Department for Education

As of 6 November 2025, the total number of Remediable Service Statements (RSSs) issued is 70,616. As of the same date, the total that remain outstanding is 71,955.

Recalculating benefits for retired members is a complex process. For those members retiring, these cases are relatively straightforward, as no benefits are already in payment. For retired members, additional complications around tax, interest rules and system functionality required extensive consultation.

Capita, as the scheme administrator, keeps affected members informed of revised timelines through established channels, including My Pension Online and its website. The latest update is available here: https://www.teacherspensions.co.uk/news/public-news/2025/11/timeline-for-sending-out-remediable-service-statements-rss.aspx. As responsibility for this work transitions to Tata Consultancy Services as the new scheme administrator of the Teachers’ Pension Scheme in Summer 2026, the department is working with Tata to finalise the timeline for issuing all RSSs. Once the timeline is confirmed, it will be communicated to all affected scheme members.

This is a high priority for the department, and officials continues to closely monitor progress and work with Capita to streamline processes and introduce automation where possible. Any pension adjustments arising from members’ choices will be backdated with interest to ensure members are not disadvantaged.

As of 6 November 2025, the total number of Remediable Service Statements (RSSs) issued is 70,616. As of the same date, the total that remain outstanding is 71,955.

Recalculating benefits for retired members is a complex process. For those members retiring, these cases are relatively straightforward, as no benefits are already in payment. For retired members, additional complications around tax, interest rules and system functionality required extensive consultation.

Capita, as the scheme administrator, keeps affected members informed of revised timelines through established channels, including My Pension Online and its website. The latest update is available here: https://www.teacherspensions.co.uk/news/public-news/2025/11/timeline-for-sending-out-remediable-service-statements-rss.aspx. As responsibility for this work transitions to Tata Consultancy Services as the new scheme administrator of the Teachers’ Pension Scheme in Summer 2026, the department is working with Tata to finalise the timeline for issuing all RSSs. Once the timeline is confirmed, it will be communicated to all affected scheme members.

This is a high priority for the department, and officials continues to closely monitor progress and work with Capita to streamline processes and introduce automation where possible. Any pension adjustments arising from members’ choices will be backdated with interest to ensure members are not disadvantaged.

The government is committed to ensuring that high quality arts, music and physical education is not for the privileged few but an entitlement for all. We will ensure that the reformed national curriculum will support access to art and design, music and physical education, as well as access to drama within English. We will also ensure GCSEs in arts subjects and physical education are inclusive and fit for purpose.

Next year, we will launch the procurement of a new National Centre for Arts and Music Education and a new PE and School Sport Partnerships Network to support excellent teaching, strengthen partnerships between schools and national and local organisations, and promote arts and sporting opportunities for children and young people. In addition, the government has already committed £76 million for the Music Hubs grant this academic year, with future funding to be announced in due course.

The department is processing the information received through the Digital Expenditure Reporting Return and will publish a summary of quality assured data in the New Year.

Following the independent Curriculum and Assessment Review’s final report on 5 November, we have accepted the recommendations for computing and will go further by including artificial intelligence (AI) within the curriculum. We are also exploring a potential level 3 qualification in data science and AI. This will empower students to harness the opportunities of AI, whilst navigating its risks responsibly.

We will work with subject experts to embed AI and issues like bias in technology within the refreshed computing curriculum in an age-appropriate way. Content will be shaped through expert engagement, with a public consultation on draft proposals next year.

To support the teaching of AI now, the department-funded National Centre for Computing Education offers free online courses for teachers on machine learning, ethics and generative AI. In July, the government also published updated relationships, sex and health education statutory guidance introducing new content on AI which will be mandatory from 1 September 2026.

Schools, trusts and local authorities can use their budgets at their discretion to purchase technology for their pupils. The department does not mandate a specific device to pupil ratio or recommend how much funding should be allocated for devices.

During the COVID-19 pandemic, the department delivered over 1.95 million laptops and tablets to schools, academy trusts and local authorities in England through the ‘Get Help With Technology’ programme, launched in March 2020, which supported remote learning for disadvantaged children. The last devices were delivered by March 2022 and the service closed in June 2022.

The programme represented an investment of approximately £400 million, covering procurement and distribution of devices, alongside connectivity support for families without internet access.

Data on dispatched devices is published in statistical releases via the Explore Education Statistics portal here: https://explore-education-statistics.service.gov.uk/find-statistics/laptops-and-tablets-data/2022-april.

The department monitors pupil access to devices via the Technology in Schools Survey here: https://www.gov.uk/government/publications/technology-in-schools-survey-report-2022-to-2023.

The department recognises that it is normal for young people to experience some stress around exams. It is important that this stress is identified early and the right support is in place to help young people manage it in a healthy and constructive way. Schools play a key role in supporting students through this, and mental health charities such as YoungMinds have published guidance on staying well during revision and exams. Their guidance is available at:

https://www.youngminds.org.uk/media/mqljrydj/staying-well-during-revision-and-exams.pdf.

The department is providing access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHST), so every child and young person has access to early support to address problems before they escalate. By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

The independent Curriculum and Assessment Review carefully considered evidence on wellbeing and found that many factors can impact student mental health. The Review recommended reducing exam volume to help improve the overall student experience. We will work closely with Ofqual and exam boards to reduce GCSE exam time by 2.5 to 3 hours for the average student, while maintaining high standards and protecting the integrity and validity of the qualifications system.

As part of changes introduced by Clause 11 of the Children’s Wellbeing and Schools Bill, which will amend Section 25 of the Children Act 1989 (CA 1989) to allow for authorisation of a deprivation of liberty in ’Relevant Accommodation’ under the CA 1989, the department can confirm that the same regulation making powers that exist currently for the Secretary of State in relation to Secure Accommodation will also be available for ’Relevant Accommodation’.

It will be made clear in regulations that Secretary of State approval will be required to deprive children under the age of 13 of their liberty via Section 25 of the CA1989 in Relevant Accommodation. As per updated guidance published on 17 November, there is no such regulatory requirement regarding Secretary of State approval for applications to the High Court under its inherent jurisdiction for a deprivation of liberty order – this does not amend the requirements or guidance on the use of Section 25.

The department has no plans to restore the academy conversion support grant. Voluntary conversion is a choice for schools and trusts to make.

​​As the Teachers’ Pensions Scheme administrator, Capita are processing Remediable Service Statement (RSS) choices and aim to complete payments as quickly as possible. The relevant regulations provide for a member’s RSS choice to be put into payment as soon as is reasonably practicable. As part of the implementation arrangements for payments, it was not possible to start payments until June 2025 as time was needed to allow for recruitment, training, development of instructions, and IT enhancements to be made and implemented.

​Members’ original pension benefits will continue to be paid until their choice has been implemented, at which point backdated interest will be applied to their payment.

​Payment of members’ RSS choices is a high priority, and the department is continually exploring ways to improve payment and processing times with Capita, which includes providing further funding for additional staff and automating payment and processing functions.

Local authorities and social care practitioners are required to support children in a way that meets their needs and best interests. This support will look different on an individual case basis. In considering their safeguarding policies and how best to support children questioning their gender, leaders and practitioners should be led by the guidance and regulations most relevant to their setting or role. They can also be informed by the evidence and principles set out in the Cass Review.

Further resources on support for children questioning their gender can be found via the NHS here: https://www.genderreferralservice.nhs.uk/.

Local authorities and social care practitioners are required to support children in a way that meets their needs and best interests. This support will look different on an individual case basis. In considering their safeguarding policies and how best to support children questioning their gender, leaders and practitioners should be led by the guidance and regulations most relevant to their setting or role. They can also be informed by the evidence and principles set out in the Cass Review.

Further resources on support for children questioning their gender can be found via the NHS here: https://www.genderreferralservice.nhs.uk/.

On 5 November, the independent Curriculum and Assessment Review published its final recommendations for a refreshed curriculum and assessment system in England.

The government’s response to the report includes a commitment to commits to strengthening pupils’ foundational understanding of financial education in maths and citizenship, with digital resources to support teaching. New statutory citizenship at key stages 1 and 2 will also ensure that primary aged children are introduced to key content on media literacy, financial literacy, law and rights, democracy and government and climate education. These principles will be extended to the secondary core content to reflect the age range of pupils and will focus on more complex content, particularly digital elements of financial literacy.

The department expects schools to develop and improve their careers provision to be inclusive for all young people in line with the world-class Gatsby Benchmarks, including benchmark 3, which focuses on addressing the individual needs of each pupil.

Data on the number of requests for an education, health and care (EHC) needs assessment, the number of assessments carried out and assessments outstanding is available here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025. This includes data for the North East. The latest data was published on 26 June 2025. ​​​

Following the above publication of EHC plan statistics, departmental officials met with all North East local authorities during July and August 2025, including Northumberland County Council. Officials discussed the published data including the overall timeliness of assessments and actions each local area was taking to improve services and reduce wait times for children, young people and their families undergoing an EHC needs assessment.

The department will continue to work with North East local area partnerships to monitor the delivery of special educational needs and disabilities services and offer support when required.

The department provided over 20,000 defibrillators to almost 18,000 schools, ensuring that all state-funded schools in England have access to a device.

The programme is now closed; however, schools who wish to purchase defibrillators are able to buy them through the NHS Defibs4Schools programme, which provides defibrillators of a suitable specification. Defibs4Schools can be contacted at: defibs4schools@supplychain.nhs.uk.

Schools have the autonomy to decide how they teach first aid, including teaching additional topical content and which resources to use.

It is for schools to decide what training equipment may be suitable to facilitate the delivery of CPR training at their school, based on their individual circumstances. The department provides advice on free resources in its defibrillator guidance to schools, including the British Heart Foundation’s (BHF) RevivR CPR training and BHF CPR training pack for secondary schools. More information can be found at: https://www.gov.uk/government/publications/automated-external-defibrillators-aeds-in-schools.

The Children and Families Act 2014 requires local authorities to publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have special educational needs and disabilities (SEND), including those without an education, health and care plan.

Every local authority must have a SEND information, advice and support service. These provide free and impartial advice to children and young people with SEND and their parents and carers.

The department works with national organisations such as Contact, IPSEA and the National Network of Parent Carer Forums. We also fund local parent carer forums across England who gather the views and experiences of local SEND families to help shape and inform policy and provision and offer a valuable peer support network for parents and carers navigating the SEND system.

As part of the £3.7 billion increase in funding for schools in the 2025/26 financial year, the department is providing mainstream schools and high needs settings with over £930 million to support them with the increases to employer national insurance contributions (NICs) from April 2025.

All state funded schools are required to teach first aid as part of the statutory health education set out in the relationships, sex and health education (RSHE) statutory guidance. Independent schools are required to cover health education as part of their responsibility to provide personal, social, health and economic (PSHE) education.

The statutory RSHE guidance includes basic first aid for primary school children, for example dealing with common injuries, such as head injuries, whilst pupils in secondary schools are taught further first aid, for example how to administer CPR and the purpose of defibrillators and how to use them.

The guidance sets out that it is for schools to decide how they teach RSHE topics, including how to draw on expertise available to them locally, such as that provided by the CPR Smart programme.

Every child in our country deserves the best possible school experience; one that is academically stretching, where every child feels like they belong, and that sets them up for life and work.

As part of the department’s 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 strengthening accountability on mainstream settings to be inclusive including through Ofsted; support the mainstream workforce to increase their SEND expertise and encourage schools to set up Resourced Provision or special educational needs units to increase capacity in mainstream schools. This will enable children to receive specialist support whilst learning alongside their friends and wider community.

On 5 November, the independent Curriculum and Assessment Review published its final report which includes recommendations for a refreshed curriculum and assessment system in England. ​In the government’s response to the report, the department made a clear commitment to supporting a high-quality curriculum, including for children with SEND.

The department has not held specific discussions with the Department for Health and Social Care on heart screening for young people participating in physical education.

All pupils attending compulsory education are required to take part in physical education as part of the national curriculum. We expect schools to be aware of the risks associated with sporting activities and to provide a safe environment for pupils. The government recognises the value of physical activity in enhancing the health and wellbeing of young people.

Universities are autonomous institutions and are responsible for decisions about the welfare and health of their students.

Support for people with visual impairments in and transitioning into, further education is guided by legal duties under the Equality Act 2010 and the special educational needs and disabilities (SEND) Code of Practice, with tailored provisions depending on the needs of the individual. This applies to those with or without education, health and care plans (EHCPs).

All education and training providers have a duty to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Reasonable adjustments can include adapting teaching methods, using assistive technology, modifying assessments, and offering personalised support services.

Ensuring that support is provided in a timely and effective manner is the responsibility of the local authority.

The new Ofsted handbook requires further education providers to embed inclusion across all aspects of provision. Providers must identify their learners’ needs and demonstrate measurable impact on progress and wellbeing.

The department tracks the progress and attainment of learners with SEND and participation and retention rates for learners with EHCPs or special educational needs support and are determined that our reforms to the system should improve experiences and outcomes for learners and their families.

Support for people with visual impairments in and transitioning into, further education is guided by legal duties under the Equality Act 2010 and the special educational needs and disabilities (SEND) Code of Practice, with tailored provisions depending on the needs of the individual. This applies to those with or without education, health and care plans (EHCPs).

All education and training providers have a duty to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Reasonable adjustments can include adapting teaching methods, using assistive technology, modifying assessments, and offering personalised support services.

Ensuring that support is provided in a timely and effective manner is the responsibility of the local authority.

The new Ofsted handbook requires further education providers to embed inclusion across all aspects of provision. Providers must identify their learners’ needs and demonstrate measurable impact on progress and wellbeing.

The department tracks the progress and attainment of learners with SEND and participation and retention rates for learners with EHCPs or special educational needs support and are determined that our reforms to the system should improve experiences and outcomes for learners and their families.

In 2025/26, this government plans to spend over £8 billion on early years entitlements, increasing to over £9 billion in 2026/27, and we have increased the early years pupil premium by over 45%. On top of this we have provided further supplementary funding of £75 million for the Early Years Expansion Grant.

At Spending Review 2025, the government announced it will provide an additional £1.6 billion per year by 2028/29. We will also spend over £400 million over the next four years to deliver school-based nurseries across England.

The free breakfast clubs programme has delivered more than 5 million breakfasts and offered places to almost 180,000 pupils across the country. We are investing a further £80 million into the programme to fund an additional 2,000 schools between April 2026 and March 2027. Since September 2024, the National Wraparound Programme has also provided over 50,000 additional full childcare places. In 2026/27, we are providing local authorities with £12.9 million to sustain these places, ensuring sufficiency of school-age childcare and supporting national rollout of free breakfast clubs.

The department has published clear guidance to support schools in using artificial intelligence (AI) safely and effectively. This includes the Generative AI policy paper, which sets out opportunities, risks and legal responsibilities, and online support materials developed with sector experts. These resources provide practical advice for headteachers and governors on integrating AI into digital strategies, safeguarding pupil data, and ensuring compliance with data protection and intellectual property law. Toolkits for educators and leaders outline safe use cases, risk management and how AI can reduce workload without replacing teacher judgment. The guidance emphasises that AI should enhance teaching, not diminish human oversight, and schools must take care when considering pupil-facing AI.

Materials are available on GOV.UK under “Using AI in education settings: support materials”, alongside the policy paper “Generative artificial intelligence in education”, updated June 2025.

I refer the hon. Member for South Holland and The Deepings to the answer of 22 October 2025 to Question 81502.

The department is working closely with the Department of Health and Social Care and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities. This includes extending the Early Language and Support for Every Child programme, trialling new ways of working to better identify and support children with Speech, Language and Communication Needs in early years settings and primary schools.

In addition to the undergraduate degree route, speech and language therapists can also train via a degree apprenticeship. This route is now in its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.

The department believes every child in our country deserves an education that meets their needs - one that is academically stretching, where every child feels like they belong, and that sets them up for life and work.

We want to drive a consistent and inclusive approach to supporting all children and young people to achieve and thrive in mainstream settings, through early identification, access to the right support at the right time, high-quality adaptive teaching and effective allocation of resources.

This government is determined to deliver reform that stands the test of time and rebuilds the confidence of families which is why the department is holding a further period of listening and engagement, gathering information and views from parents, teachers and experts in every region of the country.

We will set out our full vision for an inclusive education system in the Schools White Paper in the new year.

I can confirm that a response to the correspondence from the hon. Member for Henley and Thame dated 10 October 2025 was sent on 8 December 2025.

The independent Phase 1 report from the evaluation of the Regional Care Co-operative (RCC) pathfinders to understand early implementation, led by Ecorys UK, has been completed and is currently undergoing final departmental clearance. The department expects to publish it imminently.

The government recognises the important role the early years sector plays in early intervention to ensure the right support is put in place for children as soon as possible

The early years foundation stage (EYFS) statutory framework sets the standards and requirements that all early years providers must follow. It stipulates that providers must have arrangements in place to support children with special educational needs and disabilities (SEND), and that all providers who are funded by the local authority to deliver early education places must have regard for the SEND code of practice.

On 7 July, we published our commitment to giving every child the best start in life. This means a stronger focus on early identification, inclusive access to early years education, and tailored family support.

We have already invested in the Early Language Support for Every Child programme, as well as the Nuffield Early Language Intervention, supporting children in the early years with their speech and language.

We are looking at wider SEND reforms and interventions to give children and young people the opportunities they need to achieve and thrive.

The department publishes figures from the school census on pupil absence in England. The latest data covers the autumn and spring terms of the 2024/25 academic year and is published here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2024-25-autumn-and-spring-term. Local authority data is available in the release. School level data is also available in this release and includes school identifiers that can be used to link the parliamentary constituency for the school using the ‘Get Information About Schools’ website: https://get-information-schools.service.gov.uk/. This absence release has been available since 23 October 2025.

High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.

Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.

High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.

Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.

The early years workforce is at the heart of the government’s mission to give every child the best start in life and deliver our Plan for Change. The Best Start in Life strategy sets out our plans to work with the early years sector and local authorities to tackle challenges in recruitment and retention and make early years a career people are proud to start and rewarding to pursue.

This includes investing in opportunities to become an early years teacher, by aiming to more than double the number of funded places on early years initial teacher training by 2028. It also sets out financial support for employers delivering the new degree apprenticeship route, and financial incentives for early years teachers working in disadvantaged areas. Plans to co-design a new professional register are designed to raise the value of the profession and give all early educators the recognition they deserve.

Every child must be safe and the government is committed to making schools safer places for every child by tackling the root cause of serious violence.

The department does not hold data on the number of knives and other weapons confiscated in schools in England. Confiscations are operational matters managed at school level and are not part of statutory data returns to the department. Guidance on searching, screening and confiscation is available at: https://assets.publishing.service.gov.uk/media/62d1643e8fa8f50bfbefa55c/Searching__Screening_and_Confiscation_guidance_July_2022.pdf.

However, findings from the School and College Panel survey indicate that in March 2024, 27% of secondary school leaders noted a known incident of weapon possession by a pupil on school premises since the beginning of the year, compared to only 2% of primary school leaders.

The department also monitors a range of data related to children’s risk of violence, including education, social care and police national computer data. Our published dashboard can be accessed at: https://department-for-education.shinyapps.io/childrens-social-care-and-offending/.

The following table gives the Student Loan Company (SLC) payments in millions for the 2020/21 to 2024/25 financial years and covers Fee Loans and Maintenance Loans (full time and part time) for undergraduates only domiciled in England, Wales, Northern Ireland, and the EU (Scotland's applications are not administered by SLC). These figures are split by the UK National indicator on the application form. Student support eligibility is determined by residency and not nationality and the UK National indicator field on the application form can be left blank by the applicant.

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

Phones have no place in our schools, and leaders already have the power to ban phones. The department’s guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks. ​The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

​Research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools, 99.8% of primary schools and 90% of secondary schools, already have policies in place that limit or restrict the use of mobile phones during the school day.

In financial year 2025/26 alone, the government has provided over £8 billion for the early years entitlements, increasing to over £9 billion in 2026/27. We have announced the largest ever increase to early years pupil premium since its introduction and have delivered a significant tranche of supplementary funding of £75 million through the early years expansion grant.

Government funding for the entitlements does not cover consumables like meals so providers are able to ask parents to pay for these things. However, the statutory guidance is clear that these charges must not be mandatory or a condition of accessing an entitlements place.

Ministers and officials regularly meet with the Office for Students to discuss a wide range of topics, including international partnerships. The government welcomes these partnerships, including with China, many of which make strong contributions to our society. Universities have a responsibility to ensure that any partnership, including with a Confucius Institute, is managed appropriately and is compliant with their legal duties and regulatory requirements.

The department does not mandate or promote any specific materials or programmes as it is for schools to decide what to use. The department has provided over £6 million of funding since July 2024 to support safe and effective use of artificial intelligence (AI) in schools, including £2 million for Oak National Academy to develop its AI lesson planning assistant, Aila, and joint-funding the Education Content Store pilot along with the Department for Science, Innovation and Technology.

The department has also funded free support materials for staff in schools and colleges, developed by the Chiltern Learning Trust and the Chartered College of Teaching.

As set out in the Budget Document, the income raised by the Levy will be fully reinvested into higher education and skills, including to fund maintenance grants for disadvantaged students studying priority courses.

To ensure the student finance system remains sustainable, students who already hold a qualification at an equivalent or higher-level qualification (ELQ) to that of their current course are not normally eligible for tuition fee or maintenance loans. An exception has been made to these rules to encourage access to certain professions, including veterinary medicine. Students undertaking a full-time second degree in veterinary medicine starting before 1 January 2027 will qualify for maintenance support for the duration of their course.

This position will change under the Lifelong Learning Entitlement, which will replace higher education student finance loans from 1 January 2027. An additional loan entitlement will be made available for a limited number of priority subjects, such as medicine. These are courses required to address priority skills needs and that align with the government’s Industrial Strategy.

The investigation remains ongoing and all reasonable lines of inquiry will be pursued.

The department publishes figures from the school census on pupil absence in England on a termly basis. The most recent published data relates to the autumn and spring terms of the 2024/25 academic year, and the latest full academic year is 2023/24, available at: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/.

The published data includes absence rates by local authority and school. School level data includes identifiers that can be used to link the parliamentary constituency for the school using the ‘Get Information About Schools’ website, which is available here: https://get-information-schools.service.gov.uk/.

The latest absence release has been available since 23 October 2025.