship, relationships, sex and health education (RSHE), English and computing curricula. Pupils are taught to think critically about information, distinguish fact from opinion, evaluate evidence and use technology safely, responsibly and critically.

The updated statutory RSHE guidance, mandatory since 1 September 2026, strengthens learning about the online world. In secondary education, this includes critical thinking in relation to emerging technologies, artificial intelligence (AI) and AI chatbots, deepfakes, misinformation and disinformation.

The government is also taking forward Curriculum and Assessment Review recommendations to strengthen media and digital literacy in the refreshed curriculum. We expect to consult publicly on the revised programmes of study later this year.

Local authorities are currently responsible for the commissioning and funding of all alternative provision in their area under section 19 of the Education Act 1996.

Schools can use their own budgets to place children in alternative provision or another school through an off-site direction, or provide education from the sixth day (or earlier) of a suspension for any child of compulsory school age.

In February, the department launched its SEND reform consultation. This reform sets out a clear vision for alternative provision and the key roles it will fulfil in mainstream settings and the specialist sector to support children and young people with complex and additional needs. We will publish our response to the consultation in due course.

I refer the hon. Member for Cheltenham to the answer of 26 June 2026 to Question 11062.

We are funding the holiday activities and food (HAF) programme with more than £600 million over the three financial years from 2026/27. This means that local authorities can continue to provide free holiday sessions, including nutritious food, to more than 500,000 children a year.

From September, free school meal (FSM) eligibility expanded to all households in receipt of Universal Credit, creating two categories of FSM: targeted and expanded. HAF is intended to support children and families facing the greatest disadvantage, meaning eligibility is primarily linked to those households in the targeted FSM category. However, local authorities are also able to use a proportion of their HAF funding to support any other children who may benefit, including those in the wider expanded FSM group.

The expansion of free school meals, which took effect from the start of the school year, means that half a million more children will be able to receive free and nutritious lunchtime meals each day. This will benefit their health and attainment and save their families hundreds of pounds a year.

The department continues to work with local authorities on HAF participation. The government has also committed to a full evaluation of FSM expansion.

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

Eligibility for student finance is not based on nationality, but on immigration status and residency. This ensures that access to support reflects an individual’s established connection to the UK rather than their nationality alone.

Generally, a student must be ordinarily resident in England and be settled or have a recognised connection with the UK to be eligible. They must also have been ordinarily resident in the UK and Islands, including the Channel Islands and the Isle of Man, for the three years preceding the first day of the first academic year of their course. Those granted international protection by the Home Office do not need to have settled status or meet the usual three-year ordinary residence requirement.

When a borrower moves overseas, their obligation to repay their student loan remains. If a borrower chooses not to engage with the Student Loan Company (SLC), arrears will build up on the student loan account. The SLC work with a debt collection agency to target borrowers with outstanding arrears. Further action, including legal proceedings, may also be taken to recover the debt.

The government keeps the legislative framework for children's services under review but has not carried out a specific review of the provisions cited.

‘Every Child Achieving and Thriving’ sets out the government's ambition for a school system rooted in partnership, collaboration and collective responsibility for improving outcomes for children and young people.

The principles underpinning Chapter 6 are consistent with the longstanding objective of effective partnership working between local authorities, schools, trusts and other local partners to improve outcomes for children and young people.

Section 2 of the Children’s Wellbeing and Schools Act 2026 amended section 16 of the Children Act 2004 to require statutory safeguarding partners to automatically secure the participation of childcare and education settings in their arrangements to safeguard and promote the welfare of children.

The estimation of 100,000 participants includes all eligible students studying at a UK beneficiary organisation. Participant eligibility is set out on page 55 of the Erasmus+ Programme Guide, available at: https://erasmus-plus.ec.europa.eu/sites/default/files/2025-11/programme-guide-2026_en.pdf.

Schools, colleges and early years providers have responsibilities to keep children and young people safe and to ensure that those with disabilities, which may arise from a medical condition, are not discriminated against by provisions, practice or criteria.

Schools are not responsible for clinical healthcare tasks. Healthcare professionals are responsible for determining whether it is safe and appropriate for a healthcare task to be delivered by staff in schools and other education settings, and what training and competency assessment may be required.

The department works closely with the Department for Health and Social Care to produce guidance on clinical healthcare in schools.

I can confirm that a response to the correspondence of 3 and 30 July 2026 from the hon. Member for Arundel and South Downs was sent on 20 October 2026.

These are matters for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for South West Devon and a copy of his reply will be placed in the Libraries of both Houses.

These are matters for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for South West Devon and a copy of his reply will be placed in the Libraries of both Houses.

These are matters for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for South West Devon and a copy of his reply will be placed in the Libraries of both Houses.

As repayments are income-contingent, borrowers earning below the relevant repayment threshold make no repayments. For borrowers with undergraduate loans who earn no income, interest accrues at Retail Price Index, so the balance does not increase in real terms.

Student loans may also be cancelled where a borrower is permanently unfit for work because of a disability and meets the relevant eligibility and evidence requirements. At the end of the loan term, any outstanding debt, including interest accrued, is written off. The government continues to look for opportunities to improve the student finance system as part of its ongoing consideration of higher education funding.

The department has significantly expanded access to free school meals (FSM), introducing new eligibility criteria applying to all children in households receiving Universal Credit, which took effect from the start of this school year. This means that half a million more children will be able to receive free and nutritious lunchtime meals each day, after accounting for the ending of transitional protections. This approach ensures support is targeted at children in the lowest-income households, including looked after children.

The department has considered the impact of ending transitional protections as part of its reforms to FSM. However, it is not possible to identify looked after children who were previously receiving FSM but are no longer eligible following the end of transitional protections.

The available information relates to 17 and 18-year-old care leavers and whether their accommodation is deemed suitable or unsuitable by local authority. This is published in the annual statistical release which can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025.

The latest information relating to the reporting year ending 31 March 2025 can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/a794424e-8e83-46a0-4c69-08df251b5373.

The department does not hold information centrally on the number of looked after children and care leavers (a) awaiting suitable supported accommodation, (b) in temporary accommodation whilst waiting for supported accommodation or (c) placed outside their home authority because no suitable local placements were available.

​​Local authorities are responsible for ensuring they have sufficiency in their area. The government is providing £560 million to refurbish and expand children’s home placements. To enable the supported accommodation reforms, £123 million was provided to local authorities between 2023 and 2025. This has been incorporated into the Revenue Support Grant for 2026/27 to support local authorities in meeting their statutory duties, which includes supported accommodation.

​No specific funding is given to local authorities where Supported Accommodation cannot be secured. As of 31 March 2026, there were 370 ongoing applications from supported accommodation providers, down from 616 in 2025. While registered providers have capacity for a total of 24,700 places, only 7,520 looked after children live in supported accommodation.

​The department does not hold information regarding the number of placements ready to be offered by providers who are awaiting registration. While Ofsted has introduced a prioritisation policy for new children's home applications, no such policy currently applies to supported accommodation, although this remains under review.

​Programme funding from the department has enabled Ofsted to continue its registration and inspection activities to support compliance with regulatory requirements. It can take several months for Ofsted to process and come to a decision on an application, with timescales sometimes affected by factors outside of Ofsted’s control, such as incomplete applications. ​

​​Local authorities are responsible for ensuring they have sufficiency in their area. The government is providing £560 million to refurbish and expand children’s home placements. To enable the supported accommodation reforms, £123 million was provided to local authorities between 2023 and 2025. This has been incorporated into the Revenue Support Grant for 2026/27 to support local authorities in meeting their statutory duties, which includes supported accommodation.

​No specific funding is given to local authorities where Supported Accommodation cannot be secured. As of 31 March 2026, there were 370 ongoing applications from supported accommodation providers, down from 616 in 2025. While registered providers have capacity for a total of 24,700 places, only 7,520 looked after children live in supported accommodation.

​The department does not hold information regarding the number of placements ready to be offered by providers who are awaiting registration. While Ofsted has introduced a prioritisation policy for new children's home applications, no such policy currently applies to supported accommodation, although this remains under review.

​Programme funding from the department has enabled Ofsted to continue its registration and inspection activities to support compliance with regulatory requirements. It can take several months for Ofsted to process and come to a decision on an application, with timescales sometimes affected by factors outside of Ofsted’s control, such as incomplete applications. ​

​​Local authorities are responsible for ensuring they have sufficiency in their area. The government is providing £560 million to refurbish and expand children’s home placements. To enable the supported accommodation reforms, £123 million was provided to local authorities between 2023 and 2025. This has been incorporated into the Revenue Support Grant for 2026/27 to support local authorities in meeting their statutory duties, which includes supported accommodation.

​No specific funding is given to local authorities where Supported Accommodation cannot be secured. As of 31 March 2026, there were 370 ongoing applications from supported accommodation providers, down from 616 in 2025. While registered providers have capacity for a total of 24,700 places, only 7,520 looked after children live in supported accommodation.

​The department does not hold information regarding the number of placements ready to be offered by providers who are awaiting registration. While Ofsted has introduced a prioritisation policy for new children's home applications, no such policy currently applies to supported accommodation, although this remains under review.

​Programme funding from the department has enabled Ofsted to continue its registration and inspection activities to support compliance with regulatory requirements. It can take several months for Ofsted to process and come to a decision on an application, with timescales sometimes affected by factors outside of Ofsted’s control, such as incomplete applications. ​

The Independent Review of Social Work Professional Regulation, led by Dame Annie Hudson, identified the need for sustained improvement in Social Work England’s fitness to practise function. The government accepted the review’s recommendations and has made improving timeliness and effectiveness a key priority.

Social Work England is expected to produce a robust, externally supported, end-to-end Fitness to Practise Strategic Improvement Plan, with clear milestones and performance measures to drive sustained improvement and address the issues identified by the review.

The department has strengthened its oversight of Social Work England’s performance and is closely monitoring progress. Should sufficient and sustained improvement not be demonstrated, the government will consider what further action may be appropriate.

As with existing GCSEs and other formal qualifications, electively home-educated children seeking to take a vocational GCSE as a private candidate would be expected to enter through an approved examination centre.

Any practical, controlled or non-exam assessment forming part of the qualification would need to be completed through that same centre.

The government does not currently propose statutory time limits for individual cases, as its immediate priority is ensuring Social Work England delivers sustained improvements to the timeliness and effectiveness of the process.

The department recognises the importance of resolving fitness to practise cases promptly, both to protect the public and provide timely outcomes for social workers. Social Work England is the independent regulator responsible for operating fitness to practise processes.

The Independent Review of Social Work Professional Regulation identified fitness to practise as a priority for improvement. In response, the government has asked Social Work England to deliver a comprehensive, end-to-end strategic improvement plan, including revised forecasts and timeliness performance measures. The department is strengthening its oversight and monitoring progress closely.

The department does not specifically collect data on how the movements of families housed in temporary accommodation affect pupil numbers. However, it collects pupil forecasts from local authorities through the school capacity survey. These forecasts draw on local knowledge of birth rates, housing developments and migration, and are published on GOV.UK at: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity/2024-25.

Local authorities have a statutory duty to secure sufficient school places. The department monitors the pupil forecast and school capacity data they submit and regularly engages with them to review plans for creating additional places where needed.

The department also provides capital funding through the basic need grant to support local authorities to provide mainstream school places, based on the data. We have announced over £2.5 billion to support the creation of places needed between May 2024 and September 2028, including over £103 million for Birmingham City Council. Basic need allocations are published on GOV.UK at: https://www.gov.uk/government/publications/basic-need-allocations.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

Childminders are an essential part of the early education and childcare system, providing flexible, high-quality and affordable provision. The department is working with the sector to expand the number of childminders and make it easier to operate, including through increased funding rates and flexibilities to work, with more time working from non-domestic premises.

The department recognises concerns raised by the sector regarding wellbeing and we know there is still more to be done. We know that children thrive when they are cared for by confident, well-trained educators. This means attracting, training and keeping great staff, as well as making sure they are valued and supported throughout their careers, with more support from day one. The department has also introduced measures intended to support the childminding sector and increase childcare availability, including regulatory flexibilities and other reforms aimed at making childminding more attractive and sustainable.

Childminders can provide care for children over five years old, requiring registration on the General Childcare Register (GCR). For providers who are solely registered on the GCR, Ofsted inspections are a compliance check to make sure providers are meeting the ongoing requirements for registration. These inspections are unlike other Ofsted inspections, which focus on quality and standards of provision. Inspectors check at inspection that a provider complies with the requirements of registration.

The department sets the standards and statutory requirements that all early years providers in England must meet. Ofsted is an independent non-ministerial government department and holds responsibility for inspection and operational impact as the regulator for early years provision.

Childminders are an essential part of the early education and childcare system, providing flexible, high-quality and affordable provision. The department is working with the sector to expand the number of childminders and make it easier to operate, including through increased funding rates and flexibilities to work, with more time working from non-domestic premises.

The department recognises concerns raised by the sector regarding wellbeing and we know there is still more to be done. We know that children thrive when they are cared for by confident, well-trained educators. This means attracting, training and keeping great staff, as well as making sure they are valued and supported throughout their careers, with more support from day one. The department has also introduced measures intended to support the childminding sector and increase childcare availability, including regulatory flexibilities and other reforms aimed at making childminding more attractive and sustainable.

Childminders can provide care for children over five years old, requiring registration on the General Childcare Register (GCR). For providers who are solely registered on the GCR, Ofsted inspections are a compliance check to make sure providers are meeting the ongoing requirements for registration. These inspections are unlike other Ofsted inspections, which focus on quality and standards of provision. Inspectors check at inspection that a provider complies with the requirements of registration.

The department sets the standards and statutory requirements that all early years providers in England must meet. Ofsted is an independent non-ministerial government department and holds responsibility for inspection and operational impact as the regulator for early years provision.

Childminders are an essential part of the early education and childcare system, providing flexible, high-quality and affordable provision. The department is working with the sector to expand the number of childminders and make it easier to operate, including through increased funding rates and flexibilities to work, with more time working from non-domestic premises.

The department recognises concerns raised by the sector regarding wellbeing and we know there is still more to be done. We know that children thrive when they are cared for by confident, well-trained educators. This means attracting, training and keeping great staff, as well as making sure they are valued and supported throughout their careers, with more support from day one. The department has also introduced measures intended to support the childminding sector and increase childcare availability, including regulatory flexibilities and other reforms aimed at making childminding more attractive and sustainable.

Childminders can provide care for children over five years old, requiring registration on the General Childcare Register (GCR). For providers who are solely registered on the GCR, Ofsted inspections are a compliance check to make sure providers are meeting the ongoing requirements for registration. These inspections are unlike other Ofsted inspections, which focus on quality and standards of provision. Inspectors check at inspection that a provider complies with the requirements of registration.

The department sets the standards and statutory requirements that all early years providers in England must meet. Ofsted is an independent non-ministerial government department and holds responsibility for inspection and operational impact as the regulator for early years provision.

The department currently collects and publishes data on the attainment, participation and progression of learners with special educational needs and disabilities (SEND), including qualification achievement, progression to level 2 and level 3, further education participation, destinations into education, employment and apprenticeships, as well as not in employment, education or training and longer-term outcomes. Statistics identify the number of learners with education, health and care plans, special educational needs (SEN) support and those with no identified SEN.

Collecting data on outcomes for students with SEND helps the department to understand their experiences, identify attainment gaps, target support more effectively, and evaluate whether policies and interventions are working.

Publishing this data adds transparency and accountability, supports research and helps encourage improvement across the sector.

The department has not assessed the value for money of loan-financed tuition fees paid to individual initial teacher training (ITT) providers in this way.

The department publishes data annually on the proportion of trainees at each accredited ITT provider who achieve qualified teacher status and enter employment in the state-funded school sector. We also monitor teacher retention nationally, although five-year retention analysis is not held at accredited-provider level.

Ofsted assesses the quality of training offered by accredited providers through its routine inspections. This includes the extent to which trainees complete their programmes, achieve qualified teacher status and are prepared for a career in teaching.

The department considers value for money when designing and reviewing its ITT interventions, including targeted financial incentives. These incentives are directed towards subjects where they are most needed, informed by evidence on teacher supply and demand.

The government is addressing skills shortages in manufacturing through reforms to technical education, apprenticeships and higher technical skills training. We are strengthening pathways into manufacturing careers through T Levels, Higher Technical Qualifications (HTQs), the Lifelong Learning Entitlement and apprenticeships, helping people gain the skills employers need.

Engineering and Manufacturing T Levels support young people to progress into skilled employment, higher technical education and apprenticeships, while recent changes to industry placements provide greater flexibility for employers to participate.

We are transforming the apprenticeships levy into a new Growth and Skills Levy in England to give employers greater flexibility to invest in workforce training. In addition, we have announced a £182 million Engineering Skills Package to support skills development in priority sectors, including manufacturing, which includes 4 Technical Excellence Colleges specialising in advanced manufacturing. We continue to work with Skills England, providers and employers to ensure training provision meets evolving sector needs.