Department for Education

As repayments are income-contingent, borrowers earning below the relevant repayment threshold make no repayments. For borrowers with undergraduate loans who earn no income, interest accrues at Retail Price Index, so the balance does not increase in real terms.

Student loans may also be cancelled where a borrower is permanently unfit for work because of a disability and meets the relevant eligibility and evidence requirements. At the end of the loan term, any outstanding debt, including interest accrued, is written off. The government continues to look for opportunities to improve the student finance system as part of its ongoing consideration of higher education funding.

The department has significantly expanded access to free school meals (FSM), introducing new eligibility criteria applying to all children in households receiving Universal Credit, which took effect from the start of this school year. This means that half a million more children will be able to receive free and nutritious lunchtime meals each day, after accounting for the ending of transitional protections. This approach ensures support is targeted at children in the lowest-income households, including looked after children.

The department has considered the impact of ending transitional protections as part of its reforms to FSM. However, it is not possible to identify looked after children who were previously receiving FSM but are no longer eligible following the end of transitional protections.

The available information relates to 17 and 18-year-old care leavers and whether their accommodation is deemed suitable or unsuitable by local authority. This is published in the annual statistical release which can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025.

The latest information relating to the reporting year ending 31 March 2025 can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/a794424e-8e83-46a0-4c69-08df251b5373.

The department does not hold information centrally on the number of looked after children and care leavers (a) awaiting suitable supported accommodation, (b) in temporary accommodation whilst waiting for supported accommodation or (c) placed outside their home authority because no suitable local placements were available.

​​Local authorities are responsible for ensuring they have sufficiency in their area. The government is providing £560 million to refurbish and expand children’s home placements. To enable the supported accommodation reforms, £123 million was provided to local authorities between 2023 and 2025. This has been incorporated into the Revenue Support Grant for 2026/27 to support local authorities in meeting their statutory duties, which includes supported accommodation.

​No specific funding is given to local authorities where Supported Accommodation cannot be secured. As of 31 March 2026, there were 370 ongoing applications from supported accommodation providers, down from 616 in 2025. While registered providers have capacity for a total of 24,700 places, only 7,520 looked after children live in supported accommodation.

​The department does not hold information regarding the number of placements ready to be offered by providers who are awaiting registration. While Ofsted has introduced a prioritisation policy for new children's home applications, no such policy currently applies to supported accommodation, although this remains under review.

​Programme funding from the department has enabled Ofsted to continue its registration and inspection activities to support compliance with regulatory requirements. It can take several months for Ofsted to process and come to a decision on an application, with timescales sometimes affected by factors outside of Ofsted’s control, such as incomplete applications. ​

​​Local authorities are responsible for ensuring they have sufficiency in their area. The government is providing £560 million to refurbish and expand children’s home placements. To enable the supported accommodation reforms, £123 million was provided to local authorities between 2023 and 2025. This has been incorporated into the Revenue Support Grant for 2026/27 to support local authorities in meeting their statutory duties, which includes supported accommodation.

​No specific funding is given to local authorities where Supported Accommodation cannot be secured. As of 31 March 2026, there were 370 ongoing applications from supported accommodation providers, down from 616 in 2025. While registered providers have capacity for a total of 24,700 places, only 7,520 looked after children live in supported accommodation.

​The department does not hold information regarding the number of placements ready to be offered by providers who are awaiting registration. While Ofsted has introduced a prioritisation policy for new children's home applications, no such policy currently applies to supported accommodation, although this remains under review.

​Programme funding from the department has enabled Ofsted to continue its registration and inspection activities to support compliance with regulatory requirements. It can take several months for Ofsted to process and come to a decision on an application, with timescales sometimes affected by factors outside of Ofsted’s control, such as incomplete applications. ​

​​Local authorities are responsible for ensuring they have sufficiency in their area. The government is providing £560 million to refurbish and expand children’s home placements. To enable the supported accommodation reforms, £123 million was provided to local authorities between 2023 and 2025. This has been incorporated into the Revenue Support Grant for 2026/27 to support local authorities in meeting their statutory duties, which includes supported accommodation.

​No specific funding is given to local authorities where Supported Accommodation cannot be secured. As of 31 March 2026, there were 370 ongoing applications from supported accommodation providers, down from 616 in 2025. While registered providers have capacity for a total of 24,700 places, only 7,520 looked after children live in supported accommodation.

​The department does not hold information regarding the number of placements ready to be offered by providers who are awaiting registration. While Ofsted has introduced a prioritisation policy for new children's home applications, no such policy currently applies to supported accommodation, although this remains under review.

​Programme funding from the department has enabled Ofsted to continue its registration and inspection activities to support compliance with regulatory requirements. It can take several months for Ofsted to process and come to a decision on an application, with timescales sometimes affected by factors outside of Ofsted’s control, such as incomplete applications. ​

The Independent Review of Social Work Professional Regulation, led by Dame Annie Hudson, identified the need for sustained improvement in Social Work England’s fitness to practise function. The government accepted the review’s recommendations and has made improving timeliness and effectiveness a key priority.

Social Work England is expected to produce a robust, externally supported, end-to-end Fitness to Practise Strategic Improvement Plan, with clear milestones and performance measures to drive sustained improvement and address the issues identified by the review.

The department has strengthened its oversight of Social Work England’s performance and is closely monitoring progress. Should sufficient and sustained improvement not be demonstrated, the government will consider what further action may be appropriate.

As with existing GCSEs and other formal qualifications, electively home-educated children seeking to take a vocational GCSE as a private candidate would be expected to enter through an approved examination centre.

Any practical, controlled or non-exam assessment forming part of the qualification would need to be completed through that same centre.

The government does not currently propose statutory time limits for individual cases, as its immediate priority is ensuring Social Work England delivers sustained improvements to the timeliness and effectiveness of the process.

The department recognises the importance of resolving fitness to practise cases promptly, both to protect the public and provide timely outcomes for social workers. Social Work England is the independent regulator responsible for operating fitness to practise processes.

The Independent Review of Social Work Professional Regulation identified fitness to practise as a priority for improvement. In response, the government has asked Social Work England to deliver a comprehensive, end-to-end strategic improvement plan, including revised forecasts and timeliness performance measures. The department is strengthening its oversight and monitoring progress closely.

The department does not specifically collect data on how the movements of families housed in temporary accommodation affect pupil numbers. However, it collects pupil forecasts from local authorities through the school capacity survey. These forecasts draw on local knowledge of birth rates, housing developments and migration, and are published on GOV.UK at: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity/2024-25.

Local authorities have a statutory duty to secure sufficient school places. The department monitors the pupil forecast and school capacity data they submit and regularly engages with them to review plans for creating additional places where needed.

The department also provides capital funding through the basic need grant to support local authorities to provide mainstream school places, based on the data. We have announced over £2.5 billion to support the creation of places needed between May 2024 and September 2028, including over £103 million for Birmingham City Council. Basic need allocations are published on GOV.UK at: https://www.gov.uk/government/publications/basic-need-allocations.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

The department recognises that transport can enable young people with special educational needs and disabilities (SEND) to participate in education and training, and that transport arrangements and costs vary between local areas. Local authorities are not under a general duty to provide free post-16 transport. However, they must make arrangements they consider necessary to facilitate attendance and publish these in annual transport policy statements.

The government does not plan to introduce a universal statutory entitlement. Instead, we are considering targeted options to improve awareness of available support, promote independent travel and improve access where transport is a barrier. This work responds to concerns such as the Public Accounts Committee’s findings about the post-16 “cliff edge”, as well as the effects of transport provision on participation, families and affordability.

The 16 to 19 bursary fund may be used to meet essential participation costs, including travel, with institutions assessing individual need. The department does not hold data identifying the number or proportion of students with SEND whose bursary awards are used specifically for transport costs.

Childminders are an essential part of the early education and childcare system, providing flexible, high-quality and affordable provision. The department is working with the sector to expand the number of childminders and make it easier to operate, including through increased funding rates and flexibilities to work, with more time working from non-domestic premises.

The department recognises concerns raised by the sector regarding wellbeing and we know there is still more to be done. We know that children thrive when they are cared for by confident, well-trained educators. This means attracting, training and keeping great staff, as well as making sure they are valued and supported throughout their careers, with more support from day one. The department has also introduced measures intended to support the childminding sector and increase childcare availability, including regulatory flexibilities and other reforms aimed at making childminding more attractive and sustainable.

Childminders can provide care for children over five years old, requiring registration on the General Childcare Register (GCR). For providers who are solely registered on the GCR, Ofsted inspections are a compliance check to make sure providers are meeting the ongoing requirements for registration. These inspections are unlike other Ofsted inspections, which focus on quality and standards of provision. Inspectors check at inspection that a provider complies with the requirements of registration.

The department sets the standards and statutory requirements that all early years providers in England must meet. Ofsted is an independent non-ministerial government department and holds responsibility for inspection and operational impact as the regulator for early years provision.

Childminders are an essential part of the early education and childcare system, providing flexible, high-quality and affordable provision. The department is working with the sector to expand the number of childminders and make it easier to operate, including through increased funding rates and flexibilities to work, with more time working from non-domestic premises.

The department recognises concerns raised by the sector regarding wellbeing and we know there is still more to be done. We know that children thrive when they are cared for by confident, well-trained educators. This means attracting, training and keeping great staff, as well as making sure they are valued and supported throughout their careers, with more support from day one. The department has also introduced measures intended to support the childminding sector and increase childcare availability, including regulatory flexibilities and other reforms aimed at making childminding more attractive and sustainable.

Childminders can provide care for children over five years old, requiring registration on the General Childcare Register (GCR). For providers who are solely registered on the GCR, Ofsted inspections are a compliance check to make sure providers are meeting the ongoing requirements for registration. These inspections are unlike other Ofsted inspections, which focus on quality and standards of provision. Inspectors check at inspection that a provider complies with the requirements of registration.

The department sets the standards and statutory requirements that all early years providers in England must meet. Ofsted is an independent non-ministerial government department and holds responsibility for inspection and operational impact as the regulator for early years provision.

Childminders are an essential part of the early education and childcare system, providing flexible, high-quality and affordable provision. The department is working with the sector to expand the number of childminders and make it easier to operate, including through increased funding rates and flexibilities to work, with more time working from non-domestic premises.

The department recognises concerns raised by the sector regarding wellbeing and we know there is still more to be done. We know that children thrive when they are cared for by confident, well-trained educators. This means attracting, training and keeping great staff, as well as making sure they are valued and supported throughout their careers, with more support from day one. The department has also introduced measures intended to support the childminding sector and increase childcare availability, including regulatory flexibilities and other reforms aimed at making childminding more attractive and sustainable.

Childminders can provide care for children over five years old, requiring registration on the General Childcare Register (GCR). For providers who are solely registered on the GCR, Ofsted inspections are a compliance check to make sure providers are meeting the ongoing requirements for registration. These inspections are unlike other Ofsted inspections, which focus on quality and standards of provision. Inspectors check at inspection that a provider complies with the requirements of registration.

The department sets the standards and statutory requirements that all early years providers in England must meet. Ofsted is an independent non-ministerial government department and holds responsibility for inspection and operational impact as the regulator for early years provision.

The department currently collects and publishes data on the attainment, participation and progression of learners with special educational needs and disabilities (SEND), including qualification achievement, progression to level 2 and level 3, further education participation, destinations into education, employment and apprenticeships, as well as not in employment, education or training and longer-term outcomes. Statistics identify the number of learners with education, health and care plans, special educational needs (SEN) support and those with no identified SEN.

Collecting data on outcomes for students with SEND helps the department to understand their experiences, identify attainment gaps, target support more effectively, and evaluate whether policies and interventions are working.

Publishing this data adds transparency and accountability, supports research and helps encourage improvement across the sector.

The department has not assessed the value for money of loan-financed tuition fees paid to individual initial teacher training (ITT) providers in this way.

The department publishes data annually on the proportion of trainees at each accredited ITT provider who achieve qualified teacher status and enter employment in the state-funded school sector. We also monitor teacher retention nationally, although five-year retention analysis is not held at accredited-provider level.

Ofsted assesses the quality of training offered by accredited providers through its routine inspections. This includes the extent to which trainees complete their programmes, achieve qualified teacher status and are prepared for a career in teaching.

The department considers value for money when designing and reviewing its ITT interventions, including targeted financial incentives. These incentives are directed towards subjects where they are most needed, informed by evidence on teacher supply and demand.

The government is addressing skills shortages in manufacturing through reforms to technical education, apprenticeships and higher technical skills training. We are strengthening pathways into manufacturing careers through T Levels, Higher Technical Qualifications (HTQs), the Lifelong Learning Entitlement and apprenticeships, helping people gain the skills employers need.

Engineering and Manufacturing T Levels support young people to progress into skilled employment, higher technical education and apprenticeships, while recent changes to industry placements provide greater flexibility for employers to participate.

We are transforming the apprenticeships levy into a new Growth and Skills Levy in England to give employers greater flexibility to invest in workforce training. In addition, we have announced a £182 million Engineering Skills Package to support skills development in priority sectors, including manufacturing, which includes 4 Technical Excellence Colleges specialising in advanced manufacturing. We continue to work with Skills England, providers and employers to ensure training provision meets evolving sector needs.

All direct awards are routinely published on Contracts Finder, available at: https://www.gov.uk/contracts-finder and the Find a Tender Service, available at: https://www.find-tender.service.gov.uk/Search.

Capgemini have been contracted to support the Student Loan Company’s (SLC) in the development of their new Target Operating Model, developing a number of design options to underpin SLC’s organisation-wide transformation programme, Enable. A competitive procurement was carried out via Crown Commercial Services (now GCA) Management Consultancy Framework (MCF3) – Lot 3.

SLC received 15 Expressions of Interest, 7 suppliers submitted an Ethical Walls statement and 6 bids were received. This award was published on 6 June 2025.

Further information is available at: https://www.contractsfinder.service.gov.uk/notice/ddbd7657-3f27-40ea-8860-0b7ac30fee1d?origin=SearchResults&p=1.

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

The new maintenance grants are a targeted measure designed to provide additional support to eligible students from the lowest-income households without increasing their debt. They will be introduced for new and continuing students studying subjects aligned with the Industrial Strategy and skills needs from the 2028/29 academic year.

Like other means-tested elements of the student finance system, eligibility criteria are required to ensure support is targeted effectively. Students with household incomes at or below the minimum means-testing threshold of £25,000 will receive the highest level of support, with grant entitlement tapering as household income increases towards the upper threshold at £30,000. Students with household incomes above this level will not be eligible for a maintenance grant.

Students at all levels of household income will continue to benefit from the government's commitment to increase maintenance loans every year in line with forecast inflation.

Decisions on student loan repayment arrangements must be considered alongside wider fiscal priorities, the long-term sustainability of the higher education (HE) funding system and value for money for taxpayers. The department has already taken decisive action against inflationary pressures by capping the maximum interest rates on Plan 2 and Plan 3 loans at 6% for the 2026/27 academic year, protecting borrowers from inflation shocks.

The Office for National Statistics has confirmed that it will bring the methods and data sources used to calculate the Consumer Prices Index, including owner occupiers' housing costs, into the Retail Prices Index from February 2030. The government will continue to consider the appropriate treatment of inflation measures within the student finance system as part of its ongoing consideration of HE funding and student support arrangements.

The government wants every young person to understand their career opportunities. Statutory careers guidance expects schools and further education colleges to draw on labour market information and provide employer encounters and workplace experiences, supporting informed choices.

Careers hubs connect schools and colleges with employers and sector bodies. All 11 secondary schools in South Ribble are part of the Lancashire Careers Hub. Penwortham Priory Academy has worked with Leyland Trucks, helping pupils on an engineering pathway understand careers in the sector. Penwortham Girls’ High School has undertaken modern work experience with Eddie Stobart.

Learning from the Logistics Beacon, developed by Leicester and Leicestershire Careers Hub and Generation Logistics, is available to other areas nationally through curriculum related resources for key stages 3 to 5. The model demonstrates how careers hubs can work with employers to respond to local priority sectors.

Together, this activity supports progression into technical education, apprenticeships and skilled employment.

The government is committed to ensuring that young people understand the full range of apprenticeship and technical education (ATE) opportunities available, working with employers to strengthen engagement and develop the skills businesses need.

The Careers & Enterprise Company’s (CEC) national network of 44 Career Hubs bring together schools, colleges and employers, using local data and insight to identify barriers to young people progressing into ATE pathways and target support locally.

In the West Midlands, through the Boosting Skills Pathways Fund, Career Hubs are working with local employers in priority sectors, including engineering and advanced manufacturing, alongside schools, colleges and training providers, to develop employer-led outreach and increase young people’s awareness and uptake of ATE opportunities, including work experience.

Through its Employer Standards, the CEC also encourages employers of all sizes to work with local schools and colleges so young people have information about careers pathways before key transition points.

Pricing decisions are for individual organisations. The department encourages individual organisations to consider how their arrangements support fair and inclusive access for children.

The England-wide Best Start in Life campaign is actively raising awareness of the under-5s screen-time guidance and driving parents and carers to practical advice to help families develop healthy screen habits. Paid advertising as part of the national campaign, including social media and search activity, signposts families directly to the guidance, including those in Yeovil.

This activity has driven significant engagement with the guidance. Between 27 March and 7 April, the guidance was the most-viewed page on the Best Start in Life website and is currently (as of 20 October) the third most viewed page. 

A range of supportive, practical communications materials are also available, including downloadable resources, such as an infographic, digital screens and social media assets, which trusted partners and local services can use to promote the guidance through their own channels and networks. Best Start Family Hubs are also being equipped with dedicated resources to support sessions and direct conversations with parents and carers in their communities.

The CBeebies Parenting Hub provides a further trusted route to reach families, signposting parents to Best Start in Life guidance alongside complementary BBC screen-time advice and resources.

​​This government is committed to delivering a free breakfast club in every state-funded school with primary-aged pupils, including special schools and alternative provision. Over 2,700 schools are now delivering clubs, reaching around 680,000 children.

​​Schools and local authorities are working together to help pupils using home-to-school transport access free breakfast clubs.

​Where transport timings prevent a pupil from attending, schools are encouraged to work with their local authority to find out if it is possible to adjust timings or find a suitable alternative arrangement.

​​Expert advisers are available to help schools build on existing childcare provision and use programme flexibilities so that pupils and families do not miss out.

Local special educational needs and disabilities reform plans are live, operational documents owned by Local Area Partnerships, which decide whether to publish. The department will publish confirmation of areas with approved and deferred reform plans, alongside grant allocations for local authorities with plans that have met the threshold, in due course.

Cambridgeshire’s plan was assessed as needing strengthening in the following areas:

• A stronger articulation of the first-year delivery plan and the three-year road map.
• Further clarity on sufficiency and capital planning.
• Stronger articulation of system leadership, partnership working and co-production.

Initial teacher training (ITT) bursaries are designed to encourage applications to ITT courses, with funding targeted at subjects where needs are the greatest. The department reviews bursaries annually, considering factors such as teacher retention, recent recruitment, economic forecasts and overall teacher need.

The department uses the teacher workforce model to estimate postgraduate ITT recruitment needs, although recruitment is not capped. Between 2021/22 and 2025/26, the estimated recruitment need for religious education (RE) increased significantly and only drama experienced greater percentage growth. However, recruitment need fell for 2026/27 because of more favourable supply forecasts. In 2025/26, the latest year for which data is available, the number of postgraduate RE ITT trainees reached 492, the highest levels since 2020/21. This improved supply outlook, and alongside falling pupil numbers, has reduced recruitment need across subjects.

School leaders are responsible for employment and deployment decisions, as they best placed to understand their pupils’ needs and school context. As part of the annual review, the department will reassess the trainee teacher needs across all subjects and review bursaries accordingly.

Initial teacher training (ITT) bursaries are designed to encourage applications to ITT courses, with funding targeted at subjects where needs are the greatest. The department reviews bursaries annually, considering factors such as teacher retention, recent recruitment, economic forecasts and overall teacher need.

The department uses the teacher workforce model to estimate postgraduate ITT recruitment needs, although recruitment is not capped. Between 2021/22 and 2025/26, the estimated recruitment need for religious education (RE) increased significantly and only drama experienced greater percentage growth. However, recruitment need fell for 2026/27 because of more favourable supply forecasts. In 2025/26, the latest year for which data is available, the number of postgraduate RE ITT trainees reached 492, the highest levels since 2020/21. This improved supply outlook, and alongside falling pupil numbers, has reduced recruitment need across subjects.

School leaders are responsible for employment and deployment decisions, as they best placed to understand their pupils’ needs and school context. As part of the annual review, the department will reassess the trainee teacher needs across all subjects and review bursaries accordingly.

The department has published the total number of referrals from 2016 to 2025. This data is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/4b670aa7-818c-479a-8c3b-08df25240285.

The total number of social worker lead completed assessments is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b40b3029-bf8d-4291-8c32-08df25240285. These figures are relevant to the section 17 framework.

The total number of section 47s for 2016 to 2025 is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/56a41c10-e509-42fd-4b41-08df251b5373.

In the year ending March 2025, there were 632,830 referrals, 648,830 completed assessments and 230,590 section 47s.

Subject Knowledge Enhancement supports recruitment to initial teacher training in priority subjects facing the greatest sufficiency challenges. Funding is reviewed regularly to ensure it remains targeted where it is most needed.

The principle measure used to determine funding priorities is postgraduate initial teacher training (PGITT) trainee need, calculated using the teacher workforce model. Secondary trainee need has fallen overall for 3 consecutive years, reflecting improved teacher recruitment and retention, an improving teacher supply outlook and stabilising secondary pupil numbers.

For 2026/27, PGITT trainee need for religious education (RE) has fallen by 330 compared to 2025/26, from 780 to 450, which is a decrease of 42.3%. The reduction was driven primarily by significantly improved recruitment in recent years. Between 2023/24 and 2025/26, RE PGITT recruitment increased by 71%, with only 2 other subjects recording greater percentage improvements.

A range of guidance, training and practical resources are available to support schools and colleges in ensuring they have the knowledge and skills needed to safeguard children effectively. This includes the department’s Cyber Security Hub for Schools and the National Cyber Security Centre’s training and guidance for schools. Members of the department’s Risk Protection Arrangement are required to complete this training annually.

​​The department has also published 12 digital and technology standards to help schools maintain safe and effective digital infrastructure. These include standards on cyber security and filtering and monitoring, and require schools to provide regular and up-to-date cyber security training and awareness activities.

​​To address emerging technologies, the department has published support materials to help schools and colleges use artificial intelligence (AI) safely and effectively. We are also developing a digital and data skills pathway, setting expectations for the skills and expertise needed across the sector to safely and effectively use technology, digital services, data and AI. The pathway is due to be published in early 2027 and will support continuing professional development and provide a consistent framework for future training and sector support.​

The government is committed to breaking down barriers to opportunity and ensuring all children and young people can access high-quality enrichment, including school clubs.

The recently published Enrichment Framework supports schools and colleges to develop a strategic, inclusive enrichment offer through guidance, case studies, benchmarks and improvement tools to evaluate provision. It is supported by five Enrichment Ambassadors and the £22.5 million Enrichment Expansion Programme, which will work with over 400 schools in the most deprived areas of England to help them meet the framework's benchmarks.

This sits alongside wider government programmes, including PE and School Sport Partnerships, the National Centre for Arts Education, National Education Nature Parks, the Cadet Expansion Programme, Erasmus+ and Building Equal Access to Chess in Schools. In addition, the Every Child Can Programme will invest £132.5 million of dormant assets funding in new enrichment activities through schools, community programmes, weekend activities and holiday provision.

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

We recognise concerns that some children and young people, including some girls and young women, may not always have their needs identified as early as they should. We know that some children and young people can mask or compensate for their difficulties, or their needs may present differently, and it is important that practitioners have the knowledge and confidence to recognise and respond to those needs appropriately, regardless of a child's sex or background.

That is why we are strengthening the evidence base for identification and developing National Inclusion Standards to help education settings recognise and respond to barriers to learning, including where needs may be less visible or present differently across contexts. Support should be based on a child or young person's needs, not solely on whether they have received a diagnosis. We are also considering with the findings of the independent review into mental health conditions, ADHD and autism.

By establishing clearer national expectations and strengthening workforce knowledge and confidence, we aim to reduce inconsistency in identification and support across the country and improve consistency for all children and young people.

The PE curriculum makes specific reference to swimming and water safety, stating that all primary pupils must learn to swim competently and confidently over a distance of at least 25 metres.

The department’s reforms to the PE curriculum will ensure there is a clear emphasis on swimming and water safety. In addition, from September the government has made changes to statutory requirements for relationships, sex and health education in both primary and secondary schools to ensure all pupils are taught about the water safety code, supporting them to be safe in different types of water.

The new PE and School Sport Partnerships Partnerships Network will improve pupil swimming attainment and improve water safety knowledge for all pupils. It will support schools to identify and overcome barriers, including building links with local providers, supporting access to swimming provision and ensuring support reaches communities with the greatest need.

The department recognises that non-religious worldviews, including humanism, can play an important role in supporting pupils’ understanding of beliefs and values. Religious education (RE) is not part of the national curriculum but is a mandatory subject for all pupils aged 5 to 18 in state-funded schools in England. Schools should deliver RE in an objective, critical and pluralistic way and already have the flexibility through their locally agreed syllabuses to include the study of non-religious world views such as humanism.

The Curriculum and Assessment Review recommended that government should explore including RE in the national curriculum, contingent on sector consensus. The sector group has reached a consensus and the department will consult on a draft RE curriculum in line with the national curriculum consultation.

Plan 1 loans, and the decisions on their design, were made by previous governments. Although both pre-2006 and post-2006 loans were labelled Plan 1, they are different types of loan. Post-2006 Plan 1 loans had a 25-year repayment term, but higher tuition fees resulted in larger loan balances. Pre-2006 borrowers benefited from lower tuition fee loans and lower balances, with loans written off at the age of 65.

When a new student loan plan is introduced, its terms, including the repayment period, are considered as a whole and are set in legislation for that specific loan type. These terms are not applied retrospectively to borrowers who took out loans under earlier plans.

In relation to the pre-2006 Plan 1 cancellation, ‘The Student Loans: A guide to terms and conditions’ from the academic year 1998/99 states, “Before you reach 65 you will have to make repayments until you have paid off all that you owe. How long this takes will depend on your income during your working life. Once you reach 65 your loan will be cancelled.”

There are no plans to review pre-2006 Plan 1 terms, including the age 65 write-off.

Plan 1 loans, and the decisions on their design, were made by previous governments. Although both pre-2006 and post-2006 loans were labelled Plan 1, they are different types of loan. Post-2006 Plan 1 loans had a 25-year repayment term, but higher tuition fees resulted in larger loan balances. Pre-2006 borrowers benefited from lower tuition fee loans and lower balances, with loans written off at the age of 65.

When a new student loan plan is introduced, its terms, including the repayment period, are considered as a whole and are set in legislation for that specific loan type. These terms are not applied retrospectively to borrowers who took out loans under earlier plans.

In relation to the pre-2006 Plan 1 cancellation, ‘The Student Loans: A guide to terms and conditions’ from the academic year 1998/99 states, “Before you reach 65 you will have to make repayments until you have paid off all that you owe. How long this takes will depend on your income during your working life. Once you reach 65 your loan will be cancelled.”

There are no plans to review pre-2006 Plan 1 terms, including the age 65 write-off.