Department for Education

The government’s guidance on the constitution of school governing bodies explains that the most robust governing bodies welcome and thrive on diversity of viewpoints, skills, experiences and backgrounds. This ensures open debate, effective decision-making, and prevents dominance by a single perspective. It promotes inclusivity, strategic challenge, and decisions in the best interests of the school community. As public officeholders, governors must uphold the seven Nolan principles of public life. Additionally, governors must ensure compliance with the law on political impartiality in schools.

Governors, associate members and governance professionals must declare their interests to ensure that transparent strategic decision-making can take place.

Schools should publish governors’ relevant business, financial and pecuniary interests on their website.

There are comparable expectations for academy trusts.

Changes to student loan repayment thresholds are not linked to the National Minimum Wage and National Living Wage.

Borrowers are liable to repay a fixed percentage of earnings only when earning above the applicable student loan repayment threshold. Those earning below the student loan repayment threshold repay nothing. Any outstanding debt, including interest built up, is written off after the loan term ends (or in case of death or disability) at no detriment to the borrower.

A full equality impact assessment of how the student loan reforms may affect graduates, including detail on changes to average lifetime repayments under Plan 5, was produced and published in February 2022, and can be found here: https://www.gov.uk/government/publications/higher-education-reform-equality-impact-assessment.

Food education is covered primarily within Design and Technology, and elements of food education, farming and agriculture can also be covered across Biology, Geography and RSHE in the national curriculum.

The curriculum requires that pupils learn about healthy eating, where food comes from, nutrition and sustainability. Schools also have flexibility within the broad framework of the national curriculum to tailor curriculum subjects to meet the needs of their pupils.

Additional resources are available from Oak National Academy, who have recently developed a new cooking and nutrition curriculum package. This has been designed by experts to give access to practical, engaging lessons covering food preparation, cooking techniques, and healthy eating.

In the recent response to the Curriculum and Assessment Review, the department set out that it will be ensuring that the programmes of study for cooking and nutrition, which will be renamed food and nutrition, are more specific and prepare pupils for life and potential future careers in the food sector.

Governing bodies must ensure that the arrangements they put in place are sufficient to meet their statutory responsibilities, and that policies, plans, procedures and systems are properly and effectively implemented. This includes the duty under Section 100 of the Children and Families Act 2014 to make arrangements for supporting pupils with medical conditions and the duties under the Equality Act 2010.

The statutory guidance, ‘Supporting pupils at school with medical conditions’, recommends the use of individual healthcare plans as good practice. They can help schools support pupils with medical conditions, providing clarity about what needs to be done, when and by whom. The school, healthcare professionals and parents should agree, based on evidence, when a healthcare plan would be appropriate. The guidance can be found here: https://assets.publishing.service.gov.uk/media/5ce6a72e40f0b620a103bd53/supporting-pupils-at-school-with-medical-conditions.pdf.

The government has committed to reviewing this statutory guidance. Our aim is to ensure that schools are better equipped to support all pupils with medical conditions as part of our wider ambition to create more inclusive schools through the forthcoming Schools White Paper.

Annually, the department publishes the Dedicated Schools Grant (DSG), which includes information on the amount of core schools funding allocated by the department nationally as well as to each local authority. This includes the amount of funding allocated in respect of secondary pupils in mainstream schools, the ‘secondary schools unit of funding’. The DSG for financial year 2026/27 has now been published and is available here: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2026-to-2027.

In addition to the funding from the DSG, schools also receive additional school funding annually, for example through the Pupil Premium grant (in respect of pupils eligible for free school meals in the last six years), and capital funding.

The department is committed to ensuring that all children, including deaf and hard of hearing children, have the best possible start in life. The NHS Newborn Hearing Screening Programme aims to identify permanent moderate, severe, and profound deafness and hearing impairment in newborn babies. Screening is offered to all babies in England.

Funding is available to support children with special educational needs and disabilities (SEND), including deaf and hard of hearing children, to access early education and childcare. This includes special educational needs inclusion funding and disability access funding.

Further, in December 2025, the department announced access to early SEND support across the country through Best Start Family Hubs. In every local authority next year, councils are being tasked with recruiting a dedicated SEND practitioner for every hub to provide direct, family-facing support. The new offer will help parents identify emerging needs sooner, and support vital join-up between early years settings, health visitors and SEND teams, including for young children with hearing impairments.

The government has set out its position on page 105 of the budget document, confirming that special educational needs and disabilities (SEND) pressure will be absorbed within the overall government departmental expenditure limits (DEL) budget from the financial year 2028/29 onwards such that we would not expect local authorities to need to fund future special educational needs costs from general funds.

Supply teachers and supply staff perform a valuable role, and the department is grateful for their important contribution to schools across the country.

Schools, academies and local authorities are responsible for the recruitment of their supply staff, which includes deciding whether to use private supply agencies to fill temporary posts or cover teacher absence.

The measure will cap profits of private agencies and does not affect supply teacher pay. Therefore, we should not see any negative impact on the availability and number of supply teachers as a direct result of this policy.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

The Office for Students (OfS), as regulator of the English higher education (HE) sector, is working with the University of Essex to ensure plans are in place to protect students and maintain learning continuity following the Southend campus closure. There is further work to be done by the OfS and the University to support students less able to move to other campuses. The department is monitoring the situation and is aware of concerns about local students’ access to HE provision.

HE providers are responsible for managing their own finances and we expect them to take appropriate and necessary decisions to ensure their long-term sustainability. As we stated in the Post-16 education and skills white paper, we expect to see more consolidation and formal collaboration in the sector. This will help institutions be stronger and more financially sustainable, and provision might expand in areas currently under-served.

As HE providers are independent, the government is not involved in workforce matters in the same way that it is in other education sectors. ​While the government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff and with trade unions to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.

The government welcomes international students who meet the requirements to study in the UK. Indeed, UK HE providers received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students as well as research and development.

However, the OfS has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that some providers may need to change their business models to protect their financial health, as a response to this risk and others.

As part of the national curriculum schools are expected to fund the delivery of music teaching from their schools budget. The government has committed to putting education back at the forefront of national life, with school funding increasing by £3.7 billion in financial year 2025/26, meaning that core school budgets will total £65.3 billion, compared to £61.6 billion in 2024/25.

The government also invests £76 million per year through the Music Hubs grant, including this academic year. This supports 43 Music Hub partnerships across England to offer a range of services to schools, including musical instrument tuition and whole-class ensemble teaching. To widen access, the government is also investing £25 million in capital funding for musical instruments, equipment and technology.

We intend to establish the National Centre for Arts and Music Education by September 2026, and the funding will be set out in due course.

As part of the national curriculum schools are expected to fund the delivery of music teaching from their schools budget. The government has committed to putting education back at the forefront of national life, with school funding increasing by £3.7 billion in financial year 2025/26, meaning that core school budgets will total £65.3 billion, compared to £61.6 billion in 2024/25.

The government also invests £76 million per year through the Music Hubs grant, including this academic year. This supports 43 Music Hub partnerships across England to offer a range of services to schools, including musical instrument tuition and whole-class ensemble teaching. To widen access, the government is also investing £25 million in capital funding for musical instruments, equipment and technology.

We intend to establish the National Centre for Arts and Music Education by September 2026, and the funding will be set out in due course.

The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the grant for children who are looked-after by the local authority or were previously looked-after by a local authority or other state care.

The pupil premium Conditions of Grant set out that maintained schools and academies must publish annual strategy statements setting out their planned use of pupil premium. Governors and trustees should scrutinise schools’ strategy statements, including their plans for and use of their pupil premium grant and the outcomes achieved in the previous academic year.

Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Pupil premium guidance supports school leaders to use their funding effectively. This guidance can be found at: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026/pupil-premium-conditions-of-grant-for-the-2025-to-2026-financial-year.

Designated teachers statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should use parents and guardians’ insights to support decisions on how the PP+ is used. This guidance can be found at: https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.

An evaluation of pupil premium was published in March 2025. This included findings that 58% of schools and 70% of trusts identify looked-after children as one of the groups who most benefit from pupil premium funding. This evaluation can be accessed at: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.

The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the grant for children who are looked-after by the local authority or were previously looked-after by a local authority or other state care.

The pupil premium Conditions of Grant set out that maintained schools and academies must publish annual strategy statements setting out their planned use of pupil premium. Governors and trustees should scrutinise schools’ strategy statements, including their plans for and use of their pupil premium grant and the outcomes achieved in the previous academic year.

Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Pupil premium guidance supports school leaders to use their funding effectively. This guidance can be found at: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026/pupil-premium-conditions-of-grant-for-the-2025-to-2026-financial-year.

Designated teachers statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should use parents and guardians’ insights to support decisions on how the PP+ is used. This guidance can be found at: https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.

An evaluation of pupil premium was published in March 2025. This included findings that 58% of schools and 70% of trusts identify looked-after children as one of the groups who most benefit from pupil premium funding. This evaluation can be accessed at: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.

The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the grant for children who are looked-after by the local authority or were previously looked-after by a local authority or other state care.

The pupil premium Conditions of Grant set out that maintained schools and academies must publish annual strategy statements setting out their planned use of pupil premium. Governors and trustees should scrutinise schools’ strategy statements, including their plans for and use of their pupil premium grant and the outcomes achieved in the previous academic year.

Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Pupil premium guidance supports school leaders to use their funding effectively. This guidance can be found at: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026/pupil-premium-conditions-of-grant-for-the-2025-to-2026-financial-year.

Designated teachers statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should use parents and guardians’ insights to support decisions on how the PP+ is used. This guidance can be found at: https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.

An evaluation of pupil premium was published in March 2025. This included findings that 58% of schools and 70% of trusts identify looked-after children as one of the groups who most benefit from pupil premium funding. This evaluation can be accessed at: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.

I refer the hon. Member for Mid Bedfordshire to the answer of 22 October 2025 to Question ​​81502​.​

The government offers a range of education and training which can be used to support the logistics sector. This includes apprenticeships, such as the Urban Driver and Large Goods Vehicle driver C + E standards, Skills Bootcamps, sector-based work academy programmes and a range of funded qualifications including 26 in logistics and 30 in warehousing and distribution.

The Adult Skills Fund also funds a range of courses to support entry into or progression in the logistics industry. In addition to the costs of training provision, learners can be funded to complete the medical and attain the licence required to become an heavy goods vehicle driver. In areas where the fund has been devolved, to 12 Strategic Authorities and the Greater London Authority, they are responsible for the provision of adult education in their areas.

Higher education institutions are autonomous and responsible for determining the provision they deliver.

The department does not hold this information. Decisions on private school fees are for private schools to make as private businesses. Matters of taxation are for HMRC.

The department does not hold this information. Decisions on private school fees are for private schools to make as private businesses. Matters of taxation are for HMRC.

The European Union is the UK’s largest trading partner, and cooperation with our European partners is, among other issues, central to the government’s work on trade, security, illegal migration, development and climate change, not to mention our support for Ukraine. In order to obtain an answer, the hon. Member for Harborough, Oadby and Wigston may therefore wish to be more specific about the aspects of the UK’s relationship with Europe that he has in mind.

​​​​I refer my hon. Friend, the Member for Newcastle-under-Lyme, to the answer of 22 October 2025 to Question ​​81502​.​

I refer the hon. member for Sleaford and North Hykeham to the answer of 14 October 2025 to question 77488.

Targeted, means-tested maintenance grants will be funded by a new International Student Levy, with both being introduced in the 2028/29 academic year.

The International Student Levy will require higher education providers to pay a flat fee of £925 per international student per year, with proceeds being fully reinvested into higher education and skills. This will make sure that revenue from international students directly benefits domestic students from low-income households.

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities, including those with dyslexia.

The department is supporting settings to identify needs early by strengthening the evidence base of what works. Recently published evidence reviews from University College London will help to drive inclusive practices, as they highlight the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.

We also recently announced new government-backed research into special educational needs identification, which will be delivered by UK Research Innovation in partnership with the department. This will aim to develop and test trusted and effective approaches to help the early identification of children needing targeted educational support.

We are currently consulting on post-16 pathways, including the introduction of V Levels. The consultation closes on 12 January 2026.

Schools and colleges can expect to be supported with the transition to V Levels through access to a comprehensive package of guidance and resources. Dedicated online information will provide timely updates and practical materials to help prepare for delivery. Clear guidance will set out the structure and requirements of the new qualifications, supporting staff understanding and effective implementation. Exemplar pathway documents will assist providers in planning learner routes, while study programme guidance will explain how V Levels can be used to develop meaningful programmes of study.

In addition, we expect awarding organisations to supply specifications, sample assessments and training materials to support accurate delivery and assessment. Together, these measures will provide schools and colleges with the clarity and confidence needed for the successful implementation of V Levels.

The lifelong learning entitlement (LLE) will deliver transformational change to the current student finance system by broadening access to high quality, flexible education and training.

From January 2027, all undergraduate higher education courses, including integrated master’s courses, will be funded through the LLE. Tuition fee loans will be available for people up to the age of 60.

The government will continue to provide a dedicated loan package for postgraduate study. The postgraduate master’s loan, administered by Student Finance England, currently provides up to £12,858 for tuition fees and living costs for eligible students.

All department competed and criteria-based general grants, except those identified as highly sensitive or which are Grant in Aid, are advertised centrally online using the Cabinet Office's Find a Grant advertising service. This process ensures that information on government grants and funding is made available in a single location for all applicants, including civil society organisations, and is free to access on GOV.UK.

Erasmus+ opens up high quality international opportunities for learners and educators, helping to build skills, confidence, and global outlook while strengthening UK institutions through partnerships and innovation.

It supports inclusion and economic growth by developing a globally aware, highly skilled workforce and fostering cultural exchange that benefits communities and the wider education system.

The department is currently consulting with the sector on the introduction of V Levels, including transitional arrangements to achieve the qualifications landscape set out in the Post-16 Skills White Paper. We will confirm the expected implementation timetable in due course.

The first V Level subjects are planned for teaching in 2027, with further batches of qualifications planned between then and by the 2030/31 academic year.

The department is currently consulting with the sector on the introduction of V Levels, including transitional arrangements to achieve the qualifications landscape set out in the Post-16 Skills White Paper. We will confirm the expected implementation timetable in due course.

The first V Level subjects are planned for teaching in 2027, with further batches of qualifications planned between then and by the 2030/31 academic year.

In October, the department published a consultation which detailed our plans to introduce V Levels, which will offer a vocational alternative to A levels and T Levels. We have proposed a range of subjects for delivery through V Levels, including Health and Care Services.

For students looking for a career in health, we would expect students to take the Health T Level. Young people with a range of prior attainment are accessing T Levels. The GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.

To ensure students can continue to access high quality qualifications in social care, we introduced a large Technical Occupation Qualification in Social Care (1080 GLH), which will be available for first teach from 1 August 2026. We are also exploring whether a T Level in Social Care could be viable in future.

In October, the department published a consultation which detailed our plans to introduce V Levels, which will offer a vocational alternative to A levels and T Levels. We have proposed a range of subjects for delivery through V Levels, including Health and Care Services.

For students looking for a career in health, we would expect students to take the Health T Level. Young people with a range of prior attainment are accessing T Levels. The GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.

To ensure students can continue to access high quality qualifications in social care, we introduced a large Technical Occupation Qualification in Social Care (1080 GLH), which will be available for first teach from 1 August 2026. We are also exploring whether a T Level in Social Care could be viable in future.

In October, the department published a consultation which detailed our plans to introduce V Levels, which will offer a vocational alternative to A levels and T Levels. We have proposed a range of subjects for delivery through V Levels, including Health and Care Services.

For students looking for a career in health, we would expect students to take the Health T Level. Young people with a range of prior attainment are accessing T Levels. The GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.

To ensure students can continue to access high quality qualifications in social care, we introduced a large Technical Occupation Qualification in Social Care (1080 GLH), which will be available for first teach from 1 August 2026. We are also exploring whether a T Level in Social Care could be viable in future.

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

The department directly manages the PF2 contracts for the Priority Schools Building Programme (PSBP) projects that were entered into by the Secretary of State for Education. All other schools’ PFI contracts were entered into by the relevant contracting counterparty, which is the relevant local authority.

The cost information requested on PFI projects in Essex and England is published annually by HMT at: https://www.gov.uk/government/publications/pfi-and-pf2-projects-2024-summary-data.

Please note that, with the exception of the department’s PF2 projects, all information on PFI contracts is collated from local authorities and the department is unable to guarantee the accuracy of this information. Further details are available from the local authorities.

The latest January 2025 statistics on Funded early education and childcare were published in July here: https://explore-education-statistics.service.gov.uk/find-statistics/funded-early-education-and-childcare/2025.

Figures on the number of children registered for government funded entitlements in Buckinghamshire can be accessed here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8be865c0-9f87-475e-9475-08de4155ee12.

Statistics from households in the bottom two deciles of income distribution are not readily available, nor are figures at parliamentary constituency level. Statistics for January 2026 have a provisional release date on GOV.UK of July 2026.

The department has published details of successful projects and applicants to the Condition Improvement Fund for the 2025/26 financial year, including the local authority and constituency. This list can be found on GOV.UK here: https://www.gov.uk/government/publications/condition-improvement-fund-2025-to-2026-outcome.

We have set out plans to reform qualification pathways at level 3 and level 2. At level 3, this includes a third, vocational pathway, V Levels. V Levels will blend applied learning with practical assessment, and their content will be linked to occupational standards set by Skills England. It is intended that students can study English and maths alongside V Levels where appropriate.

We set out plans to introduce two new pathways at level 2, the Further Study pathway and Occupational pathway. The Further Study pathway is designed to help students to progress to level 3 study where they cannot access it straight away, for example if they do not have the prior attainment that they need to study what they wish to.

The department does not set entry requirements for post-16 study, these decisions are made by individual providers. Young people with a range of prior attainment are accessing T Levels, the GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.

We have set out plans to reform qualification pathways at level 3 and level 2. At level 3, this includes a third, vocational pathway, V Levels. V Levels will blend applied learning with practical assessment, and their content will be linked to occupational standards set by Skills England. It is intended that students can study English and maths alongside V Levels where appropriate.

We set out plans to introduce two new pathways at level 2, the Further Study pathway and Occupational pathway. The Further Study pathway is designed to help students to progress to level 3 study where they cannot access it straight away, for example if they do not have the prior attainment that they need to study what they wish to.

The department does not set entry requirements for post-16 study, these decisions are made by individual providers. Young people with a range of prior attainment are accessing T Levels, the GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.