Department for Education

It is for schools to decide whether to offer school trips to their pupils. Schools receive pupil premium funding to improve educational outcomes for disadvantaged pupils, which may be used to support extracurricular activities, including school trips.

Schools must comply with the law on charging for school activities, which prohibits charging for education provided during school hours. This means they may not make compulsory charges for a trip which takes place during school hours but they may ask parents for voluntary contributions towards the cost of the trip.

A strong retention strategy is at the heart of the government’s pledge for 6,500 more expert teachers, as part of its Plan for Change. The department has already implemented a near 10% pay award over two years and we are offering the Targeted Retention Incentive, worth up to £6,000 after tax for teachers of key subjects in the first five years of their careers who work in disadvantaged schools.

Last year we accepted in full the School Teacher Review Body’s recommendations on Teaching and Learning Responsibility payments. From September 2026, these additional payments will be paid to teachers based on the proportion of responsibility they carry out, rather than their contracted hours. This change follows calls from the sector and will improve equality of opportunity for part-time workers, better enabling them to move into leadership roles.

In addition to financial incentives, our ’Improve workload and wellbeing for school staff’ service provides a range of resources for schools to review and reduce workload and improve staff wellbeing. This service can be accessed here: https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/.

We are seeing signs of improvement: the latest School Workforce Census reported one of the lowest leaver rates since 2010, with 1,300 fewer teachers leaving the state-funded sector than the year before, and more teachers are returning to state schools after having previously left than at any point in the last ten years, with 17,274 teachers returning to the classroom.

The schools national funding formula (NFF) distributes funding for mainstream schools based on schools’ and pupils’ characteristics.

The purpose of the schools NFF is not to give every school, or local authority area, the same level of per-pupil funding. It is right that schools with lots of pupils with additional needs, such as those indicated by measures of deprivation or low prior attainment, attract extra funding to help them meet the needs of all their pupils.

The formula also includes an area cost adjustment to reflect differences in labour market costs across the country. Staffing costs usually make up 70% to 80% of school expenditure, so it is important that schools’ funding takes into account that these costs vary.

The £30 million saving in the education sector is based on reducing administrative processes in further education and apprenticeships. Extensive user research with colleges identified activities that could be eliminated or streamlined, including photocopying documentation, manually matching emails with applications, and reducing data entry and correction through improved quality. Other efficiencies include removing support time for paperwork, eliminating manual searches for unique learner numbers and reducing checks on prior attainment to simplify enrolment for mathematics and English. These changes will also reduce delays caused by missing documentation and cut follow-up activities linked to incomplete records. Due to the nature of the calculation, the department has not estimated a saving per secondary school.

On 20 October 2025, alongside the publication of the Post-16 Education and Skills white paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.

On 20 October 2025, alongside the publication of the Post-16 Education and Skills white paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.

The department consults with Cabinet colleagues on a range of policies, and we are determined to break down barriers to opportunity for all young people, including those with specific needs.

We have introduced the Youth Guarantee to tackle the number of those who are not in education, employment or training and improve access to opportunities.

Colleges are responsible for ensuring that their provision is designed, delivered, and continuously improved to meet the needs of all students and are subject to statutory duties and responsibilities in the area of special educational needs and disabilities. This underpins our commitment to providing all young people with learning difficulties and disabilities with the opportunities they need.

The department also continues to work closely with the further education (FE) sector to promote and support providers to develop mental health and wellbeing approaches. This is supported by the FE student support champion, Polly Harrow, who is improving colleges' ability to give learners the full opportunity to succeed and progress.

The department does not hold the information centrally. Birmingham Children’s Trust and other councils and Children’s Trusts in the West Midlands region may hold this information for their areas.

Students with children who are undertaking work placement years with private employers do not qualify for the full-rate partially means-tested loans for living costs or means-tested dependants’ grants (Childcare Grant or Parents’ Learning Allowance). They only qualify for a reduced rate loan for living costs from Student Finance England. The government expects private employers who benefit from students’ work to provide support for students during work placements rather than the taxpayer

The government makes an exception for many work placements in the public sector by making available the full-rate partially means-tested loan for living costs and dependants grants to encourage students to gain work experience in these areas. This ensures that low-income students with children undertaking working placements in the public sector receive targeted support through the student support system.

Public sector work placements include unpaid service with a hospital, with a local authority in relation to the care of children and young persons, health and welfare, with the prison and probation service, and with either House of Parliament. They also include unpaid research at a UK or overseas institution.

The department does not collect information from local authorities or regional adoption agencies on the extent to which they provide voluntary support for self-employed adoptive parents.

The Higher Education Statistics Agency is responsible for collecting and publishing data on the UK higher education (HE) sector. This data is shared with the department and includes a wide range of information on students studying at UK HE providers.

However, information on students who are parents with caring responsibilities is not collected, and therefore numbers and percentages of students in this position cannot be identified by the department.

We are investing almost £3 billion per year by 2034/35 in capital maintenance to improve the condition of the school and college estate, rising from £2.4 billion in 2025/26.

As part of this, in 2025/26, Lincolnshire County Council was allocated almost £6 million to invest across its maintained schools. Capital funding for other bodies responsible for schools in South Holland and the Deepings are also available on GOV.UK. We expect to publish capital allocations and the outcomes of the Condition Improvement Fund for the 2026/27 financial year in the spring.

We are also investing almost £20 billion in the School Rebuilding Programme through to 2034/35, delivering rebuilding projects at over 500 schools within the existing programme, with a further 250 schools to be selected within two years. We plan to open a nomination round early in 2026.

Lincolnshire has also been allocated £62.2 million of Basic Need capital funding to support it to create mainstream school places needed between May 2024 and September 2028.

Doctoral loans are intended to contribute to the cost of study, rather than to specifically cover tuition fees or livings costs, which provides flexibility to the student. The department does not hold any information on the proportion of doctoral loan funding that is spent on childcare.

The department, in partnership with the National Literacy Trust, is leading the National Year of Reading 2026 to tackle declining reading enjoyment. This UK-wide campaign combines a marketing initiative with events in schools, libraries and communities, prioritising boys aged 10 to 16, early years children and families from disadvantaged communities.

Grounded in evidence, the campaign uses the “Go All In” branding to help make reading appealing and relevant, particularly for the priority audiences. The campaign’s message, “If you’re into it, read into it”, encourages individuals to explore reading through their passions, whether music, sport, baking, family time, films, sci-fi, or anything else.

Activities will take place across the year and includes national events, alongside resources for schools and early years, and library engagement through initiatives such as the Summer Reading Challenge. The campaign aims for lasting impact by engaging new audiences, making reading relevant, transforming practice, and building infrastructure. An independent evaluation in 2027 will assess its impact and sustainability beyond the campaign year and will assess its influence on reading behaviours and wider impact on the literacy sector.

The department, in partnership with the National Literacy Trust, is leading the National Year of Reading 2026 to tackle declining reading enjoyment. This UK-wide campaign combines a marketing initiative with events in schools, libraries and communities, prioritising boys aged 10 to 16, early years children and families from disadvantaged communities.

Grounded in evidence, the campaign uses the “Go All In” branding to help make reading appealing and relevant, particularly for the priority audiences. The campaign’s message, “If you’re into it, read into it”, encourages individuals to explore reading through their passions, whether music, sport, baking, family time, films, sci-fi, or anything else.

Activities will take place across the year and includes national events, alongside resources for schools and early years, and library engagement through initiatives such as the Summer Reading Challenge. The campaign aims for lasting impact by engaging new audiences, making reading relevant, transforming practice, and building infrastructure. An independent evaluation in 2027 will assess its impact and sustainability beyond the campaign year and will assess its influence on reading behaviours and wider impact on the literacy sector.

The department, in partnership with the National Literacy Trust, is leading the National Year of Reading 2026 to tackle declining reading enjoyment. This UK-wide campaign combines a marketing initiative with events in schools, libraries and communities, prioritising boys aged 10 to 16, early years children and families from disadvantaged communities.

Grounded in evidence, the campaign uses the “Go All In” branding to help make reading appealing and relevant, particularly for the priority audiences. The campaign’s message, “If you’re into it, read into it”, encourages individuals to explore reading through their passions, whether music, sport, baking, family time, films, sci-fi, or anything else.

Activities will take place across the year and includes national events, alongside resources for schools and early years, and library engagement through initiatives such as the Summer Reading Challenge. The campaign aims for lasting impact by engaging new audiences, making reading relevant, transforming practice, and building infrastructure. An independent evaluation in 2027 will assess its impact and sustainability beyond the campaign year and will assess its influence on reading behaviours and wider impact on the literacy sector.

The primary purpose of Tailored Learning, which includes what used to be called Community Learning, is to support learners into employment and to progress to further learning, in line with the overall purpose of the Adult Skills Fund.

It plays a vital role within adult learning provision of supporting those furthest from the workplace and in improving wider outcomes, such as the health and well-being of learners and equipping parents/carers to support their child’s learning.

It is an important stepping stone for learners, including disadvantaged learners, who are not ready for formal accredited learning or who would benefit from learning in a more informal way.

In the 2024/25 academic year, 62,390 learners participated in learning to improve their health and well-being.

The department provides capital funding for the acquisition of sites/land and the construction of free schools.

Where sites have been secured, details and costs of acquisitions will be set out on the Land Registry website. The department also publishes contract details and costs for all free school projects on Contracts Finder.

It is our ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.

Student parents are eligible for the universal 15 hours of free early education which is available to all 3 and 4-year-olds regardless of family circumstances.

Students who work in addition to studying may be eligible for 30 hours free childcare if they meet the income requirements.

The government recognises the value of parents continuing in education and provides a range of support for students in higher education to support them with childcare.

Support available to full-time students with dependent children includes the Childcare Grant and Parents’ Learning Allowance. Entitlement to these grants is based on a student’s household income.

Further information on the childcare offers available to parents can be found at: https://www.beststartinlife.gov.uk/.

The government is committed to introducing new legal safeguards around the strip search of children. Department officials are working with officials from the Home Office to deliver this important commitment.

Strip search is one of the most intrusive powers available to the police, and the government is clear that such searches must only be conducted when absolutely necessary in order to protect people, prevent harm, or secure evidence. This must always be done with full regard for the dignity and welfare of the individual involved, particularly where the individual is a child.

The ’Searching, Screening and Confiscation guidance for schools’ supports head teachers and staff to fully understand their rights and the rights of the child, so that searching powers are used in a way that ensures schools are calm, safe and supportive environments in which to learn and work.

Responsible bodies are responsible for managing premises, including for health and safety. They should ensure risk assessments are conducted and measures taken to minimise known critical risks, following Health and Safety Executive (HSE) guidance.

Guidance on promoting good hygiene when taking part in physical activity is available to schools at: https://resources.thegma.org.uk/sportshygiene.

The department’s technical guidance, due to be updated early 2026, outlines alternative pitch materials. While primarily intended for new build schools, this advice is available for wider use and outlines the merits of each material.

The department continues to work with other government departments, including the Department for Environment, Food and Rural Affairs, the Department for Culture Media and Sport, the UK Health Security Agency and HSE, to ensure any advice and guidance in this area aligns with best practice and the latest scientific evidence.

Section 436C of the Children's Wellbeing and Schools Bill prohibits information from a local authority Children Not in School register being published or made public in a way that would include the name or address of a parent or eligible child or that would identify them.

The department will highlight in statutory guidance that we expect registers to be held securely on local authority systems. Local authorities should have an appropriate data protection policy document and privacy notice regarding the processing of personal data and its secure storage and destruction. We are continuing to engage with the Information Commissioner’s office to ensure that appropriate mitigations are in place for any risks identified.

All free school projects were evaluated in line with consistent criteria focusing on assessing the need for places and value for money. This included considering whether projects would provide a distinctive local offer and whether they would risk negatively impacting other local schools or colleges.

A temporary pause in Summer 2025 was quickly lifted and the programme is continuing as normal. Schools wishing to take forward solar projects via a Power Purchase Agreement should apply in the usual way following available guidance.

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

In the 2024/25 academic year, there were 23,930 aim enrolments and 19,320 aim achievements on Essential Digital Skills qualifications in England by adult further education and skills learners. In the 2023/24, academic year there were 28,430 and 22,310 respectively. These figures are published in additional supporting files accompanying the ’Further education and skills’ accredited official statistics publication and have been available since November 2025. The ‘Further education and skills’ publication is available at:

https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills/2024-25.

Aim enrolments and aim achievements are separate measures and should not be used to infer progress within an academic year. Additionally, learners may undertake or achieve more than one learning aim in an academic year.

Achievement rates for Essential Digital Skills qualifications are published in the national achievement rate tables in the ‘Further education and skills’ publication. The latest published data, available since March 2025, covers the 2023/24 academic year in England and is available at:

https://explore-education-statistics.service.gov.uk/data-tables/permalink/5137b787-5c7f-41c5-9510-08de4155ee12.

We have written to trusts, local authorities and members of Parliament setting out the position on individual projects, as well as offering more detailed feedback.

The department considered whether there was a strong need for the school in the medium term. We assessed published School Capacity data (SCAP24), in line with the department’s longstanding approach to assessing pipeline projects, as well as other data from local authorities, such as plans for future housing developments.

We also considered forecast costs of delivering each school, delivery issues such as finding a suitable site and whether projects would provide a distinctive local offer or risk negatively impacting other local schools.

Final decisions on projects where a ‘minded to cancel’ letter was issued, will be made once trusts and local authorities have had the opportunity to submit any new evidence. Representations should be made by 30 January 2026.

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

My right hon. Friend, the Secretary of State for Education meets with Cabinet colleagues, including my right hon. Friend, the Secretary of State for the Environment, Food and Rural Affairs, on the actions she is taking to secure high quality education for all pupils, but has not met to discuss agricultural education as a discrete issue.

The national curriculum is a framework designed to give teachers the flexibility to cover particular topics in greater depth if they wish. For example, giving them the freedom to teach about agriculture within the geography and science curricula.

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When a young person has an education, health and care plan, they are eligible for the adoption and special guardianship support fund up to the age of 25. This is on the basis that these young people are likely to be in the greatest longer-term need. Otherwise, young people are eligible up to the age of 21.

As part of our Plan for Change, we are determined to fix the special educational needs and disabilities (SEND) system and restore the trust of parents. We will do this by ensuring schools have the tools to better identify and support children before issues escalate. We will bring forward a full Schools White Paper early this year, building on the work we have already done to create a system that is rooted in inclusion.

To support the development of the reforms, we are drawing on insights from experts, including the department’s Expert Advisory Group for Inclusion and the Neurodivergence Task and Finish Group, who were established to provide an expert view and make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings.

The department has also launched a further period of listening and engagement to strengthen co-creation, listening to children and young people, parents, experts, and education professionals across the country, so that lived experience and partnership are at the heart of the solutions.

The Local Authority Designated Officer (LADO) plays a vital role in safeguarding children by overseeing the management of allegations made against adults who work with children in any capacity.

The department is aware of proposals to introduce independent LADOs, including a recommendation from the Children’s Commissioner in September 2025.

To ensure this vital role is delivered consistently and effectively across all local authorities, we continue to work with key stakeholders across the sector including the Office of the Children’s Commissioner on key policy developments and to explore how the role of LADO can be strengthened. Evidence and intelligence gathered through this engagement will be considered alongside wider stakeholder input to inform future policy development.

​​In order for the UK to participate in Erasmus+, EU regulations require the UK to establish a National Agency separate to any existing government department to manage the indirect management actions of the programme. The European Commission entrusts the distribution of indirect management funding to the National Agency to bring Erasmus+ as close as possible to its beneficiaries. National Agencies promote and implement the Erasmus+ Programme at the national level and are the link between the European Commission and participating organisations at local, regional, and national levels.

A National Agency will be appointed in due course to deliver Erasmus+ for the UK.

​​In order for the UK to participate in Erasmus+, EU regulations require the UK to establish a National Agency separate to any existing government department to manage the indirect management actions of the programme. The European Commission entrusts the distribution of indirect management funding to the National Agency to bring Erasmus+ as close as possible to its beneficiaries. National Agencies promote and implement the Erasmus+ Programme at the national level and are the link between the European Commission and participating organisations at local, regional, and national levels.

A National Agency will be appointed in due course to deliver Erasmus+ for the UK.

Post-16 providers must record work placement activities as part of planned hours for each student for funding purposes and this data is not publicly available. Small scale sample audit checks are undertaken by the department.

Schools and colleges self-report institution level data on the proportion of students undertaking work experience by academic year. Data captured through the Compass+ online self-assessment tool shows that the majority of students in 74% schools and colleges had an experience of the workplace in the 2024/25 academic year.

The department is funding the Careers & Enterprise Company to deliver the first phase of activity to prepare schools and employers to deliver the government’s commitment to ensure every pupil has access to two weeks’ worth of work experience during their secondary education.

The table below details how many visas the department and named arm’s length bodies have sponsored since July 2024:

As at 31 March 2025, 84% (3,360) of all children’s homes were privately owned and operated.

Ofsted publish annual data on children’s social care in England. This includes data on the number of homes and the different types of social care providers. The latest data is available at:

https://www.gov.uk/government/statistics/childrens-social-care-in-england-2025.

The government is taking forward work to reshape the children’s social care placement’s market, including increasing the number of foster carers so that more children can be looked after in family-based environments and encouraging more non-profit, local authority, and social investment backed providers to enter the market.

The department currently forecasts around 240,000 additional English Plan 2 loans (4.8% of all English Plan 2 loans for which borrowers are eligible to make repayments) will see a repayment in financial year 2030/31 given the announced threshold freeze when compared to a scenario with inflationary increases to thresholds. These are current estimates and are subject to change given updates to economic forecasts and other key forecast inputs.

The department will release an equalities impact assessment, including the impact on the number of borrowers forecast to make obligatory repayments, alongside other borrower impacts.

The department has agreed terms with the European Commission that represent a fair balance between the UK’s contribution and the benefits the programme offers, which paved the way for UK participation.

We have agreed a 30% discount compared to the default terms in the Trade and Cooperation Agreement as well as a review of the UK’s participation in the programme ten months after our association, including data concerning demand for funding in the UK. Any continued UK participation in Erasmus+ under the next Multiannual Financial Framework will be informed by our experience of association in 2027.

Erasmus+ costs will be funded above the department’s Spending Review settlement and scored in the usual way at the next fiscal event.

The department recognises the importance of school sport in promoting all pupils’ wellbeing and educational outcomes. In support of this, we have provided a grant of up to £300,000 a year to a consortium led by the Youth Sport Trust to deliver Inclusion 2028 with the aim to provide advice, guidance and training to upskill teachers and the school workforce to deliver high quality, inclusive PE. The grant supports the Inclusive Education Hub, an online platform of resources to help schools make PE and sport more inclusive.

In November 2025, the government published its response to the Curriculum and Assessment Review. The department is working closely with specialists in the education sector to make changes to the national curriculum for PE and will ensure they continue to increase and improve opportunities for pupils with special educational needs and disabilities to be physically active. There will be public consultation on the updated curriculum Programmes of Study, to seek views on the content before they are finalised.

The government has committed to ensuring that schools are equipped to support pupils with medical conditions effectively and inclusively. The current statutory guidance, ‘Supporting pupils at school with medical conditions,’ will be updated to reflect best practice and recent developments.

We intend to consult later this year on revised guidance. This consultation will seek views from schools, parents, health professionals, and other stakeholders on proposals to strengthen how schools meet their duties, including improvements to allergy safety and broader medical condition management.

Our aim is to ensure that every child can access education safely and confidently, regardless of their health needs.

Educational psychologists play a critical role in the support available to children and young people, including those with special educational needs and disabilities. That is why we are already investing more than £21 million to train 400 more educational psychologists over two cohorts, starting their studies in 2024 and 2025. This is in addition to the £10 million currently being invested in the training of more than 200 educational psychologists who began their training in September 2023.

As these trainees complete their studies, they will join the workforce to support local authority educational psychology services, including contributing to statutory assessments. Trainees who have had their training funded by the department are required to remain in local authority employment for a minimum period. For trainees beginning their course in September 2024, this period is three years.

Educational psychologists play a critical role in the support available to children and young people, including those with special educational needs and disabilities. That is why we are already investing more than £21 million to train 400 more educational psychologists over two cohorts, starting their studies in 2024 and 2025. This is in addition to the £10 million currently being invested in the training of more than 200 educational psychologists who began their training in September 2023.

As these trainees complete their studies, they will join the workforce to support local authority educational psychology services, including contributing to statutory assessments. Trainees who have had their training funded by the department are required to remain in local authority employment for a minimum period. For trainees beginning their course in September 2024, this period is three years.

Further education (FE) colleges, rather than the government, are responsible for setting and negotiating staff pay and terms and conditions within colleges.

In May 2025, the department announced a further £190 million investment for colleges and other 16 to 19 providers in addition to the £400 million of extra funding we already planned to spend on 16 to 19 education in financial year 2025/26.

Across the Spending Review period, we will provide £1.2 billion of additional investment per year in skills by 2028/2029.

This significant investment will ensure there is increased funding to colleges and other 16 to19 providers to enable the recruitment and retention of expert teachers in high value subject areas, and interventions to retain top teaching talent

Targeted recruitment incentives of up to £6,000 (after tax) are available for eligible early career FE teachers working in key science, technology, engineering and mathematics and technical shortage subjects, in disadvantaged schools and colleges (including in Sixth Form Colleges). This payment is separate to teachers’ usual pay.

The department always assesses the impact of changes on vulnerable children. This included reviewing the equalities impact assessment, which was deposited in the House Libraries in July. The funding available through the Adoption and Special Guardianship Support Fund (ASGSF) still enables children in Yeovil to access a significant package of support, tailored to meet their individual needs. The department’s delivery partner is routinely processing ASGSF applications within a few days of receipt, including those relating to children in Yeovil.

The department always assesses the impact of changes on vulnerable children. This included reviewing the equalities impact assessment, which was deposited in the House Libraries in July. The funding available through the Adoption and Special Guardianship Support Fund (ASGSF) still enables children in Yeovil to access a significant package of support, tailored to meet their individual needs. The department’s delivery partner is routinely processing ASGSF applications within a few days of receipt, including those relating to children in Yeovil.