Department for Education

In December, the department announced at least £3 billion for high needs capital between 2026/27 and 2029/30, to support children and young people with special educational needs and disabilities or who require alternative provision. This funding is intended to create facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs. It can also be used to adapt mainstream schools to be more accessible and to create special school places for pupils with the most complex needs.

The department will confirm local authority allocations later in the spring.

Admission arrangements are set and applied locally. Provided they are lawful and comply with the School Admissions Code, it is for the school’s admissions authority to decide what criteria to set, as long as they are fair, clear and objective.

Admission authorities may choose to give priority to children living within a designated catchment area or those attending named feeder schools, however, these must be clearly defined and made on reasonable grounds.

Admission authorities must consult locally before making any changes to their admission arrangements, or at least once every seven years, to ensure they continue to meet local need.

Once a school’s admission arrangements have been determined, anyone who believes they are unfair or unlawful may submit an objection to the Schools Adjudicator. Where the Adjudicator finds that a school’s admission arrangements are unfair or unlawful, they must be revised.

The government committed, in our Plan for Change, to recruiting an additional 6,500 new expert teachers across secondary and special schools, and in colleges, over the course of this parliament.

We are making progress. The latest workforce data reported over 2,300 more secondary and special school teachers in 2024/25 than in 2023/24, and this year over 32,000 trainees began training, a rise of 11% on the previous year.

Initial teacher training (ITT) bursaries are offered to incentivise more applications to ITT courses. In reviewing these annually, we take account of historic recruitment, forecast economic conditions, and teacher supply need in each subject. We are continuing to offer bursaries worth up to £29,000 tax-free to encourage more talented people to train to teach key subjects such as mathematics, physics, chemistry and computing.

In addition, we offer a Targeted Retention Incentive worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who work in disadvantaged schools. In Lincolnshire, there are 56 schools where teachers are eligible for these payments.

The department is working closely with the Department for Health and Social Care and NHS England to improve access to community health services, including occupational therapy for children and young people with special educational needs and disabilities (SEND).

As we look to reform the SEND system, we want to improve how services that support early identification and intervention and whole school inclusive practice are jointly commissioned and made available to schools. The local authorities and the Integrated Care Board as joint commissioners of services will continue to play an important role in this.

The department is working closely with the Department for Health and Social Care and NHS England to improve access to community health services, including occupational therapy for children and young people with special educational needs and disabilities (SEND).

As we look to reform the SEND system, we want to improve how services that support early identification and intervention and whole school inclusive practice are jointly commissioned and made available to schools. The local authorities and the Integrated Care Board as joint commissioners of services will continue to play an important role in this.

To create a reformed special educational needs and disabilities (SEND) system that will stand the test of time, we have undertaken a national engagement campaign on SEND reform, building on extensive engagement over the past year with children, young people, parents and professionals.

The upcoming Schools White Paper will outline our proposed SEND reforms and will be followed by a formal consultation and further engagement.

The majority of children with visual impairments are taught in mainstream schools, and all schools have legal duties to make reasonable adjustments for disabled pupils, including the provision of auxiliary aids. The department is committed to improving inclusivity and expertise in mainstream schools, and ensuring special schools cater to those with complex needs. Local authorities must ensure sufficient school places for those with special educational needs and disabilities and keep this under review.

We have commissioned research to strengthen the evidence base of what works to improve inclusive practice in mainstream settings, including for sensory impairment. We have also introduced a sensory impairment apprenticeship route into teaching, supporting local authorities and schools to commission appropriately qualified staff to ensure visually impaired children are not disadvantaged.

Robust governance is crucial to achieving a strong school system, helping every child achieve and thrive. The department has produced dedicated governance guidance in addition to requirements in the Academy Trust Handbook. The Effective Governance Resources page on GOV.UK consolidates best practice to help boards govern strategically, flexibly and effectively. It was published in September 2025 here: https://www.gov.uk/government/publications/effective-governance-resources.

Where there are concerns about the governance of an academy trust, the department can set conditions to improve that the trust must meet to avoid further action. My right hon. Friend, the Secretary of State for Education can terminate an academy’s funding agreement where there is a serious breakdown in governance.

This month we have announced that we are legislating to introduce inspection of multi-academy trusts. Reporting on the quality and effectiveness of trust governance will help drive better outcomes for children and provide greater confidence for parents.

The ‘Early Years Foundation Stage’ (EYFS) statutory framework sets the standards and requirements early years providers must meet to ensure that children are kept healthy and safe.

To support the early years sector with the safeguarding changes which were introduced to the EYFS in September 2025, the department is developing an online early years safeguarding training package in collaboration with the NSPCC.

It will be a free and universal offer open to all early years settings, educators and reception-based staff to access.

The department has regular contact with each local authority in England, including Surrey, about their sufficiency of childcare and any other issues they are facing.

The department will soon begin to trial a new Kinship Allowance in a number of local authorities. Funding for this was announced at the Autumn Budget 2024.

The pilot will provide all those caring for a child in a kinship arrangement with a Special Guardianship Order or a ‘lives with’ Child Arrangement Order, where the child would have otherwise been in care, an allowance paid at the same rate as foster care, in the pilot local authorities.

This will support approximately 4,500 kinship children and help equalise the financial allowance between foster carers and kinship carers.

Departmental construction programmes build or rebuild schools in line with our design and construction standards. These standards integrate statutory requirements for accessibility and equitable use in all new or rebuilt school settings, including mainstream.

Since our specifications are prepared by industry experts and reference the latest standards and guidance for accessible, equitable and inclusive environments, it is not necessary to engage with occupational therapists.

We use evidence from building-in-use studies to ensure the specifications guiding our designs meet end-user needs and are updated when necessary.

Stakeholder engagement forms an integral part of the delivery process for all projects using the department’s suite of documentation.

The Equality Act 2010 requires local authorities to prepare accessibility strategies for the schools for which they are the responsible bodies. There is a similar duty for individual schools of all types to develop accessibility plans.

​​The department funds the Careers and Enterprise Company to work with a regional network of 44 careers hubs across England, in partnership with Mayoral Strategic Authorities, to connect with local skills needs.

​There is one careers hub working with all eligible secondary schools and colleges in Lancashire, including all eight schools in the Fylde constituency.

​Lancashire Careers Hub brings schools together with a wide range of employers in the region to help strengthen the links between education and the world of work. An example in the Fylde constituency is Carr Hill High School’s work with BAE Systems to embed local labour market information throughout education.

Mobile phones have no place in schools.

The department’s new, stronger guidance on mobile phones in schools is clear that all schools should be mobile phone-free by default. Pupils should not have access to their devices during lessons, break times, lunch times, or between lessons.

The guidance will be implemented through behaviour management in schools, and by setting out clear expectations for teachers and school staff, while our attendance and behaviour hub lead schools will support other schools to implement and enforce a mobile phone policy where needed.

For the first time, Ofsted will check school mobile phone policy on every inspection, with schools expected to be phone-free by default. Ofsted will examine both schools' mobile phone policies and how effectively they are implemented when judging behaviour during inspections.

In addition, a consultation will identify the next steps in the government’s plan to boost children’s wellbeing online.

The department is responsible for setting the standards which early years settings, such as nurseries, must follow. These are set out in the Early Years Foundation Stage (EYFS) statutory framework, which is available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2. The department has responsibility for policy on inspection and registration. Ofsted is responsible for implementation.

Given the sensitivity of information relating to serious childcare incidents and the need to ensure data quality, Ofsted does not publish incident-level data as routine statistics. However, Ofsted has confirmed that, in the last five financial years (2020/21 to 2024/25), there have been 11 notifications relating to child deaths in registered early years settings in England. These figures relate to notifications made to Ofsted and do not represent a determination of cause or fault, nor do they necessarily reflect the total number of child deaths.

The death of any child is extremely concerning and our thoughts are with the affected children and their families. The safety of our youngest children is our utmost priority, and the department continually monitors and reviews safeguarding requirements for early years settings to help ensure children are kept as safe as possible.

The statutory guidance ‘Working together to improve school attendance’ promotes a 'support first' approach, which sets clear expectations about how schools, local authorities and wider services should work together with families to address attendance barriers. This includes where a pupil's attendance is affected by their neurodiversity.

The guidance is clear that schools should work in partnership with families, establish strategies to remove any in-school barriers these pupils face, and consider support or reasonable adjustments.

The department has also introduced a national framework for issuing fixed penalty notices which strengthens protections for parents with an expectation that attendance support will have been provided before a penalty notice can be used.

The departments are working closely together to ensure every child has the best start in life and to improve access to local mental health support for all children.

This includes:

• A 3-year mental health support pilot to ensure children in care have access to the support they need sooner, building on existing work to bring together social workers and health professionals to provide direct mental health support to children and families when they need it most.
• To help all pupils to achieve and thrive in education, the government will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every child and young person has access to early support to address problems before they escalate.
• By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

The department will provide over £9.5 billion for the early years entitlements in 2026/27. This will fund a full year of the expanded entitlements and an above inflation increase to funding rates. This increase ensures funding for the entitlements reflects forecasts of average earnings and inflation next year, and the national living wage announced at the Autumn Budget. On average, nationally, we are increasing the 3- and 4-year-old hourly funding rate by 4.95%.

Since the introduction of the Early Years National Funding Formula in 2017, the national average funding rate to local authorities for 2-year-olds has been higher than that for 3-4-year-olds. We know, from listening to the sector and from our own regular research, that the cost of delivery is highest for younger children due to tighter staffing ratios and, consequently, higher staff costs, as staffing makes up the most significant proportion of provider costs. Our funding rates are set to reflect this.

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

The additional funding announced at the Spending Review will deliver an above real terms per pupil increase up to 2028/29. Core school funding is increasing by £1.7 billion in the 2026/27 financial year to a total of £67 billion.

This investment is a critical step forward in our mission to support all children and young people to achieve and thrive and will support teachers and leaders to deliver high and rising standards.

Collective worship remains an important part of school life, supporting pupils to reflect on the concept of belief and the role it plays in our country’s traditions and values.

Schools in England already have flexibility in how they meet this requirement and can deliver collective worship or assemblies in ways that reflect the diverse needs of their pupils and local communities. Students over 16 and parents of younger pupils also retain the right of withdrawal from collective worship.

The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements that all early years settings must follow to ensure every child has the best start in life and is clear that play is essential for children’s development.

The department is committed to supporting settings to deliver the EYFS for the benefit of all children and provides a range of resources, including written and online guidance on curriculum and pedagogy, to assist early years teachers.

The department provides free guidance and training in delivering developmentally appropriate, play based learning. Our early years child development training, developed with sector experts, offers practical advice and materials for those working with Reception-aged children, including content about how play supports early learning and development.

It reflects an emphasis on active, exploratory, play based learning as the foundation for children’s cognitive, language, social and emotional development.

Finally, we have committed in our strategy for improving child development to a new training course for classroom teachers in reception and enhancing the National Professional Qualification for Headship with more content on effective Reception practice.

The department publishes annual SEN2 data on education, health and care (EHC) plans and assessments, including timeliness. This informs performance monitoring and targeted support. Where a council does not meet its duties, the department can take action that prioritises children’s needs and supports local areas to bring about rapid improvement, including through issuing improvement notices or statutory directions to drive urgent improvements.

The department works with NHS England, to support and intervene in areas of poor performance following inspection.

Recent changes to the Area special educational needs and disabilities (SEND) framework conducted by Ofsted and the Care Quality Commission, in consultation with the department and the Department of Health and Social Care and NHS England, include specifying which member of the partnership should take forward areas for improvement or areas for priority action. This would include areas for improvement and priority action being directed specifically to health where appropriate.

We will work together with all stakeholders to understand the impact of any SEND reforms on Area SEND inspections and changes needed as a result of these reforms.

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 published updated RSHE guidance in July 2025, including new content on artificial intelligence, deepfakes, and how social media can escalate conflicts. Pupils should be taught how to identify when social media is used as part of bullying, harassment and other forms of abusive and/or illegal behaviour, and how to recognise and manage peer influence on social media in relation to risk-taking behaviour and personal safety. The department’s guidance on teaching online safety covers how to teach about all aspects of internet safety.

In response to the recently published Curriculum and Assessment Review, we are committed to strengthening digital and media literacy in the updated national curriculum. Full details of the final report are accessible at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report.

The department does not provide analysis for impacts of policies on graduate retention in key public service professions.

Borrowers, including those in public services professions, remain protected as repayments are determined by income, not the amount borrowed. If a borrower’s salary remains the same, their monthly repayments will also stay the same.

Borrowers only start repaying their student loan once earnings exceed the student loan repayment threshold, after which they pay 9% of income above that level. The Plan 2 repayment threshold freeze does not change that or increase borrowers’ student loan balances. At the end of the repayment term any outstanding loan debt, including interest accrued, will be cancelled.

It is important that we have a sustainable student finance system, fair to students and the taxpayer. We will continue to keep the terms of the system under review to ensure this remains the case.

In 2018/19, there were approximately 31,000 inbound higher education student mobilities via the Erasmus+ programme. There were approximately 16,000 outbound higher education student mobilities in the same year. The department expects there will be a greater number of higher education mobilities on reassociation, given the expansion of the programme. We expect that over 100,000 people could benefit from mobility and partnership opportunities from participation in 2027 across all sectors.

The UK offers one of the best education systems in the world, especially teaching and research in high growth sectors of the future. We welcome high quality students from across the world, including from the United Arab Emirates (UAE).

No form of extremism has any place in our society, and we have some of the strongest laws in the world to protect our citizens from hatred and terrorism. The government maintains stringent measures to safeguard all students and our Prevent strategy, recently updated to address evolving threats, and our consistent review and proscription of extremist organisations, underline our ongoing commitment to student welfare and campus safety.

The education sector continues to play a vital role in safeguarding learners from radicalisation, being the highest contributor of referrals to the Prevent programme. To support this effort, we provide resources through the Educate Against Hate website, helping pupils and staff understand terrorism risks and challenge extremist views.

The UK and UAE have a deep and long-standing bilateral relationship and we will continue to discuss this matter with their government.

The government recognises mathematical sciences as a valuable subject in higher education.

As outlined by my hon. Friend, the Member for Vale of Glamorgan, the 25/26 Guidance Letter from my right hon. Friend, the Secretary of State for Education, to the Office for Students (OfS) sets out that the department will work with the OfS to review and reform the high-cost subject funding element of the Strategic Priorities Grant (SPG). This ensures that the funding best aligns with the government’s Growth Mission and is targeted effectively towards high-cost provision that supports the Industrial Strategy and future skills needs. We are collaborating closely with the OfS to assess the impact of any changes to SPG funding.

The government recognises mathematical sciences as a valuable subject in higher education.

As outlined by my hon. Friend, the Member for Vale of Glamorgan, the 25/26 Guidance Letter from my right hon. Friend, the Secretary of State for Education, to the Office for Students (OfS) sets out that the department will work with the OfS to review and reform the high-cost subject funding element of the Strategic Priorities Grant (SPG). This ensures that the funding best aligns with the government’s Growth Mission and is targeted effectively towards high-cost provision that supports the Industrial Strategy and future skills needs. We are collaborating closely with the OfS to assess the impact of any changes to SPG funding.

The government remains committed to international mobility. That’s why we have announced the UK has agreed to join the Erasmus+ programme in 2027. The Turing Scheme continues to deliver these opportunities and is confirmed for the 2026/27 academic year.

Guidance on the Turing Scheme for the 2026/27 academic year has been published on GOV.UK, with applications for funding opening at 12:00 on Tuesday 20 January and closing at 16:00 on Monday 16 March.

The aims of the Turing Scheme for the 2026/27 academic year are to enhance transferable skills, widen opportunity and drive value for money.

We are continuing to focus the scheme’s funding on students from disadvantaged and underrepresented backgrounds and those with special educational needs and disabilities.

Further details, including guidance for providers and application information, are available at: https://www.gov.uk/government/publications/turing-scheme-international-placements-2026-to-2027.

We are currently researching the artificial intelligence tools that are available on the market and what they can provide for users. Once this research has concluded, we will engage with British Sign Language signers which will help inform next steps.

It is the department’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life.

From April 2026, local authorities will be required to pass at least 97% of their funding directly to providers, an increase from 96%. We will work with local authorities and others to ensure that, where they want to, childminders and other early years providers are paid monthly for the funded hours they provide, making their income more stable. Childminders, who often care for children of different ages, can use the funding they receive to support costs across all the children they look after. We expect this will also bring increased demand for childminder places, providing new opportunities for growth.

From 1 November 2024, the government introduced new flexibilities to help childminders join and stay in the profession, supporting the government’s commitment to roll out expanded childcare entitlements and give children the best start in life.

The department published updated relationships, sex and health education statutory guidance in July 2025. It focuses on building healthy relationships skills from the start of primary school. It sets out that secondary schools should cover how to recognise, respect and communicate consent and boundaries in both platonic and romantic relationships.

Pupils should be taught the law about the age of consent and that they have a choice about whether to have sex. Pupils should also be taught about their capacity to give, withhold or remove consent at any time, even if initially given.

This government, in December 2025, has published a new strategy to tackle violence against women and girls. We want to protect young people and drive forward education on healthy relationships and will be investing £11 million to pilot the best interventions in schools over the next three years.

The department knows that reading for pleasure is hugely important and brings a range of benefits, yet just 1 in 3 children aged 8-18 say they enjoy reading in their free time, and a recent omnibus survey found that 31% of parents of primary-aged children and 40% of parents of secondary-aged children said their child prefers spending time online or playing video games, citing this as a barrier to encouraging reading in their free time.

The department has launched the National Year of Reading 2026, in collaboration with the National Literacy Trust, to address long-term declines in reading enjoyment through engaging new audiences, reshaping public attitudes and building the systems needed to embed lasting, meaningful change.

The National Year of Reading encourages everyone to see how reading, in all its forms, can unlock more of our existing passions and interests, from reading a story in a print book or on an e-reader, to reading a magazine article or an online blog, to listening to an audio book on a phone or tablet. Recognising that, digital technology is not incompatible with the National Year of Reading.

New electric vehicle salary sacrifice schemes in the public sector are currently paused whilst a cross-government review on these schemes is undertaken by HMT. Academy trusts with existing schemes can keep them in place but not expand them by adding new members. The department will inform academy trusts when a decision has been made, and the Academy Trust Handbook will be updated accordingly.

Religious education (RE) is not part of the national curriculum but is a mandatory subject for all pupils aged 5 to 18 in state-funded schools in England. Schools should deliver RE in an objective, critical and pluralistic way and already have the flexibility, through their locally agreed syllabi, to include the study of non-religious world views such as humanism.

We welcome the Curriculum and Assessment Review’s recommendation that Vanessa Ogden, a former Review panellist specialising in RE, should lead a sector group, independent from government, to develop a draft RE curriculum. The sector group’s work on RE will reflect the role the subject plays in building understanding between people of different faiths, beliefs and communities, including those with non-religious world views. If the group reaches consensus on a draft curriculum, the government will consult on whether to add it to the national curriculum.

Meetings were held with a small number of local authorities with projects across the special and alternative provision free schools pipeline during the process of formulating policy. As set out in the Written Ministerial Statement of 15 December 2025 (HCWS1163), policy decisions have been taken to ensure that capital investment delivers specialist places more quickly and flexibly.

For 18 projects where a trust had not been appointed by July 2024 and so are furthest from opening, the department concluded that local authorities are best placed to create the required places sooner than would be possible through the free school route. Each affected authority will be given an alternative funding package, calculated on a per-place basis, enabling them to expand existing provision or adapt mainstream settings as part of their local special educational needs and disabilities (SEND) strategy and in line with SEND reform.

Authorities can submit representations if they disagree with the decision. The deadline for them to do so is 27 February 2026.

As part of the government response to the Curriculum and Assessment Review's final report, published on 5 November 2024, we announced our intention to remove EBacc headline and additional measures at key stage 4.

This will take effect for the key stage 4 performance measures for the 2025/26 academic year, to be published in autumn 2026.

The department is committed to reviewing the shockingly high number of early deaths amongst care-experienced young people. As I stated in the House of Commons, at the beginning of the first ever National Care Leavers Month in November 2025, suicide and early death are, tragically, part of the care experience for too many. To start to solve a problem, we must first confront it.

As we progress this review, we will carefully consider how to improve the support that care leavers receive across a range of aspects of their lives, including mental and physical health, housing, education, employment and training, and relationships.

We are already taking action through the Children’s Wellbeing and Schools Bill, including placing a new duty on local authorities to provide Staying Close support to care leavers up to the age of 25, to help care leavers find and keep suitable accommodation and to access services relating to health and wellbeing, relationships, education, training and employment.

In addition, we are reviewing guidance on ‘Promoting the health and wellbeing of looked-after children’ and extending it to cover care leavers up to age 25.

In December 2025, my right hon. Friend, the Secretary of State for Health and Social Care and I announced that, in a boost for mental health support, the government will trial a 3-year pilot to make sure children in care have access to the support they need sooner. This will build on existing work across the country, bringing together social workers and NHS health professionals to work together to provide direct mental health support to children and families when they need it most.

The department is currently assessing what artificial intelligence tools have been developed in this space. Once we have assessed the landscape, we will reach out to relevant stakeholders to discuss whether the tools we have identified can solve those problems.

Keeping children safe is an absolute priority for this government, and schools and colleges play a critical role in this.

They are supported by the statutory guidance, 'Keeping children safe in education' (KCSIE), which all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children. The guidance is available here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.

Local authorities, police, and health services share an equal statutory duty to work together, and schools and colleges must work with local safeguarding partners to protect children.

KCSIE makes clear that all staff have a responsibility to identify and respond to any safeguarding concerns and stresses the importance of effective information sharing at the right time to ensure children receive the support they need. This includes ensuring clear processes and principles are in place for sharing information not only within the school or college and with children’s social care, but with safeguarding partners and other relevant organisations.

The department has engaged with trusts, local authorities and other stakeholders in relation to projects in scope of the mainstream review, including reviewing the evidence they have provided. This included all of the local authorities with a project in scope.

MPs with an interest in projects were invited to a ‘drop in’ session during the review and again following the announcement on 15 December 2025. Individual meetings with interested MPs have also taken place.

The department monitors the prevalence of bullying among children and young people through the National Behaviour Survey (NBS).

The most recent NBS results, for the 2024/25 academic year, showed that 21% of secondary school aged pupils reported being bullied in the past 12 months. Of those pupils, 29% reported that at least some of the bullying occurred online.

The department is procuring an expert and evidence-led review into best practice on behaviour and preventing and tackling bullying, including cyber-bullying. The learning from this will support leaders to develop safe, supportive school cultures.

Through statutory relationships, sex and health education, pupils are taught about online relationships, the implications of sharing private or personal data (including images) online, harmful content, cyberbullying, what over-reliance on social media looks like and where to get help.

Mandatory nutrition and practical cooking education is already included within the national curriculum. Additional elements of nutrition education can also be covered within science and relationships, sex and health education. The national curriculum aims to teach children how to cook and how to apply the principles of healthy eating and nutrition. Schools also have flexibility within the broad framework of the national curriculum to tailor curriculum subjects to meet the needs of their pupils.

In response to the Curriculum and Assessment Review, the department has set out that we will enhance the identity of food education by clearly distinguishing cooking and nutrition, which will be renamed food and nutrition, as a distinct strand within design and technology. We are also legislating through the Children’s Wellbeing and Schools Bill to require academies to follow the national curriculum, to ensure that pupils in academy schools also benefit from these changes alongside those in maintained schools.

An independent interim evaluation of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme was published on 2 December 2025, and is accessible at: https://www.gov.uk/government/publications/partnerships-for-inclusion-of-neurodiversity-in-schools-pins-interim-evaluation-report.

The second year of PINS delivery is due to conclude on 31 March 2026, with independent evaluation activity continuing until summer 2026. We anticipate publishing a final evaluation report of the PINS programme after this date.

The learning from the PINS interim evaluation is informing policy development around how schools support neurodivergent children. We will set out our plans for reform of the special educational needs and disabilities system in the upcoming Schools White Paper, building on the work we have already done to create a system that is rooted in inclusion, where children receive high quality support early on and can thrive at their local school.

The department is engaging with the higher education sector to shape the design of the International Student Levy to make delivery of the levy as easy as possible for providers. The technical consultation document builds on the details which were set out at the Autumn Budget 2025, initially announced in the Immigration White Paper, and can be found here: https://consult.education.gov.uk/international-student-levy-unit/international-student-levy/supporting_documents/isl-technical-consultationpdf.

As part of this, the government will be consulting a wide range of stakeholders, including those affected by the proposals and representative bodies from across the sector.

The technical consultation is due to close on 18 February 2026.