Department for Education

The department’s ‘Home-to-school travel’ statutory guidance makes clear that discretionary travel need not be limited to children of compulsory school age. The guidance is available here: https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance.

Decisions about which languages to offer at GCSE in England are taken by four independent awarding organisations: AQA, OCR, Pearson Edexcel and WJEC. These organisations have the freedom to create a Cornish GCSE based on subject content set by the department. This decision would be informed by several factors, including the level of demand from schools, and the proportion of the UK population who speak the language.

As part of our reforms, to clarify and simplify terminology, we will collectively describe provision such as special educational needs (SEN) units, resourced provision and pupil support units as inclusion bases, underpinned by two models:

1. Support bases: commissioned and funded by individual settings and academy trusts.
2. Specialist bases: commissioned and funded by the local authority.

There are many examples of inclusion bases in mainstream settings that offer high quality teaching, bespoke learning environments and flexible access to specialist education or health support, helping children thrive academically, socially, and emotionally. These will continue to play an important role.

As a core component of our £3.7 billion high needs capital settlement we will invest in a transformational expansion of inclusion bases, so they become a core part of every local education offer. They will deliver high quality teaching and support to more children who benefit from provision that bridges the gap between mainstream and specialist.

The department has announced plans for special educational needs and disabilities reform, with further information available at: https://www.gov.uk/government/publications/every-child-achieving-and-thriving.

An inclusive education system for all children and young people requires a strong universal offer. We will introduce new National Inclusion Standards to guide schools on what effective, inclusive universal provision and evidence-based targeted provision looks like.

For those whose needs cannot be met through the universal offer alone, there will be additional layers of support (targeted, targeted plus and specialist). A duty will be placed on settings to produce an Individual Support Plan for any pupil receiving targeted or specialist support, developed together with parents and young people to ensure every professional understands their needs and how best to support them.

We have announced £1.6 billion for an Inclusive Mainstream Fund to support schools, colleges and early years settings to embed inclusive practice over the next three years. We will provide educators with a new landmark training package on inclusion, with an investment of over £200 million over three years. We have also announced a new £1.8 billion investment over three years to deliver expertise to all settings from Educational Psychologists, Speech and Language Therapists and Occupational Therapists. We are consulting on our plans for reform and encourage the sharing of views through the ongoing consultation at: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/.

Attached is a table that provides data about students in receipt of student loans by nationality, for the 2020/21 – 2024/25 academic years.

This dataset reports the number of UK Nationals, and provides a breakdown of nationalities for non-UK Nationals. Previous similar parliamentary questions used nationality as self‑reported by applicants on their Student Finance application form. Under that approach, UK Nationals could record an additional nationality alongside proof of their UK national status, which led to inconsistent reporting for borrowers who held UK National status.

The department and the Student Loans Company (SLC) have strengthened the quality and consistency of their data and now hold robust information on a borrower’s UK national status and nationality. This has reduced the number of ‘unknown’ records previously reported to less than 0.07% in the last year of this dataset. This is a live management information dataset which is not static, and data can be updated over time as SLC update their records and re-categorise data.

The government is a strong supporter of the mutual sector, including credit unions. The department is not the employer of any school staff, and it would therefore be inappropriate to encourage or recommend membership to specific financial products or institutions.

The government is delivering on its manifesto commitment by legislating to introduce Ofsted inspection of academy trusts to help drive better outcomes for children and provide greater confidence for parents. Robust financial oversight is crucial to achieving a strong school system and trust inspections will look at whether trusts are using their resources efficiently and strategically to support high quality education. This will provide families clear and independent assurance about the strength of the trust responsible for their child’s academy.

We know there is excellent practice across the sector, with schools and trusts proactively finding ways to secure better value from their resources. The department’s Maximising Value for Pupils programme helps schools seize opportunities to maximise value in four key areas: commercial spend, assets, including reserves, workforce deployment, and developing capabilities, including digital and technology.

Where an academy trust is facing financial difficulties, the department offers practical advice and guidance covering financial management, educational performance, and governance. Where failings in financial management or governance are identified, the department can take robust action to drive the required improvement, for example through issuing a Financial Notice to Improve. We may also commission a School Resource Management Adviser to provide additional specialist advice where required.

There are 46 key stage 4 (KS4) Technical Awards, which pupils can take alongside GCSEs. These qualifications cover broad sector areas such as health and social care, building and construction, and support the development of knowledge and practical skills. In 2024/25, 45% of students in state-funded schools took at least one Technical Award.

The Curriculum and Assessment Review emphasised maintaining stability to allow these qualifications to embed fully in the system and did not recommend introducing structured vocational pathways at ages 11 to 14, and we have no current plans to pilot such models. For pupils in KS4, we will review the current suite of Technical Awards from 2027 with a focus on their impact and progression to post-16 pathways.

This is because the Review concluded that in comparison to other jurisdictions, we have a reasonably broad and balanced curriculum to age 16, which offers all children an entitlement to a core set of knowledge. The department is maintaining the existing architecture of key stages, national assessments and qualifications, which international comparisons suggest have had a positive impact on attainment. New measures at key stage 3, including better sequenced content, a year 8 statutory reading test and improved use of diagnostic assessment, are designed to support engagement and progress without narrowing the curriculum prematurely. To prepare learners for a changing world, we are developing an oracy framework and embedding financial, media and digital literacy and climate and sustainability education into the relevant subjects.

The Review concluded that structured vocational pathways are most effective post‑16. The department is therefore reforming the 16 to 19 system through A levels, T Levels and new V Levels, alongside redesigned Level 2 pathways, ensuring clear, high quality routes into technical fields and helping address skills shortages, including in construction and the wider technical trades.

There are 46 key stage 4 (KS4) Technical Awards, which pupils can take alongside GCSEs. These qualifications cover broad sector areas such as health and social care, building and construction, and support the development of knowledge and practical skills. In 2024/25, 45% of students in state-funded schools took at least one Technical Award.

The Curriculum and Assessment Review emphasised maintaining stability to allow these qualifications to embed fully in the system and did not recommend introducing structured vocational pathways at ages 11 to 14, and we have no current plans to pilot such models. For pupils in KS4, we will review the current suite of Technical Awards from 2027 with a focus on their impact and progression to post-16 pathways.

This is because the Review concluded that in comparison to other jurisdictions, we have a reasonably broad and balanced curriculum to age 16, which offers all children an entitlement to a core set of knowledge. The department is maintaining the existing architecture of key stages, national assessments and qualifications, which international comparisons suggest have had a positive impact on attainment. New measures at key stage 3, including better sequenced content, a year 8 statutory reading test and improved use of diagnostic assessment, are designed to support engagement and progress without narrowing the curriculum prematurely. To prepare learners for a changing world, we are developing an oracy framework and embedding financial, media and digital literacy and climate and sustainability education into the relevant subjects.

The Review concluded that structured vocational pathways are most effective post‑16. The department is therefore reforming the 16 to 19 system through A levels, T Levels and new V Levels, alongside redesigned Level 2 pathways, ensuring clear, high quality routes into technical fields and helping address skills shortages, including in construction and the wider technical trades.

The government’s ambition is for every child and young person to receive a rich and broad, inclusive and innovative education, and that the curriculum reflects our modern society and diverse communities, including disabled people. We will ensure disability is taught in the curriculum, so that all children and young people have a positive and informed understanding of disability.

The history curriculum provides a broad and flexible framework that allows schools to select which topics to teach across the key stages, and this can include history relating to disabled people. We are in the process of refreshing the history curriculum to support the teaching of the inherent diversity within history. We will consult on the curriculum from early summer, and we will fully implement the new full national curriculum for first teaching from September 2028.

Our special educational needs and disabilities (SEND) reform proposals, including the new Individual Support Plans and the Inclusive Mainstream Fund, aim to improve help and support for children and young people with SEND up to age 25. The consultation document explains the changes we plan to make and asks for comments from everyone with an interest.

Our proposals were informed by our national conversation on SEND, through a series of online conversations and regional events. For the post-16 sector this also included two roundtables, a series of follow-up discussions with key stakeholders on emerging themes and visits to colleges by departmental officials and Ministers.

During the consultation period, we are engaging with the post-16 sector in several ways, including a series of webinar events, facilitated by post-16 membership organisations, which are aimed directly at providers, and including representatives of the post-16 sector in key working groups such as the SEND development group. These seek to provide clarity on key proposals and offer an opportunity for open discussion so that providers feel able to make informed written responses to the consultation.

Every child deserves a high quality, inclusive education establishment in their community, including young carers with neurodiverse learning needs.

We have now announced plans to reform the special educational needs and disabilities system, with further information available at: https://www.gov.uk/government/publications/every-child-achieving-and-thriving.

The department will introduce a new universal offer, ensuring all children receive the right support in mainstream schools. For all those with additional needs there will be layers of targeted support that remove barriers to learning, with schools working alongside parents and local partnerships.

Regional improvements for standards and excellence has made a universal offer to equip mainstream schools with the expertise, evidence and networks they need to embed consistently high quality, inclusive practice and improve outcomes for every child, including young carers. Ofsted’s renewed inspection framework, introduced in November 2025, focuses explicitly on inclusion and their inspection toolkit is clear that inspectors will consider the impact of a school’s work to improve the attendance, behaviour, inclusive personal development and wellbeing of young carers.

Furthermore, this government is preparing a cross-government action plan for unpaid carers of all ages which it plans to publish later this year. This will include actions to strengthen the support that is provided to young carers.

All children will benefit from a strengthened universal offer of high quality, inclusive teaching in every mainstream setting, with early identification of needs and evidence-based support as standard. On top of the universal offer, we propose that there will be three flexible layers of support for those that need it. These layers are Targeted, Targeted Plus and Specialist. These layers will be guided by the National Inclusion Standards, which will provide evidence-informed tools and strategies for identifying and supporting children’s needs, including for children with profiles of need such as Pathological Demand Avoidance. Children in early years settings, mainstream schools and colleges will benefit from access to education and support from health professionals without long waits for assessments.

Children will not need a statutory education, health and care (EHC) plan to receive Targeted or Targeted Plus support, as there will be a duty on schools and funding to provide it. Settings will have a statutory duty to record and monitor special educational needs and provision in an Individual Support Plan for children and young people with special educational needs and disabilities.

For those with complex needs, we are developing new Specialist Provision Packages (SPPs), designed with independent experts and tested with parents, and intended to each include a description of the need profile it is designed to support. SPPs will underpin the right to the educational provision set out in an EHC plan, and we propose that only those children and young people who need an SPP will have an EHC plan in future.

The National Inclusion Standards will set out evidence-based tools, strategies and approaches to identify and support children and young people with additional needs. Settings should consider the National Inclusion Standards when planning their Inclusion Strategy. To hold schools accountable for how they plan to deliver inclusive practice and meet the needs of their cohort, they will be required to produce an inclusion strategy outlining their plan to embed inclusive practice and meet the needs of their cohort. There will be a legal duty on settings to produce an Individual Support Plan (ISP) for every child or young person receiving targeted or specialist support. Ofsted will draw on settings’ inclusion strategies to assess effectiveness of leaders plans, implementing and delivering inclusive practice, and will consider the use and quality of ISPs in inspections. Local areas have been commissioned to develop local special educational needs and disabilities (SEND) reform plans setting out how partners across education, health and care will deliver SEND reform locally.

Statutory tests and assessments at primary school help measure the attainment of pupils in relation to the standards set out in the national curriculum and help teachers and parents identify where pupils may need additional support in a certain subject area. The department’s special educational needs and disabilities (SEND) reforms are designed to ensure that every child can access a high quality, inclusive education, with early and consistent support in place across the system.

Key stage 2 tests are subject to robust test development processes, which include reviews involving serving teachers and experts in SEND, as well as trials with hundreds of year 6 pupils. Children with SEND have a range of needs and abilities, and it is important they can participate in assessments to demonstrate their achievements. Schools can utilise a range of access arrangements where appropriate, while for any children with SEND and others who are working below the standards of the national curriculum assessments there are alternative teacher assessments.

Primary assessments were reviewed as part of the independent Curriculum and Assessment Review 2025, led by Professor Becky Francis. In line with the Review’s recommendations, we are strengthening the national curriculum so that it is more accessible and ambitious for all pupils, including those with SEND.

Statutory tests and assessments at primary school help measure the attainment of pupils in relation to the standards set out in the national curriculum and help teachers and parents identify where pupils may need additional support in a certain subject area. The department’s special educational needs and disabilities (SEND) reforms are designed to ensure that every child can access a high quality, inclusive education, with early and consistent support in place across the system.

Key stage 2 tests are subject to robust test development processes, which include reviews involving serving teachers and experts in SEND, as well as trials with hundreds of year 6 pupils. Children with SEND have a range of needs and abilities, and it is important they can participate in assessments to demonstrate their achievements. Schools can utilise a range of access arrangements where appropriate, while for any children with SEND and others who are working below the standards of the national curriculum assessments there are alternative teacher assessments.

Primary assessments were reviewed as part of the independent Curriculum and Assessment Review 2025, led by Professor Becky Francis. In line with the Review’s recommendations, we are strengthening the national curriculum so that it is more accessible and ambitious for all pupils, including those with SEND.

The Children’s Wellbeing and Schools Bill introduces new powers for Ofsted to inspect academy trusts. These inspections will focus on trusts, rather than schools. The detailed arrangements will be set out in secondary legislation and subject to proposed consultation.

Schools have existing statutory duties to make arrangements for supporting pupils with medical conditions. The draft statutory guidance makes clear to schools what is expected of them in taking reasonable steps to fulfil their legal obligations and to meet the individual needs of pupils with medical conditions.

Schools will be required to stock ‘spare’ adrenaline auto-injectors, and many already choose to do so. The department’s draft guidance suggests most schools should stock 2 to 4 pairs of adrenaline auto-injectors, at a likely cost of £300. The government is in discussion with suppliers to facilitate options here and will look to say more in due course.

School funding is increasing by £1.7 billion in 2026/27, including funding for special educational needs and disabilities reform announced within the Schools White Paper. Our overall investment in schools funding is a critical step forward in our mission to support teachers and leaders to deliver high and rising standards across every school and for every pupil, including those with medical conditions and allergies.

The government has published equalities and children’s rights impact assessments alongside SEND reform: Putting Children and Young People First.

Impact assessments were published alongside the consultation to aid engagement during the consultation period.

Impact assessments were published alongside the consultation to aid engagement during the consultation period.

Impact assessments were published alongside the consultation to aid engagement during the consultation period.

Impact assessments were published alongside the consultation to aid engagement during the consultation period.

Departmental officials are currently engaging school leaders, alongside local and national stakeholders, on the approach for the Missions and we will announce further details in due course.

I refer my hon. Friend, the Member for Poole to the answer of 24 March 2026 to Question 121419.

The department is investing over £200 million over three years to strengthen the special educational needs and disabilities offer in Best Start Family Hubs, including funding a family-facing practitioner in every hub to support children with additional needs and families from the earliest stages. The practitioners will offer practical, hands‑on advice about their child’s development and help families identify emerging needs much earlier and guide parents on what those signs mean and the next steps to take. They will also help run, or link families into, early support sessions in Hubs, such as toddler groups that promote speech and language. By joining up support across services, the practitioners will ensure families do not have to navigate services alone.

We have published the Best Start Family Hubs and Healthy Babies guidance for local authorities, which sets out the role expectations and funding remit, ahead of April 2026 delivery. This guidance can be found at: https://assets.publishing.service.gov.uk/media/69c6be4acdfd19de13d0f810/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities.docx.pdf.

The majority of GCSE and A level assessments are taken as written exams under close staff supervision, without access to the internet or artificial intelligence (AI) tools, which prevents the use of AI-generated material in most assessments.

The department is working closely with Ofqual and the wider sector to understand the risks associated with generative AI and to ensure appropriate mitigations are in place.

Strict rules, set by exam boards, are already in place to ensure that students’ work is their own, and sanctions for malpractice are severe, including the possibility of disqualification. Schools and teachers know their students best and are experienced in identifying their individual students’ work.

To support the sector, the Joint Council for Qualifications has published guidance for teachers and exam centres to help prevent and identify potential malpractice involving the misuse of AI in assessments. The guidance is available here: https://www.jcq.org.uk/knowledge-hub/ai-use-in-assessments-your-role-in-protecting-the-integrity-of-qualifications/.

Ofqual, as the independent regulator, has also published its overall approach to regulating AI use in the qualifications sector. The approach can be found here: https://www.gov.uk/government/publications/ofquals-approach-to-regulating-the-use-of-artificial-intelligence-in-the-qualifications-sector.

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

On 27 March, the government published advice on screen use for children aged 0-5 on the Best Start in Life website, accessible at: https://beststartinlife.gov.uk/screen-time-under-5s/.

The advice is informed by an expert panel’s independent report, which draws on quantitative and qualitative research, including engagement with parents, carers and stakeholders. This report can be found at: https://www.gov.uk/government/publications/screen-use-by-children-aged-under-5.

The independent panel was co-chaired by Professor Russell Viner, and Dame Rachel de Souza.

On 2 March, alongside the Department for Science, Innovation and Technology, the department launched the Children’s Digital Wellbeing consultation on further measures to ensure children have healthy relationships with technology, mobile phones and social media. The consultation will close on 26 May, with the government set to publish its response in the summer.

We will also support families by producing evidence-based screen time guidance for parents of children aged 5 to 16.

The department confirmed Surrey County Council’s decision to continue with Betchwood Vale Academy on 24 March. Officials are working on a new delivery programme and will be in contact with Surrey County Council and the Trust to discuss next steps. A review of all planning documentation will be required before a new or revised planning application can be submitted.

Progress towards and attainment of Level 2 maths and English is essential for helping students seize opportunities in life, learning and work. The 16 to 19 maths and English Condition of Funding ensures students have this opportunity. Students aged 16 to 19 who have not yet achieved a GCSE grade 4 in maths are required to continue studying towards Level 2 maths as part of their study programme. Under the 16 to 19 maths and English Condition of Funding, institutions are required to deliver a minimum of 100 hours in-person, whole class, standalone teaching in maths each academic year for eligible students on 16 to 19 study programmes and T Levels. Any additional support, including remote, online delivery or private tuition can be delivered in addition to the minimum teaching hours.

The department is committed to thorough performance management and has in place robust processes to ensure that those who fall below the expected standards are supported to improve in a timely manner, using performance improvement plans (PIPs) where appropriate. While data on PIPs is not held centrally, the figures below show the number of employees identified as receiving additional performance support in each financial year. Those who cannot improve their performance, despite this additional support, may be dismissed.

Young people must continue in education or training until their 18th birthday and may do so through full-time study, full-time work or volunteering combined with part-time learning, or an apprenticeship, while local authorities hold statutory duties to identify and support those needing help, including young people who are not in education, employment or training.

Apprenticeships allow young people to earn and learn. Employers receive financial support to hire young apprentices, including up to £2,000 for small and medium sized enterprises taking on 16 to 24-year-old new starters. Foundation apprenticeships were introduced in August 2025, to give young people a route into critical sectors.

Through the Careers and Enterprise Company, the department is supporting schools to deliver high quality, employer-led careers advice, giving young people clearer insight into the full range of pathways available. We are also bridging the gap between education and work with our commitment to two weeks’ worth of work experience for every secondary pupil.

The Post 16 Education and Skills White Paper set out major reforms, including new Vocational Levels alongside A Levels and T Levels, a further study pathway with a Foundation Certificate, and an occupational pathway with an Occupational Certificate to support progression into study, work or apprenticeships.

For those who want to move into work after they are 18 but cannot find work, the Department for Work and Pensions is strengthening support through the Youth Guarantee, supported by £2.5 billion of investment to create 500,000 opportunities for young people to earn and learn. This includes the delivery of eight Youth Guarantee trailblazers in England, the expansion of Youth Hubs to more than 360 areas across Great Britain, and the introduction of a new Youth Guarantee Gateway in jobcentres, providing more intensive support to 16 to 24-year-olds.

Together these measures demonstrate the government’s commitment to backing young people.

Unlike commercial loans, student loans carry significant protections for borrowers. Student loan repayments are linked to income, not to the amount borrowed or interest applied. As repayments remain income contingent, if a borrower’s salary remains the same, their monthly repayments will also stay the same.

Repayments are made at a constant rate of 9% above the earnings threshold. Borrowers earning under the earnings threshold are not required to make repayments. Any outstanding loan, including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.

The government appreciates that making student loan repayments does have an impact on individuals. This is why there are unique protections for borrowers, and the finance system is heavily subsidised by taxpayers.

I refer the hon. Member for Mid Leicestershire to the answer of 7 April 2026 to Question 121697.

Schools are required to offer multiple opportunities for pupils to hear directly from apprenticeship, further education and training providers.

The government has adopted updated Gatsby Benchmarks into statutory guidance. They place greater emphasis on high quality information about alternative pathways. Schools are expected to provide pupils with up-to-date labour market information and information about apprenticeships, T Levels and other technical qualifications across a range of sectors.

The government’s commitment to delivering two weeks’ worth of work experience for every young person will further support awareness of alternative pathways, giving secondary pupils practical insights into a wide range of employers and progression routes.

Through the Careers and Enterprise Company, the department is continuing to invest in support for careers leaders to embed the Gatsby Benchmarks in schools and to improve pupils’ access to meaningful encounters with employers and providers, workplace experiences and personal guidance.

Civil Servants are appointed on merit on the basis of fair and open competition and are expected to carry out their role with dedication and a commitment to the Civil Service and its core values: integrity, honesty, objectivity and impartiality.

The department does not hold centrally collated data on the number of breaches of the Civil Service Code.

On 17 March 2026, Pennoweth Primary School, along with all schools currently on the free breakfast clubs programme waitlist, received a notification from the department to invite them to join the free breakfast clubs programme and deliver from September 2026.

The government will provide access to NHS-funded mental health support teams (MHSTs) in every school by 2029, with around six in ten pupils expected to have access by April 2026. Data for 2024/25 is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision.

MHSTs supplement existing pastoral provision, and schools retain the freedom to determine support based on pupil need, making best use of their funding.

Alongside providing direct support to pupils, MHSTs can also work with the mental health lead in each school to introduce or develop a whole-school approach to mental health.

The department also encourages whole-school approaches to promoting children and young people's mental health and wellbeing, which includes schools equipping teachers with the skills and knowledge to recognise and respond appropriately to pupil’s mental health needs. The department’s guidance can be found here: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.

To support education staff, the department provides a resource hub for mental health leads, and a targeted support guide and hub to help choose evidence-based targeted support for pupils.

The government will provide access to NHS-funded mental health support teams (MHSTs) in every school by 2029, with around six in ten pupils expected to have access by April 2026. Data for 2024/25 is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision.

MHSTs supplement existing pastoral provision, and schools retain the freedom to determine support based on pupil need, making best use of their funding.

Alongside providing direct support to pupils, MHSTs can also work with the mental health lead in each school to introduce or develop a whole-school approach to mental health.

The department also encourages whole-school approaches to promoting children and young people's mental health and wellbeing, which includes schools equipping teachers with the skills and knowledge to recognise and respond appropriately to pupil’s mental health needs. The department’s guidance can be found here: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.

To support education staff, the department provides a resource hub for mental health leads, and a targeted support guide and hub to help choose evidence-based targeted support for pupils.

Since 2022, the department has invested around £33 million in supported internships to provide more opportunities for young people with special educational needs and disabilities (SEND) to transition into sustained, paid employment.

As set out in the SEND Code of Practice, local authorities must keep their educational and training provision under review, including the sufficiency of provision, and each local authority’s local offer must include information on supported internships.

The availability of apprenticeships is determined by employers choosing to offer apprenticeship opportunities. The ‘Find an Apprenticeship’ service allows people to identify opportunities from Disability Confident employers.

The government is working to ensure that a learning difficulty or disability is not a barrier to people who want to realise the benefits of an apprenticeship. Additional Learning Support funding is available to training providers to make reasonable adjustments to support apprentices with learning difficulties and disabilities. The government also pays £1,000 to both employers and providers for apprentices aged 16 to 18 and for apprentices aged 19 to 24 who have an education, health and care plan, or have been, or are, in local authority care.

The early years workforce is at the heart of our mission to give every child the best start in life and deliver the Plan for Change. This is why the department is supporting the sector to attract talented staff and childminders by creating conditions for improved recruitment, alongside programmes to better utilise the skills of the existing workforce and make early years careers as accessible as possible.

The department is attracting new people into the early years sector through initiatives like our national recruitment campaign and financial incentives programmes. We are also ensuring there is a career path for everyone who wants to become an early years teacher, through increasing places on our existing teacher training programmes and introducing a new early years teacher degree apprenticeship route.

The department is confident that through our Best Start in Life Strategy, we can lay the foundations for long-term change. We will give early years educators the status they deserve, creating more opportunities to enter the profession, gain higher qualifications, and build fulfilling careers.

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.

Children become eligible for the working parent entitlement from 1 September, 1 January or 1 April, the term after they reach the relevant age and meet relevant eligibility criteria.

Depending on when a child is born and when the eligibility criteria are met, there will be differing periods to wait until the relevant termly date.

Termly deadlines enable local authorities and childcare providers to better plan and ensure sufficient early years places are available for parents each term, as there are clear periods for when children are likely to enter into a place.

The department uses the early years national funding formulae (EYNFF) to allocate early years entitlement funding to local authorities in a fair and transparent way.

The formulae ensure each area receives a base rate for each age group individually, regardless of location or individual need. On top of this, additional needs funding is allocated to reflect the proportion of children in each area who are disadvantaged, have English as an additional language, or have more complex special educational needs, recognising the higher costs of supporting these groups. An area cost adjustment is also applied to account for local variations in staffing and premises costs.

Through this approach, the department aims to ensure funding reflects children’s needs and local cost pressures throughout England, including in Sheffield.

We have committed to reviewing early years funding, including the national funding formulae, to ensure funding continues to match needs. We will consult the sector on changes by summer 2026.

In the recent consultation ‘SEND reform: putting children and young people first’, the government proposed holding schools to account on how they will take meaningful steps to invest in inclusion through a published Inclusion Strategy.

On 25 March 2026, the department published the inclusive mainstream fund (IMF) methodology alongside best practice for schools. These documents provided detail on the requirement on schools to produce an Inclusion Strategy, along with information on how the IMF will be allocated to support schools’ inclusive practice. More information on how to produce an effective and ambitious Inclusion Strategy will be published soon.