Department for Education

Employers that offer high quality work experience opportunities see direct business benefits, from a more diverse future pipeline of talent, which helps to address local and national economic needs.

The department is piloting a new model of work experience to reduce barriers to participation for young people, schools and employers. This includes small and medium-sized employers, for whom traditional block work experience placements in the summer term can be challenging, and provides the flexibility and scope to tailor their work experience offer while still realising business benefits.

Based on a more flexible and progressive approach, young people will have access to two weeks’ worth of meaningful and varied workplace experiences throughout key stages 3 and 4, allowing access to different industries and occupations, including in priority growth sectors.

The Careers and Enterprise Company has developed a suite of tools and resources to help employers understand and prepare for September 2025 when schools will begin to prepare and introduce the multiple, meaningful and varied workplace experiences. The department will set out more detail in due course.

To roll out Young Futures Hubs, we will first establish eight early adopter hubs supported by £2 million in this financial year. These, and work with local areas, will inform the longer-term development of the programme, including how quickly we move to a greater number of Young Futures Hubs. We will announce these eight areas later in the year.

The department, through Skills England, is actively engaged in the Oxford-Cambridge growth corridor. This engagement is supported by local skills improvement plans (LSIPs), which cover all the areas within the Oxford-Cambridge corridor. LSIPs are overseen by Skills England, helping to ensure all parties play their part.

Skills England works closely with employer representative bodies who develop LSIPs to ensure that local technical skills priorities support employers, empower learners and enable regions to respond to future workforce needs.

Employers have consistently engaged with and contributed to the development of LSIPs to articulate skills needs, outline issues faced and establish solutions to tackle these.

I refer my hon. Friend, the Member for Easington to the answer of 16 July 2025 to Question 63373.

I refer my hon. Friend, the Member for Easington to the answer of 16 July 2025 to Question 63373.

I refer my hon. Friend, the Member for Easington to the answer of 16 July 2025 to Question 63373.

The department has published allocations for £740 million high needs capital funding in 2025/26 to support children and young people with special educational needs and disabilities (SEND) or who require alternative provision.

Of this funding, Oxfordshire Council has been allocated just under £8 million.

This funding is intended to support local authorities to adapt or create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit pupils’ needs, and to create high quality special school places for pupils with the most complex needs.

The statutory duty to provide sufficient school places including for pupils with SEND, sits with local authorities. It is ultimately up to local authorities to determine how to best prioritise their high needs capital funding to address local priorities.

The department has published allocations for £740 million high needs capital funding in 2025/26 to support children and young people with special educational needs and disabilities (SEND) or who require alternative provision.

Of this funding, Oxfordshire Council has been allocated just under £8 million.

This funding is intended to support local authorities to adapt or create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit pupils’ needs, and to create high quality special school places for pupils with the most complex needs.

The statutory duty to provide sufficient school places including for pupils with SEND, sits with local authorities. It is ultimately up to local authorities to determine how to best prioritise their high needs capital funding to address local priorities.

The government is determined to break down barriers to opportunity for all our young people and transform their life chances. A key pillar of the government’s opportunity mission is to ensure there are clear pathways through further and higher education and into employment, including technical training.

In the ‘Get Britain Working’ White Paper, the government set out its commitment to establish a Youth Guarantee of support to access training, an apprenticeship, or to find work for all 18 to 21 year-olds. £45 million has been allocated to Youth Guarantee trailblazers to develop the Youth Guarantee. The department and the Department for Work and Pensions are working at pace with strategic authorities in initially eight areas, including in the hon. Member for Stockton West’s constituency in the Tees Valley.

The Youth Guarantee builds on entitlements that young people have to participate in education and training up to age 18. Local authorities have statutory duties to support young people into education and training, including identifying and helping those who are currently not in education, employment or training.

Local authorities are legally responsible for securing sufficient childcare to meet the needs of parents in their area, under Section 6 of the Childcare Act 2006. The Early Education and Childcare Statutory Guidance (Part B) further requires them to report annually to elected council members on how they are meeting this duty and to make these reports accessible to parents.

The department provides local authorities with a range of tools and data to complement local assessments and help them plan strategically for sufficiency. This includes:

• National-level modelling of childcare usage and workforce needs, using data from Ofsted-registered providers and national surveys.
• Estimates of future demand, including the impact of population growth and housing development.
• Indicative forecasts of the number of places and staff required to meet the expanded entitlements rolling out through to September 2025.

There are over 5,800 more providers delivering childcare entitlements than last year, the first increase in five years, and the biggest increase since data became available in 2018. This comes alongside an 18,000 increase in the number of staff delivering the entitlements in private, voluntary and independent providers. This is backed by significant government investment totalling over £8 billion for early years entitlements in 2025/26.

Local authorities are legally responsible for securing sufficient childcare to meet the needs of parents in their area, under Section 6 of the Childcare Act 2006. The Early Education and Childcare Statutory Guidance (Part B) further requires them to report annually to elected council members on how they are meeting this duty and to make these reports accessible to parents.

The department provides local authorities with a range of tools and data to complement local assessments and help them plan strategically for sufficiency. This includes:

• National-level modelling of childcare usage and workforce needs, using data from Ofsted-registered providers and national surveys.
• Estimates of future demand, including the impact of population growth and housing development.
• Indicative forecasts of the number of places and staff required to meet the expanded entitlements rolling out through to September 2025.

There are over 5,800 more providers delivering childcare entitlements than last year, the first increase in five years, and the biggest increase since data became available in 2018. This comes alongside an 18,000 increase in the number of staff delivering the entitlements in private, voluntary and independent providers. This is backed by significant government investment totalling over £8 billion for early years entitlements in 2025/26.

The department, working closely with the Department for Culture, Media and Sport, has committed to publishing a new enrichment framework by the end of 2025. The framework is being developed alongside a working group consisting of experts from schools, youth, sports, arts and research organisations, to identify and reflect effective practice in schools.

The working group will consider how the framework can support equal access and support all pupils to engage with a school’s offer. The department expects the framework to set out benchmarks for high quality enrichment offers and to provide advice for schools on how to plan their offer strategically and intentionally. The framework is still in development, and we are considering all evidence, including examples of what works for a range of different schools.

The department, working closely with the Department for Culture, Media and Sport, has committed to publishing a new enrichment framework by the end of 2025. The framework is being developed alongside a working group consisting of experts from schools, youth, sports, arts and research organisations, to identify and reflect effective practice in schools.

The working group will consider how the framework can support equal access and support all pupils to engage with a school’s offer. The department expects the framework to set out benchmarks for high quality enrichment offers and to provide advice for schools on how to plan their offer strategically and intentionally. The framework is still in development, and we are considering all evidence, including examples of what works for a range of different schools.

The department, working closely with the Department for Culture, Media and Sport, has committed to publishing a new enrichment framework by the end of 2025. The framework is being developed alongside a working group consisting of experts from schools, youth, sports, arts and research organisations, to identify and reflect effective practice in schools.

The working group will consider how the framework can support equal access and support all pupils to engage with a school’s offer. The department expects the framework to set out benchmarks for high quality enrichment offers and to provide advice for schools on how to plan their offer strategically and intentionally. The framework is still in development, and we are considering all evidence, including examples of what works for a range of different schools.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.

Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.

The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.

The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.

Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.

Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.

The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.

The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.

Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.

Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.

The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.

The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.

Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.

Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.

The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.

The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.

Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.

Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.

The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.

The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.

Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

The government is committed to deliver on its pledge to provide a free breakfast club in every state funded school with primary-aged children. This will ensure every child, regardless of circumstance, has a supportive start to the school day.

From the start of summer term, the department has funded 750 schools to deliver a free breakfast club as early adopters. This is part of a test and learn phase in advance of national rollout.

We are currently working through the outcomes of the latest spending review and the departmental business planning processes. Further details will follow in due course, including the timing of national rollout and the details of funding and support for schools.

The early years sector was widely consulted as part of the development of the Best Start in Life strategy, published by the department on 7 July 2025. This close working relationship will continue as we deliver on our commitment to consulting with the sector on a set of changes to our approach to early years funding by summer 2026. We want to ensure that funding is distributed fairly, effectively and efficiently, reflecting the costs of delivery in different parts of the country, and supporting those children and areas that have higher levels of additional need.

It is this government’s 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. In 2025/26, we plan to provide over £8 billion as we roll out the expansion of the entitlements. This represents an additional £2 billion compared to 2024/25. Additionally, the Community Infrastructure Levy and Section 106 legal agreements allow local authorities to raise funds from new developments to support infrastructure needs in their area.

The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action the local authority is taking and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

Qualified teacher status (QTS) has never been a requirement for further education (FE) settings. QTS is the professional qualification for teachers in primary and secondary schools, therefore the requirement established through clause 46 of the Children’s Wellbeing and Schools Bill will apply to primary and secondary state funded schools in England, with some limited exemptions set out in regulations.

High quality teacher training qualifications are available that are specifically targeted to those wishing to teach in FE settings.

The government has liaised extensively with stakeholders from a range of settings to ensure that the exemptions to the requirement for QTS set out in regulations will continue to provide them with the flexibility to employ individuals with the specialist skills and experience to support the needs of their pupils.

Ofsted inspects around 50% of the 2,496 (July 2025) registered private schools in England. There is currently disparity between the fees charged for inspections and full cost recovery.

The table below sets out the budgeted cost of inspections compared to the fee income, over the last three years. Ofsted do not hold comparable data for the 2020/21 and 2021/22 financial years as Ofsted inspections were heavily affected by COVID-19 and were therefore not typical years of inspection activity.

Government policy is that costs associated with inspections by government bodies should be recoverable. This will reduce the need for government subsidy. The government is considering options to close the gap.

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

This government will not tolerate antisemitism in our educational institutions. We are investing £7 million to tackle antisemitism in education and are committed to ensuring all teachers and pupils are safe and supported inside and outside of the classroom.

This funding will support scholarship programmes for education staff on building confidence in identifying and tackling antisemitism. A new Innovation Fund will also invite creative approaches to working with children and young people on the issue of antisemitism.

The department’s Educate Against Hate website continues to provide a range of resources to support education staff, governors, and parents in promoting tolerance and helping young people understand antisemitism and its historical context, in order to reduce children’s susceptibility to hateful narratives.

This abhorrent practice should never have taken place, and our deepest sympathies are with all those affected.

The department continues to follow up on the 2022 Joint Committee on Human Rights report, including improving access to adoption records, enhancing intermediary services and preserving historical records. Regulations have been amended to make it easier for adults to access adoption support, and local authorities have been encouraged to retain records for at least 100 years.

The department is also working with Adoption England, which recently published new guidance to support consistent and legally compliant practice across adoption services. Adoption England continues to fund the pilot initiative Family Connect, a national advice line designed to provide support to adopted adults, birth parents, relatives and professionals. Officials remain in contact with the Scottish and Welsh governments to understand and learn from their approaches.

In June 2025, we published a summary of our initial assessment of the three climate risks (flooding, overheating, and water scarcity), in response to the adaptation committee’s independent assessment of UK climate risk. This was to raise awareness in the education system of how the predicted rise in temperatures could impact education. The publication is attached and can also be found at: https://www.gov.uk/government/publications/impact-of-uk-climate-change-risk-on-the-delivery-of-education.

Findings show the extent to which rising temperatures, from subtle general increases to extreme heat events (heatwaves), could affect students’ ability to learn.

From our initial assessment, we understand that even when temperatures are less extreme, persistent increases in temperature can affect the ability to learn. That is why the government is supporting responsible bodies to take steps to manage the impact of rising temperatures in school and college environments. It is important to recognise that these findings are based on emerging evidence, giving only an indication at this stage.

My right hon. Friend, the Secretary of State for Education, is currently considering the findings of the independent review and market impact assessment of Oak National Academy. Both the findings of the review and the market impact assessment will be published in due course.

The statutory duty to provide sufficient school places for pupils with special educational needs and disabilities or who require alternative provision sits with local authorities. The department provides local authorities with capital funding to support them to meet this duty and has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year.

Individual local authorities’ allocations are published here: https://www.gov.uk/government/publications/high-needs-provision-capital-allocations.

This funding can be used to adapt schools to be more accessible, to create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs and to create special school places for pupils with the most complex needs.

It is up to local authorities to determine how they prioritise their funding to address local need in the most appropriate way.

Details of post-publication arrangements for the Child Poverty Strategy, including monitoring, evaluation and governance, will be set out when the Strategy is published in the autumn.

The department is targeting the 6,500 teachers pledge towards mainstream secondary schools and colleges, and special schools.

Regular public statements have been made on this key pledge. Examples include my right hon. Friend, the Secretary of State for Education’s letter to the education workforce on 8 July 2024, which confirmed both schools and colleges as being within scope of the pledge, and further information on the specific settings in scope were outlined in her speech on schools standards in February 2025 and in a Written Parliamentary Statement in May 2025.

The department is targeting the 6,500 teachers pledge towards mainstream secondary schools and colleges, and special schools.

Regular public statements have been made on this key pledge. Examples include my right hon. Friend, the Secretary of State for Education’s letter to the education workforce on 8 July 2024, which confirmed both schools and colleges as being within scope of the pledge, and further information on the specific settings in scope were outlined in her speech on schools standards in February 2025 and in a Written Parliamentary Statement in May 2025.

The information requested is not held centrally.

An independent evaluation of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme is underway. Further information on this evaluation is available on Contracts Finder here: https://www.contractsfinder.service.gov.uk/notice/0a81fac4-1f16-427a-82d2-b4bbc44d9f21?origin=SearchResults&p=1. This evaluation will thoroughly explore the implementation and outcomes of the PINS programme so far, including to what extent the programme may have improved schools’ capability and capacity to support neurodivergent pupils. Interim findings from this evaluation are expected in autumn 2025 and will be published, in accordance with Government Social Research protocol.

An independent evaluation of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme is underway. Further information on this evaluation is available on Contracts Finder here: https://www.contractsfinder.service.gov.uk/notice/0a81fac4-1f16-427a-82d2-b4bbc44d9f21?origin=SearchResults&p=1. This evaluation will thoroughly explore the implementation and outcomes of the PINS programme so far, including to what extent the programme may have improved schools’ capability and capacity to support neurodivergent pupils. Interim findings from this evaluation are expected in autumn 2025 and will be published, in accordance with Government Social Research protocol.

The department has no role in funding or supporting aesthetic training academies to gain Ofqual recognised status. Instead, this is a matter for training academies and awarding organisations. Ofqual, which is the independent regulator of qualifications in England, publishes guidance on how awarding organisations can apply for recognition for their qualifications, which can be accessed here: https://www.gov.uk/guidance/apply-to-have-your-qualifications-regulated.

At the recent Spending Review, the government announced substantial investment in skills in England with an additional £1.2 billion by 2028/29. This includes supporting targeted skills packages for key sectors such as construction, digital and technology, engineering, and defence.

The government will provide approximately £1.4 billion in funding for the adult skills fund in the 2025/26 academic year. This includes funding the Free Courses for Jobs offer, which gives eligible adults the chance to access high value Level 3 qualifications for free, which can support them to gain higher wages or a better job.

The government will also support adult learners to retrain through our technical education offer, including through a range of apprenticeships and Skills Bootcamps. Our new levy-funded growth and skills offer will introduce greater flexibility to employers and learners in England.

From September 2026, learners will be able to apply for funding from the Lifelong Learning Entitlement (LLE), which will be the new student finance system for courses and modules starting from January 2027 onwards. The LLE will allow people to retrain, upskill and gain new qualifications across their working lives, at a time that is right for them, such as those returning from a career break.

Ministers and departmental officials hold regular meetings with both the Church of England and the Roman Catholic Church. The most recent meetings with my right hon. Friend, the Secretary of State for Education took place earlier this month. There have been no issues or concerns raised about the protection of Cathedral Schools and their choral traditions.

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.

The latest early years census data reports a 7.2% increase in the number of workers between 2024/25, to 272,500 staff. This represents an increase of 18,200 workers, which is the biggest increase we’ve seen since the data became available in 2018.

We are supporting recruitment through our national ‘Do something BIG’ campaign, with a dedicated website setting out information on qualifications and linking to job vacancies, alongside financial incentives to attract and retain educators in areas of most need, including some rural areas. In addition, we are working with the Department for Work and Pensions to promote and raise awareness of early years careers through the Jobcentre Plus network. We are working with local authorities and mayoral strategic authorities to create new routes into the workforce through skills bootcamps and funding early years initial teacher training, while our delivery support contractor, Childcare Works, is supporting local authorities and providers with one-to-one targeted support, including in rural areas.

The department has not made an estimate of the number of schools in England that have a fast food facility within 400 meters, as the department has no remit over the locations of fast food outlets.

As part of the summer 2024 National Planning Policy Framework (NPPF) consultation, the government sought views on how national planning policy could better support local authorities in promoting healthy communities, specifically in tackling childhood obesity.

The revised NPPF published in December 2024 introduced a new policy to restrict new hot food takeaways and fast food outlets within walking distance of schools and other places where children and young people congregate unless the location is in a designated town centre. Applications should also be refused where there is evidence that a concentration of such uses is having an adverse impact on local health, pollution or anti-social behaviour.

The responsible body, whether a local authority, academy trust, or voluntary-aided body, must ensure the health, safety, and welfare of pupils and staff, including maintaining safe internal environments during hot weather.

The department’s Education Hub offers guidance on managing heatwaves. Additional advice on emergency planning, including extreme heat, is available here: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings.

The UK Health Security Agency provides resources for educators on protecting children in hot weather:

• Guidance for teachers and early years settings.
• General hot weather advice.

The department also allocates annual capital funding to improve school conditions and sustainability.

The department collects data on children missing education from local authorities. The latest data, including breakdowns by geography, characteristic and length of time missing education, is published here: https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education/2024-25-autumn-term. This includes data by region, age, ethnicity and gender.

The department does not yet publish data on physical health or mental health as a primary reason for children missing education. However, these fields have been added to the aggregate termly local authority data collection for the first time beginning autumn 2025 and will be included in the next official statistics release.

Data on pupil absence is collected via the school census and the latest publication is here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2023-24. Reasons for absence are included in the publication, including the illness rate.

It is the department’s 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. In 2025/26 alone, we plan to provide over £8 billion for the early years entitlements, which is an additional £2 billion, as we roll out the expansion of the entitlements. We will also work with the Department for Work and Pensions to make it easier for parents to use Universal Credit Childcare and the funded hours together.

The department has regular contact with each local authority in England about its sufficiency of childcare and any issues it faces. Where local authorities report sufficiency challenges, we discuss what action can be taken to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

On 7 July 2025 the government published its Best Start in Life Strategy which sets out plans to ensure all young families can benefit from high quality family services and early years education and childcare, delivering our Plan for Change.

This includes national rollout of Best Start Family Hubs, bringing together the trusted advice and guidance all parents need in one place and linking families to their local services. Backed by £500 million investment these services will reach the children and families who will benefit most from this support, including those from lower-income families and with additional vulnerabilities.

From age 2, children from low-income families, those with education, health and care plans, and looked-after children are eligible for 15 hours of funded early education. Disadvantaged children may also receive the Early Years Pupil Premium, from April 2025 this was increased by 45%.