Department for Education

In October, the department published the Post-16 education and skills white paper, setting out a strategy to build a world-class skills system aligned with student and employer needs. Central to these reforms is Skills England, which provides expert insight into current and future skills needs.

The department funds the Careers & Enterprise Company to increase young people’s exposure to industry. They work with sector bodies, such as the Institute for Agriculture and Horticulture to embed employer insight within careers education.

Through a network of careers hubs, the Careers & Enterprise Company connects careers provision in schools and colleges to the needs of local economies through strategic partnerships with local government. Several careers hubs covering rural constituencies work in line with local skills improvement plans by supporting young people’s career readiness and delivering application and interview support.

The review of mainstream free schools is necessary to ensure we provide sufficient high quality school places, whilst offering value for money and ensuring projects will not have a detrimental impact on local schools. An update will be provided as soon as possible.

The department ran a public consultation on the proposed duties and measures for Children Not in School in 2019. The consultation was open to all to contribute, including academic experts in educational pedagogy, and the department responded in 2022. We have continued to engage with home education experts since then as part of development of the measures for inclusion in the Children’s Wellbeing and Schools Bill and on plans for implementation of these post-Royal Assent.

Funding and training will be provided to support local authorities to fulfil their new duties under the Children Not in School measures.

The department ran a public consultation on the proposed duties and measures for Children Not in School in 2019. The consultation was open to all to contribute, including academic experts in educational pedagogy, and the department responded in 2022. We have continued to engage with home education experts since then as part of development of the measures for inclusion in the Children’s Wellbeing and Schools Bill and on plans for implementation of these post-Royal Assent.

Funding and training will be provided to support local authorities to fulfil their new duties under the Children Not in School measures.

The government has been clear that a more inclusive education system is needed to provide children and young people with the opportunities they need to achieve and thrive.

The statutory duty to provide sufficient school places, including for pupils with special educational needs and disabilities, sits with local authorities. To support local authorities with this duty, the department has published allocations for £740 million high needs capital in 2025/26. Of this funding, Thurrock council has been allocated just under £2 million.

This funding is intended to create specialist 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. It is ultimately up to local authorities to determine how to best prioritise their high needs capital funding to address local priorities.

The government has been clear that a more inclusive education system is needed to provide children and young people with the opportunities they need to achieve and thrive.

The statutory duty to provide sufficient school places, including for pupils with special educational needs and disabilities, sits with local authorities. To support local authorities with this duty, the department has published allocations for £740 million high needs capital in 2025/26. Of this funding, Thurrock council has been allocated just under £2 million.

This funding is intended to create specialist 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. It is ultimately up to local authorities to determine how to best prioritise their high needs capital funding to address local priorities.

The government has been clear that a more inclusive education system is needed to provide children and young people with the opportunities they need to achieve and thrive.

The statutory duty to provide sufficient school places, including for pupils with special educational needs and disabilities, sits with local authorities. To support local authorities with this duty, the department has published allocations for £740 million high needs capital in 2025/26. Of this funding, Thurrock council has been allocated just under £2 million.

This funding is intended to create specialist 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. It is ultimately up to local authorities to determine how to best prioritise their high needs capital funding to address local priorities.

Evidence shows that high quality teaching is the most important in-school factor that improves outcomes for children, particularly those with special educational needs and disabilities (SEND).

Qualified Teacher Status (QTS) is the professional qualification for primary and secondary teachers and underpins high quality teaching by ensuring teachers meet the Teachers’ Standards. It is right that we expect teachers to be professionally qualified and the department is taking steps to ensure consistency in educational standards across all state funded primary and secondary schools. Teachers in local authority-maintained schools and special schools are already required to have QTS.

Through the Children’s Wellbeing and Schools Bill, we are seeking to extend the requirement to academies, so all pupils, including those with SEND, benefit from well-trained, professionally qualified teachers. This change will ensure that teachers too benefit from the knowledge and training that underpins QTS across both local authority-maintained schools and academies.

The department values the work that supply teachers do and the important contribution they make to the smooth running of schools. The department has not made any assessments relating to academy trusts alone, but we have considered the school sector as a whole.

The department knows that the use of supply teachers, particularly in the secondary phase, has increased since the COVID-19 pandemic and that this is having an impact on school budgets. Details of our work on helping schools to maximise value from their budgets will be announced shortly.

Information on the number of pupils with special educational needs (SEN) by the setting they attend is shown in the following table: https://explore-education-statistics.service.gov.uk/data-tables/permalink/abcb598c-d065-4db8-960d-08de29f25240. Information is not held on the number of pupils with SEN attending mainstream schools due to a lack of available places in specialist settings.

The law requires children of compulsory school age living in England, including foreign nationals, to receive a suitable full-time education.

If a school has concerns about an individual’s age and lack documentation, they should refer this to the local authority, which may conduct an assessment. Age assessment is the responsibility of local authorities and the Home Office. The local authority may liaise with the Home Office age dispute team and may also seek support from the National Age Assessment Board.

The department does not hold the data requested.

The law requires children of compulsory school age living in England, including foreign nationals, to receive a suitable full-time education.

If a school has concerns about an individual’s age and lack documentation, they should refer this to the local authority, which may conduct an assessment. Age assessment is the responsibility of local authorities and the Home Office. The local authority may liaise with the Home Office age dispute team and may also seek support from the National Age Assessment Board.

The department does not hold the data requested.

The law requires children of compulsory school age living in England, including foreign nationals, to receive a suitable full-time education.

If a school has concerns about an individual’s age and lack documentation, they should refer this to the local authority, which may conduct an assessment. Age assessment is the responsibility of local authorities and the Home Office. The local authority may liaise with the Home Office age dispute team and may also seek support from the National Age Assessment Board.

The department does not hold the data requested.

The law requires children of compulsory school age living in England, including foreign nationals, to receive a suitable full-time education.

If a school has concerns about an individual’s age and lack documentation, they should refer this to the local authority, which may conduct an assessment. Age assessment is the responsibility of local authorities and the Home Office. The local authority may liaise with the Home Office age dispute team and may also seek support from the National Age Assessment Board.

The department does not hold the data requested.

The law requires children of compulsory school age living in England, including foreign nationals, to receive a suitable full-time education.

If a school has concerns about an individual’s age and lack documentation, they should refer this to the local authority, which may conduct an assessment. Age assessment is the responsibility of local authorities and the Home Office. The local authority may liaise with the Home Office age dispute team and may also seek support from the National Age Assessment Board.

The department does not hold the data requested.

Teaching about democracy and elections already forms a central part of the secondary national curriculum for citizenship and can be taught as a non-statutory topic in primary schools.

Education is a vital part of implementing the government's commitment to extend the right to vote to 16 and 17 years olds. The government takes empowering and equipping young people with the knowledge and skills they need seriously, and wants to break down barriers and drive participation in our democracy.

Following the independent Curriculum and Assessment Review recommendations, the department has committed to make citizenship compulsory in primary schools and to publish revised programmes of study to ensure that all pupils receive an essential grounding in a range of topics including democracy, government and law. We will consult on programmes of study next year and the new national curriculum will be published in 2027 for first teaching in 2028.

The department’s guidance on political impartiality supports schools with teaching about political issues in line with their statutory duties.

Entitlement to partially means-tested undergraduate loans for living costs is based on the income of the student’s household.

The income used is the total income on which a person is charged income tax at step 1 of the calculation in Section 23 of the Income Tax Act 2007, before the deductions made by HMRC from step 2 onwards of Section 23.

The use of income charged to tax in the household income assessment applies a standard measure of income to calculate a student’s entitlement to living costs support and allows all students to be assessed consistently and fairly. It also ensures that the most support is paid to students from the lowest income families, including those with single parents, who need it most and who are historically under-represented in higher education. It is not intended to be an exact calculation of disposable income for each household.

Information on income is available from HMRC and allows around 1.3 million assessments a year to be carried out quickly and efficiently each year by Student Finance England.

Maximum grants and loans for living and other costs for the 2025/26 academic year have been increased by forecast inflation, 3.1%, based on the RPIX inflation index.

The department is introducing Technical Excellence Colleges (TECs) to specialise in training skilled workforces which industry needs in growth-driving priority sectors.

The Post-16 Education and Skills White Paper confirmed that the government is expanding the TEC programme to a further four sectors: clean energy, advanced manufacturing, digital and technologies, and defence. These new TECs, backed by £175 million, will secure the pipeline of skilled workers into these areas.

The selection process for these TECs will start by the end of 2025, with delivery planned to begin from April 2026. Exact locations are yet to be determined, and colleges will be appointed through a fair and transparent application process. Further details will be published in due course.

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

The department recognises that participation statistics indicate females generally have lower not in employment, education or training (NEET) rates than males in most years.

In the Post-16 Education and Skills White Paper, we set out a comprehensive NEET prevention package to reduce NEET numbers.

Local authorities are required to offer all young people aged 16–19 support to encourage, enable or assist them to effectively participate in education or training.

The government has introduced a new Youth Guarantee to ensure that every young person has a clear pathway into education, training, or work. We have allocated £45 million for Trailblazers in the 2025/26 financial year, with a further £45 million in 2026/27, to develop and test innovative ways to bring together local leadership and support.

The department will support the aspiration of every person who meets the requirements and wants to go to university, regardless of their background and personal characteristics.

The Pupil Premium is not available for post-16 students. Therefore, no students were eligible in the last academic year for the Pupil Premium and received the Large Programme Uplift for studying four or more A levels or a T Level and at least one A level alongside.

The Pupil Premium is not available for post-16 students. Therefore, no students were eligible in the last academic year for the Pupil Premium and received the Large Programme Uplift for studying four or more A levels or a T Level and at least one A level alongside.

The information requested is shown in the below table. The footnotes for the missing data table should be reviewed as they explain some of the limitations to this data.

Data on looked after unaccompanied asylum-seeking children (UASC) in England is published in the annual statistical release ‘Children looked after in England including adoptions’. The latest data is for year ending 31 March 2025 and has been available since 20 November 2025.

In these statistics, ‘missing’ is defined as a looked after child who is not at their placement or a place they are expected to be and their whereabouts is not known. A child may have had multiple missing incidents during a year that may have been resolved only to conclude with a further incident that results in the child being missing again on 31 March. Any missing incident is concerning but the vast majority (91%) of incidents, where a child who is looked after and reportedly goes missing, last for two days or less.

The department holds responsibility for the collection and publication of statistics for children looked after by local authorities in England only. Similar statistics for other countries in the UK are the responsibility of the devolved administrations.

Children missing on 31 March who were unaccompanied asylum-seeking children (UASC), 2021 to 2025, England

Footnotes

1. Numbers have been rounded to the nearest 10. Figures exclude children looked after under a series of short-term placements.

2. Historical data may differ from older publications which is mainly due to amendments made by local authorities after the previous publication. However, users looking for a longer time series may wish to check for the equivalent table in earlier releases.

3. Missing is defined as a looked after child who is not at their placement or a place they are expected to be and their whereabouts is not known.

4. Since 2017 a growing number of local authorities informed the department that they do not record incidents as 'away without authorisation', but instead report all incidents as 'missing' to maintain consistency with local police reporting. We estimate this could mean an overestimate of missing incidents of up to 13% in 2021, 10% in 2022, 11% in 2023, 13% in 2024 and 12% in 2025; suggesting the true figures could be more like 9,600, 11,100, 11,500, 11,500 and 11,300. There is a corresponding estimate of an undercount of away without authorisation incidents of up to 32% in 2021, 30% in 2022, 32% in 2023, 36% in 2024 and 32% in 2025; suggesting the true figures could be more like 3,800, 3,600, 3,900, 4,300 and 4,300. However some of these local authorities submitted some 'away without authorisation' information and this can be found in the away from placement without authorisation table.

5. Figures for 2021 exclude data for Hackney.

The information requested is shown in the below table. The footnotes for the missing data table should be reviewed as they explain some of the limitations to this data.

Data on looked after unaccompanied asylum-seeking children (UASC) in England is published in the annual statistical release ‘Children looked after in England including adoptions’. The latest data is for year ending 31 March 2025 and has been available since 20 November 2025.

In these statistics, ‘missing’ is defined as a looked after child who is not at their placement or a place they are expected to be and their whereabouts is not known. A child may have had multiple missing incidents during a year that may have been resolved only to conclude with a further incident that results in the child being missing again on 31 March. Any missing incident is concerning but the vast majority (91%) of incidents, where a child who is looked after and reportedly goes missing, last for two days or less.

The department holds responsibility for the collection and publication of statistics for children looked after by local authorities in England only. Similar statistics for other countries in the UK are the responsibility of the devolved administrations.

Children missing on 31 March who were unaccompanied asylum-seeking children (UASC), 2021 to 2025, England

Footnotes

1. Numbers have been rounded to the nearest 10. Figures exclude children looked after under a series of short-term placements.

2. Historical data may differ from older publications which is mainly due to amendments made by local authorities after the previous publication. However, users looking for a longer time series may wish to check for the equivalent table in earlier releases.

3. Missing is defined as a looked after child who is not at their placement or a place they are expected to be and their whereabouts is not known.

4. Since 2017 a growing number of local authorities informed the department that they do not record incidents as 'away without authorisation', but instead report all incidents as 'missing' to maintain consistency with local police reporting. We estimate this could mean an overestimate of missing incidents of up to 13% in 2021, 10% in 2022, 11% in 2023, 13% in 2024 and 12% in 2025; suggesting the true figures could be more like 9,600, 11,100, 11,500, 11,500 and 11,300. There is a corresponding estimate of an undercount of away without authorisation incidents of up to 32% in 2021, 30% in 2022, 32% in 2023, 36% in 2024 and 32% in 2025; suggesting the true figures could be more like 3,800, 3,600, 3,900, 4,300 and 4,300. However some of these local authorities submitted some 'away without authorisation' information and this can be found in the away from placement without authorisation table.

5. Figures for 2021 exclude data for Hackney.

The information requested is shown in the below table. The footnotes for the missing data table should be reviewed as they explain some of the limitations to this data.

Data on looked after unaccompanied asylum-seeking children (UASC) in England is published in the annual statistical release ‘Children looked after in England including adoptions’. The latest data is for year ending 31 March 2025 and has been available since 20 November 2025.

In these statistics, ‘missing’ is defined as a looked after child who is not at their placement or a place they are expected to be and their whereabouts is not known. A child may have had multiple missing incidents during a year that may have been resolved only to conclude with a further incident that results in the child being missing again on 31 March. Any missing incident is concerning but the vast majority (91%) of incidents, where a child who is looked after and reportedly goes missing, last for two days or less.

The department holds responsibility for the collection and publication of statistics for children looked after by local authorities in England only. Similar statistics for other countries in the UK are the responsibility of the devolved administrations.

Children missing on 31 March who were unaccompanied asylum-seeking children (UASC), 2021 to 2025, England

Footnotes

1. Numbers have been rounded to the nearest 10. Figures exclude children looked after under a series of short-term placements.

2. Historical data may differ from older publications which is mainly due to amendments made by local authorities after the previous publication. However, users looking for a longer time series may wish to check for the equivalent table in earlier releases.

3. Missing is defined as a looked after child who is not at their placement or a place they are expected to be and their whereabouts is not known.

4. Since 2017 a growing number of local authorities informed the department that they do not record incidents as 'away without authorisation', but instead report all incidents as 'missing' to maintain consistency with local police reporting. We estimate this could mean an overestimate of missing incidents of up to 13% in 2021, 10% in 2022, 11% in 2023, 13% in 2024 and 12% in 2025; suggesting the true figures could be more like 9,600, 11,100, 11,500, 11,500 and 11,300. There is a corresponding estimate of an undercount of away without authorisation incidents of up to 32% in 2021, 30% in 2022, 32% in 2023, 36% in 2024 and 32% in 2025; suggesting the true figures could be more like 3,800, 3,600, 3,900, 4,300 and 4,300. However some of these local authorities submitted some 'away without authorisation' information and this can be found in the away from placement without authorisation table.

5. Figures for 2021 exclude data for Hackney.

This is a matter for the Office for Students (OfS), which has dedicated resources to investigate potential breaches of its conditions.

The Curriculum and Assessment Review found that English Baccalaureate (EBacc) measures have unnecessarily constrained subject choice, affecting student engagement and achievement, and that uptake of EBacc subjects has not translated into increased study of them at 16 to 19. Although the EBacc was intended to support GCSE entries of modern foreign languages, history and geography, full EBacc entry was just 41% in 2024/25.

The new model protects the important place of humanities and modern foreign languages. Under our proposed model, students will have to take at least one humanity or language whilst currently schools can satisfy expectations of Progress 8 without pupils taking any of these subjects.

The department will consult on the improved Progress 8 and Attainment 8 measures.

The department will work with the Home Office as they carefully consider the appropriate pathways and wider provision for unaccompanied asylum-seeking children and asylum-seeking families with children. We will continue to focus on ensuring vulnerable children are protected and their welfare safeguarded.

Across mainstream and special schools, the department is committed to improving the wellbeing and mental health of school staff and creating a supportive culture in schools and colleges. That is why we encourage all schools and colleges to sign the education staff wellbeing charter which sets out shared commitments to protect and promote the wellbeing of staff in schools and colleges. The charter can be accessed here: https://www.gov.uk/guidance/education-staff-wellbeing-charter.

Recruiting and retaining excellent teachers and leaders will support the government to transform the education system so that all young people get the skills, care and opportunities they deserve. Full time equivalent (FTE) teachers in special schools and pupil referral units in Surrey increased by 21 (3.6%) in 2024.

Our Post-16 education and skills white paper sets out plans to equip people with the skills and knowledge to succeed, drive growth, and support national renewal. We are introducing rigorous new qualifications so that all learners have access to high quality study pathways and can progress to employment or further study. Apprenticeships are being transformed with a new growth and skills offer, including new foundation apprenticeships in targeted sectors launched in August, shorter apprenticeships available, and short, flexible training courses starting April 2026 to meet business needs.

We are also establishing technical excellence colleges (TECs) in the Industrial Strategy growth-driving sectors. This includes 4 advanced manufacturing TECs, with delivery beginning from April 2026. Advanced Manufacturing TECs will help secure a skilled workforce pipeline and will focus on skills provision for key subsector specialisms such as agri-tech, which may include supporting improvements to the efficiency and productivity of food production, ultimately benefiting the food and drink manufacturing industry.

The government’s vision for the 16-19 education system is to create a clear and coherent system with distinct pathways leading to further study, training or employment, including apprenticeships.

At level 3, this includes introducing V Levels, a new pathway alongside A levels and T Levels, as recommended in the Curriculum and Assessment Review’s final report. These reforms are currently under consultation.

Despite removing qualifications with sustained low or no enrolments ahead of this academic year, there remain 872 level 3 qualifications that are still available for 16–19-year-olds. Further analysis shows there were circa. 494,300 16-19 study programme enrolments in academic year 2022/23.

The special educational needs and disabilities (SEND) code of practice is clear that meeting the needs of a child with special educational needs does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all pupils and put support in place where needed.

To support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings.

Recently published evidence reviews from University College London will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches.

In addition, the ‘What Works in SEND’ research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

Both initiatives aim to strengthen teaching for children with special educational needs, including dyscalculia.

The funding announced at the 2025 Spending Review, which will provide an increase of £4.2 billion over the next three years, will help to facilitate reform of the SEND system. We are continuing to engage with children, parents and experts as we develop plans to ensure all children get the outcomes and life chances they deserve and will be setting out more detail in the Schools White Paper in the new year.

The special educational needs and disabilities (SEND) code of practice is clear that meeting the needs of a child with special educational needs does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all pupils and put support in place where needed.

To support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings.

Recently published evidence reviews from University College London will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches.

In addition, the ‘What Works in SEND’ research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

Both initiatives aim to strengthen teaching for children with special educational needs, including dyscalculia.

The funding announced at the 2025 Spending Review, which will provide an increase of £4.2 billion over the next three years, will help to facilitate reform of the SEND system. We are continuing to engage with children, parents and experts as we develop plans to ensure all children get the outcomes and life chances they deserve and will be setting out more detail in the Schools White Paper in the new year.

The department does not collect this information. It is possible that some schools in Knowsley have gathered anecdotal information on this via information and guidance sessions with students. However, this is not recorded for submission to the department.

Between May and September 2025, the department consulted nearly 500 practitioners from children’s social care, education, health, police, and probation. Key findings included:

• Regardless of role, practitioners experience the same barriers when trying to share and receive information.
• Practitioners spend a disproportionate amount of time finding and gathering information which can result in less time for decision making.
• Regardless of sector, practitioners view social care and education information as highest priority.
• Practitioners have three core needs: a) ensuring they are talking about the same child/family, b) understanding who holds information about that child/family and c) having a secure way to share relevant information quickly.
• Practitioners also raised a desire to be able to view core data in one place.

We are using these insights to inform future work, ensuring that design and development align with practitioner needs. User research will continue to maintain a user-centred approach throughout.

Education is a devolved matter and as such this reply relates to England only.

The legislative framework for providing collective worship is different in England than in Northern Ireland. The Supreme Court ruling has only recently been published and the department will consider it carefully.

The government will set out further details on the international student levy at the Autumn Budget. This will include setting out the amount of the levy and the way in which proceeds will be reinvested into our higher education (HE) and skills system through targeted means-tested maintenance grants for students studying courses that support our missions and Industrial Strategy.

The department has engaged with many HE providers and representative bodies regarding the levy since the publication of the Immigration White Paper, and we will set out our plans for further engagement on the levy in due course.

We will also publish an impact analysis of the levy in due course.

The government will set out further details on the international student levy at the Autumn Budget. This will include setting out the amount of the levy and the way in which proceeds will be reinvested into our higher education (HE) and skills system through targeted means-tested maintenance grants for students studying courses that support our missions and Industrial Strategy.

The department has engaged with many HE providers and representative bodies regarding the levy since the publication of the Immigration White Paper, and we will set out our plans for further engagement on the levy in due course.

We will also publish an impact analysis of the levy in due course.

The government will set out further details on the international student levy at the Autumn Budget. This will include setting out the amount of the levy and the way in which proceeds will be reinvested into our higher education (HE) and skills system through targeted means-tested maintenance grants for students studying courses that support our missions and Industrial Strategy.

The department has engaged with many HE providers and representative bodies regarding the levy since the publication of the Immigration White Paper, and we will set out our plans for further engagement on the levy in due course.

We will also publish an impact analysis of the levy in due course.

The government will set out further details on the international student levy at the Autumn Budget. This will include setting out the amount of the levy and the way in which proceeds will be reinvested into our higher education (HE) and skills system through targeted means-tested maintenance grants for students studying courses that support our missions and Industrial Strategy.

The department has engaged with many HE providers and representative bodies regarding the levy since the publication of the Immigration White Paper, and we will set out our plans for further engagement on the levy in due course.

We will also publish an impact analysis of the levy in due course.

This government’s ambition is for every child and young person to receive a rich, broad, inclusive and innovative education.

The department agrees with the Curriculum and Assessment Review that building the skills for young people to critically engage with and assess information from a range of sources, including multi-modal texts, is increasingly important.

The reformed English programme of study and English language GCSE will expose students to the study of a wider range of text types and genres, including transient texts, supporting them to analyse and challenge arguments, building media literacy.

Media literacy is an increasingly important skill to enable young people to identify “fake news” and to spot different types of mis- and disinformation, especially online.

Secure, well-founded knowledge is essential for students to understand how arguments are constructed across different types of media and to recognise the various ways in which language can be used to persuade.

The department is running an evaluation of the families first for children pathfinder programme until 2028, with the next publication scheduled for 2027. This report will assess the aggregate impact of the full reform package, which includes multi-agency child protection teams, and will highlight progress on indicators such as multi-agency collaboration, information sharing, and decision making.

Alongside formal evaluation, the department continues to monitor progress and extract learning more broadly, including through data returns, local monitoring and working closely with the ten pathfinder areas.

The data requested is below.

Notes about the data:

1. Includes state-funded students who ended 16-18 study in the reported year (for example, 2023/24).

2. Includes students who entered for at least four A levels, one being A level mathematics, one being A level further mathematics and at least one other A level being eligible for the high value courses premium.

3. Discounting rules apply (in other words, where students have multiple entries in the same subject, the best result is included).

The department welcomes the Curriculum and Assessment Review’s focus on oracy. Expressing oneself fluently and communicating well is crucial for life and work, and an important vehicle for social justice.

We will make sure that communication skills are more clearly expressed through revised programmes of study. We will also create a primary oracy framework and a combined secondary oracy, writing and reading framework to be published following the revised national curriculum.

The primary oracy framework will support teachers to help their pupils become confident, fluent speakers by the end of key stage 2. This will build on our primary frameworks for reading and writing.

The history curriculum includes a statutory time period at key stage 3 titled “ideas, political power, industry and empire: Britain, 1745-1901” which includes the non-statutory example of Britain’s transatlantic slave trade. Due to the flexibility of the history curriculum, these topics can also be taught, where relevant, across the three key stages.

Schools can access resources from bodies such as Oak National Academy, the Historical Association and others to ensure their teaching is accurate and thorough.

In reforming the curriculum following the Curriculum and Assessment Review, we are clear that all pupils should have a robust understanding of our nation’s history.