Department for Education

Department officials have presented at various forums where National Association of Head Teachers, Association of School and College Leaders and Confederation of School Trusts have been in attendance. This represents over 49,000 school leaders, 25,000 senior leaders and 80% of school trusts who educate over 4 million children collectively.

In addition, officials have held meetings with 36 schools, 72 academy trusts and 22 local authorities, issued communications via regular routes such as the DfE Update and Sector Email and established a representative sector working group.

Schools have reported a range of challenges including supplier lock-in, inability to access data, lack of transparent pricing and difficulty achieving value for money.

Department officials have presented at various forums where National Association of Head Teachers, Association of School and College Leaders and Confederation of School Trusts have been in attendance. This represents over 49,000 school leaders, 25,000 senior leaders and 80% of school trusts who educate over 4 million children collectively.

In addition, officials have held meetings with 36 schools, 72 academy trusts and 22 local authorities, issued communications via regular routes such as the DfE Update and Sector Email and established a representative sector working group.

Schools have reported a range of challenges including supplier lock-in, inability to access data, lack of transparent pricing and difficulty achieving value for money.

The requirement to use the framework for MIS once it is launched is to be followed at the natural expiry of current contracts. The sector are not expected to terminate contracts early in order to award a contract under the framework. An exemption to using the framework will be available for schools who do not have sufficient network connectivity to host a cloud-based MIS solution. Due to the wider concerns raised to us by the sector the primary objective of the framework is to tackle reported poor supplier behaviour and provide benefits to the sector including more balanced terms and conditions, easier migration to new suppliers, better price transparency and overall better value for money.

I refer to paragraph 2.30 of the Academies Trust Handbook 2026 which provides the requirement for trusts in England regarding procurement of Management Information Systems from the launch of the proposed framework and the approach to be taken until the framework is live. The handbook is available at: https://www.gov.uk/government/publications/academy-trust-handbook/academy-trust-handbook-2026-effective-from-1-october-2026.

In November 2025, the department completed a market assessment to inform the options available to support the sector when procuring managing information systems. In December 2025, approval was given for work to proceed to establish a department-owned framework for Management Information Systems for all schools to access. This framework is being setup through an open competition in line with Procurement Act 2023. There is no cap on the number of suppliers who can be appointed to the framework, but all suppliers will be required to demonstrate they meet the procurement criteria. This framework will refresh annually, providing new market entrants and any unsuccessful suppliers the opportunity to bid and be appointed to the framework. It is intended that this will allow for strong, competitive tension to enable schools to receive good-quality products and a price that truly represents value for money.

My right hon. Friend, the Secretary of State for Education has a legitimate interest in pursuing the maximisation of economy and efficiency in relation to services provided within the public education system and has sufficient general powers to pursue a central purchasing body procurement such as our Management Information System Framework and to request trusts use that service through the Academy Trust Handbook. Alongside services and frameworks, we are also supporting schools to take evidence-based approaches to help them plan and deploy their resources most effectively. Every pound saved on avoidable costs is a pound back in the classroom.

The department does not hold information on the reason why children are not attending the placement named in their Education, Health and Care (EHC) plan.

This government is committed to supporting local areas to create high-quality places that are suitable to meet the needs of children and young people with special educational needs and disabilities (SEND). We want more children and young people to access the right support in a local mainstream setting which will enable them to learn alongside their peers and siblings, instead of travelling a long way to a special school.

This is why we are investing at least £3.7 billion in high needs capital funding between 2025/26 and 2029/30, to support local authorities to provide places for children and young people with SEND, or who require alternative provision, across early years settings, schools, and colleges.

The government recognises the important role of PE, school sport and physical activity in supporting children and young people’s health, wellbeing and attainment.

Curriculum PE is funded through schools’ core budgets, which schools can allocate according to pupils’ needs. The government is investing over £1 billion in PE and school sport over the next three years, including £530 million for the new PE and School Sport Partnerships Network and almost £200 million to improve sporting facilities. The network will support primary and secondary schools through universal and targeted provision, including coaching, swimming and stronger links with extracurricular sport and local clubs.

The £22.5 million Enrichment Expansion Programme will support over 400 schools in the most deprived areas of England to meet the Enrichment Framework benchmarks. In addition, the ‘Every Child Can’ programme will provide £132.5 million from dormant assets for enrichment activities in schools, communities, weekends and holidays.

Schools are classified as Contracting Authorities under the Procurement Act 2023 and are expected to comply with that legislation in addition to the principles set out in the Managing Public Money Green Book.

Therefore, there is already a pre-existing expectation for the sector to routinely test the market and to demonstrate compliance with both procurement legislation and the MPM Green Book for all categories of spend including spend on management information systems. The requirement to use the framework for MIS once it is launched is to be followed at the natural expiry of current contracts. The sector is not expected to terminate contracts early in order to award a contract under the framework.

The government wants all settings, including early years, schools and post-16 providers, to be confident in accurately identifying special educational needs and choosing evidence-based interventions that effectively address them. For those who require an education health and care (EHC) plan, our reforms will seek to improve families’ experiences and outcomes for children and young people (CYP).

The department has not made a specific assessment of the impact of timing of issuing EHC plans on key stage 4 attainment or post-19 employment outcomes. However, we recognise the importance of timely support for CYP with special educational needs and disabilities (SEND) at every stage of their education.

Effective, timely identification and intervention are critical to improving outcomes for CYP with SEND. Through our proposed reforms, we will also seek to establish smoother transitions from school to post-16 education. This will include ensuring that settings work together and that transition planning for learners with SEND begins 12 months in advance.

The department recently consulted on its proposed SEND reforms and will set out its response in due course.

Tackling and preventing bullying in schools is essential to ensure that children feel safe, attend school, and achieve and thrive.

The 2024/25 National Behaviour Survey found that, in May 2025, 21% of pupils in years 7 to 13 reported having been bullied for any reason in the previous 12 months, compared with 24% in April 2024.Schools are required to have behaviour policies that include measures to prevent bullying. As part of their policies, they should monitor bullying and adopt approaches to tackle the issue.

The department has commissioned an expert, evidence-led review of best practice in managing behaviour, reducing preventable exclusions, and preventing and tackling bullying. Its findings will inform a toolkit to help schools develop safe and supportive cultures. In addition, regional improvement for standards and excellence Attendance and Behaviour hubs are supporting thousands to schools to strengthen behaviour policies, including addressing bullying.

Our ‘Working together to improve school attendance’ guidance recognises that pupils with additional needs, including serious or chronic health conditions, may face complex barriers to attendance. Schools should take a sensitive, ‘support first’ approach.

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​Section 100 of the Children and Families Act 2014 requires maintained schools, academies and pupil referral units to support pupils with medical conditions. The ‘Supporting pupils at school with medical conditions’ statutory guidance makes clear that pupils should be properly supported and not penalised for absences related to their condition, such as hospital appointments. Schools should work with families to understand barriers and provide appropriate support or reasonable adjustments.

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​The department does not prescribe how attendance rewards or incentives should operate. Where schools link attendance to activities, we expect them to act carefully, proportionately and without discrimination, ensuring schemes are inclusive and appropriate for all pupils, including those with disabilities or long-term health conditions.

Parents are free to choose the childcare that is right for them and their children. However, the restriction on funding relatives is set out in the Childcare Act (2006). Section 18(4) of this Act specifically excludes care provided for a child by a parent or other relative. This approach avoids creating an incentive for adults to register to become childminders and be paid to look after related children that they are already looking after on an informal basis.

​A local authority can choose to fund a childminder providing childcare for a related child, but this would have to be from the local authority’s funds independent of the dedicated schools grant.

​Flexibilities within staff to child ratios can be used to enable childminders who are caring for related children, to avoid limiting the income they can earn. We currently have no plans to change this long-standing position.

​An external evaluation of the National Year of Reading will be published in spring 2027. The department will work with the National Literacy Trust to consider the findings, including which interventions, programmes and other aspects of the National Year of Reading have worked well. The findings will help shape future policy decisions.

The National Literacy Trust’s 2026 Annual Literacy Survey, published this June, showed the first increase in children’s reading enjoyment in five years. The emerging interim findings also indicate that the National Year of Reading is having a meaningful impact: one in five adults recognise the campaign, and of those, three in five say it has influenced their reading. Additionally, the findings also show that seven million adults report that the campaign has positively changed their reading behaviours.

It is our ambition that families have access to high-quality, affordable and flexible early education and care, improving the life chances for every child and the work choices for every parent. As the government builds a stronger economy with sustainable public finances, it is continuing to invest in the early years sector, supporting the successful delivery of the entitlements.

In 2026/27, we plan to provide over £9.5 billion for the early years entitlements. National average local authority hourly rates will increase by 4.95% for 3 and 4-year-olds before the termly adjustment, 4.36% for 2-year-olds, and 4.28% for children aged 9 months to 2 years.

These increases continue to reflect in full forecast cost pressures, including the National Living Wage announced at Autumn Budget 2025 and wider workforce pressures. Hourly rates are intended to cover the staff and non-staff costs of providing 15 or 30 entitlement hours.

​​This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Hornsey and Friern Barnet directly and a copy of his reply will be placed in the Libraries of both Houses.

​​​We want early years careers to be respected, rewarding, and something people are proud to pursue. Our Best Start in Life Strategy sets out how we are strengthening career pathways and championing early years teachers, with a long-term ambition of an early years teachers in every nursery setting.

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​To boost recruitment and retention, we are introducing recognition payments for early years teachers in 30 local authority areas of greatest need, offering up to £4,500. Roll out will start this November.

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​We are expanding funded places on Early Years Initial Teacher Training over three years, aiming to more than double capacity by 2028. We have also introduced a new degree apprenticeship route, backed by financial support for employers, making it easier for more people to become early years teachers.

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​We have consulted the sector on proposals to reform how early years teachers are trained and supported. The proposals aim to strengthen the quality of training built on strong evidence of effective practice, improve career progression opportunities, and raise the status of early years teaching across all settings. We are currently in the process of reviewing and analysing the feedback from the consultation, which closed 24 September 2026, and a full response will be published in due course.

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​We are also raising skill levels across the workforce by funding high-quality training for educators and leaders, including free online child development training, more places on the National Professional Qualification in Early Years Leadership and investment in evidence-based interventions in early maths and language.

The government is committed to improving access to high-quality early education and family support, particularly for disadvantaged children and low-income families. Eligible disadvantaged two-year-olds, including children in low-income households, can access 15 hours of government-funded early education each week, and the ‘Giving every child the best start in life’ strategy commits to increasing take-up of these entitlements and improving access to family support through the rollout of Best Start Family Hubs, particularly in disadvantaged communities.

​​For Best Start Family Hubs, we have set a clear ambition for 70% of hubs to be targeted at the 30% most deprived areas in England. Guidance is clear that local authorities should develop targeted, evidence-informed outreach approaches to identify and engage families who are least likely to engage or at risk of poor outcomes, helping to ensure they can access the best start offer.

The department currently has no plans to review the School Standards and Framework Act 1988. There are a range of measures already in place to meet the accessibility requirements of disabled people.

The Equality Act 2010 requires local authorities to prepare accessibility strategies for the schools for which they are the responsible bodies. There is a similar duty for individual schools of all types to develop accessibility plans.

We have published funding allocations and guidance for key elements of the £4 billion investment previously announced to prepare for our proposed special educational needs and disabilities (SEND) reforms. This includes support for schools, colleges, early years settings and local authorities to improve inclusive provision and better meet the needs of children and young people with SEND and is available at: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first/send-reform-putting-children-and-young-people-first-html-version.

This is in addition to £3.7 billion of capital investment between 2025 and 2030 to create 60,000 specialist places. Alongside expanding access to inclusion bases, this funding can be used to improve the accessibility and inclusivity of mainstream settings for pupils with SEND.

We have also published new guidance on inclusive education estates, to support local authorities, responsible bodies and mainstream settings to identify the most affordable, high-impact adaptations in their context, based on pupils’ needs and estate opportunities, available at: https://www.gov.uk/government/publications/inclusive-education-estates. This could include improved sensory comfort through acoustics and lighting adaptations, improving physical accessibility, or creating calm, quiet spaces for flexible use.

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

The Curriculum and Assessment Review predominantly focused on GCSE subjects that are taught as part of the national curriculum, so media studies and film studies were not specifically considered. The Review did, however, consider related issues through its wider work on media literacy, creative subjects and preparing young people for life and work.

In addition to the reform of the national curriculum, we have recently committed to transforming technical education from age 14. This will put technical and academic education on an equal footing and giving every young person access to high-quality pathways into skilled jobs and further study, including into media and the arts.

The department does not collect information on subjects that schools offer, but does collect data on GCSE entries. In 2025, 805 state-funded secondary schools in England had at least one entry in GCSE media studies. Schools choose which qualifications to offer.

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

The Curriculum and Assessment Review predominantly focused on GCSE subjects that are taught as part of the national curriculum, so media studies and film studies were not specifically considered. The Review did, however, consider related issues through its wider work on media literacy, creative subjects and preparing young people for life and work.

In addition to the reform of the national curriculum, we have recently committed to transforming technical education from age 14. This will put technical and academic education on an equal footing and giving every young person access to high-quality pathways into skilled jobs and further study, including into media and the arts.

The department does not collect information on subjects that schools offer, but does collect data on GCSE entries. In 2025, 805 state-funded secondary schools in England had at least one entry in GCSE media studies. Schools choose which qualifications to offer.

The department recognises the pressures caused by demographic changes in some areas. We have allocated £155 million in Growth and Falling Rolls funding to local authorities in the 2026/27 financial year through the Dedicated Schools Grant.

Furthermore, the lagged funding system, where schools are funded on the basis of their pupil numbers in the previous October census, helps to give schools more certainty over funding levels to aid their planning. Additionally, we are working with the sector to develop a decision-making framework to support local areas to plan school places strategically through demographic change.

The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula accounts for the challenges faced by small schools in rural areas through the lump sum and sparsity factor. In Dorset, 34.5% of schools attract sparsity funding, reflecting the significant number of schools serving rural communities.

The department recognises the pressures caused by demographic changes in some areas. We have allocated £155 million in Growth and Falling Rolls funding to local authorities in the 2026/27 financial year through the Dedicated Schools Grant.

Furthermore, the lagged funding system, where schools are funded on the basis of their pupil numbers in the previous October census, helps to give schools more certainty over funding levels to aid their planning. Additionally, we are working with the sector to develop a decision-making framework to support local areas to plan school places strategically through demographic change.

The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula accounts for the challenges faced by small schools in rural areas through the lump sum and sparsity factor. In Dorset, 34.5% of schools attract sparsity funding, reflecting the significant number of schools serving rural communities.

The department recognises the pressures caused by demographic changes in some areas. We have allocated £155 million in Growth and Falling Rolls funding to local authorities in the 2026/27 financial year through the Dedicated Schools Grant.

Furthermore, the lagged funding system, where schools are funded on the basis of their pupil numbers in the previous October census, helps to give schools more certainty over funding levels to aid their planning. Additionally, we are working with the sector to develop a decision-making framework to support local areas to plan school places strategically through demographic change.

The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula accounts for the challenges faced by small schools in rural areas through the lump sum and sparsity factor. In Dorset, 34.5% of schools attract sparsity funding, reflecting the significant number of schools serving rural communities.

The Special Educational Needs and Disabilities and Alternative Provision Improvement Plan was published in March 2023 under the 2022/24 Sunak Conservative government.

Every Child Achieving and Thriving was published in February 2026. It set out the case for change across the school system and the evidence underpinning a comprehensive programme of reforms, including action to improve recruitment, retention and support for the school workforce.

The Schools White Paper and Special Educational Needs and Disabilities (SEND) consultation document, published on 23 February 2026, set out our proposed changes to improve help and support for children and young people with SEND across the 0 to 25 years system. The SEND consultation ran for 12 weeks and closed on May 18. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

The department recognises the importance of enabling all pupils, including those who are neurodivergent, to thrive in mainstream schools. While no specific assessment has been made of how neurodivergent staff representation or disclosure affects outcomes for neurodivergent pupils, we remain committed to improving outcomes through high-quality teaching, effective special educational needs and disabilities (SEND) support and inclusive school environments.

Our Neurodivergence Task and Finish Group has informed proposed SEND reforms, including National Inclusion Standards, an inclusion continuing professional development package backed by over £200 million and £3.7 billion to create more inclusive school environments.

Information about an individual's disability or neurodivergence is personal and schools must support their workforce in line with their legal obligations. Accredited ITT providers must comply with equality legislation and consider making anticipatory adjustments, including providing opportunities for teacher trainee applicants to identify any support they may require.

The School Workforce Census is regularly reviewed to ensure balance between managing burden and risks of data collection against the value of developing policy to support staff and pupils. The department has no current plans to collect neurodivergence data separately from disability data due to expected low coverage and privacy risks related to data collection.

​​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 as the regulator for early years provision, holds responsibility for inspection and operational impact. We recognise concerns raised by the sector regarding wellbeing and know there is still more to be done. We know that children thrive when they are cared for by confident, well-trained educators who feel valued. This means attracting, training and keeping great staff, and making sure they are valued and supported throughout their careers, with more support from day one.

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​We have developed the Education Staff Wellbeing Charter which sets out commitments from the department, Ofsted, schools and colleges to protect and promote staff wellbeing. The charter can be used to inform a whole school or college approach to wellbeing. Over 4,300 schools and colleges have signed up.

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​The department also signposts to mental health and wellbeing resources for education staff, this includes Education Support’s free, confidential 24-hour helpline for staff working in education

The department has made no specific estimate of the economic and social costs associated with the mental health impact on parents and caregivers of children with special educational needs and disabilities (SEND). The department has also made no assessment of whether such costs should be included in future fiscal impact assessments for SEND provision.

The government has recognised that too many children and young people with SEND and their families are being let down by the current system. The reforms seek to reduce the need for families to navigate adversarial processes and instead provide support that is earlier, clearer and more consistent, helping ensure that children and young people with SEND and their families have a better experience of the system.

The government is delivering the most significant expansion of joined-up health, education and family support since Sure Start and is committed to ensuring that families can access help and advice through both local services and digital channels. Backed by over £900 million, Best Start Family Hubs are now delivering across the country, building towards our ambition of 1,000 hubs by the end of 2028.

The Best Start in Life strategy committed to a digital parenting offer. The government has created the parent-facing website https://beststartinlife.gov.uk/ and is funding all local authorities to provide a parenting and home learning offer. The government has published a menu of interventions, including digital programmes, available at: https://www.gov.uk/government/publications/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities/best-start-family-hubs-and-healthy-babies-parenting-and-home-learning-environment-menu-of-interventions. These programmes are being delivered to families as part of our work to ensure that 75% of children achieve a good level of development by the end of reception from 2028.

Alongside this delivery, the department has been scoping an additional programme that would scale and strengthen the evidence base about the impact of digital parenting support in England, with a view to the eventual creation of a nationally available offer. This work included some early market engagement with potential suppliers to help shape a requirement. While final decisions are yet to be made, this work is ongoing and further announcements will be made in due course.

The government is delivering the most significant expansion of joined-up health, education and family support since Sure Start and is committed to ensuring that families can access help and advice through both local services and digital channels. Backed by over £900 million, Best Start Family Hubs are now delivering across the country, building towards our ambition of 1,000 hubs by the end of 2028.

The Best Start in Life strategy committed to a digital parenting offer. The government has created the parent-facing website https://beststartinlife.gov.uk/ and is funding all local authorities to provide a parenting and home learning offer. The government has published a menu of interventions, including digital programmes, available at: https://www.gov.uk/government/publications/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities/best-start-family-hubs-and-healthy-babies-parenting-and-home-learning-environment-menu-of-interventions. These programmes are being delivered to families as part of our work to ensure that 75% of children achieve a good level of development by the end of reception from 2028.

Alongside this delivery, the department has been scoping an additional programme that would scale and strengthen the evidence base about the impact of digital parenting support in England, with a view to the eventual creation of a nationally available offer. This work included some early market engagement with potential suppliers to help shape a requirement. While final decisions are yet to be made, this work is ongoing and further announcements will be made in due course.

The government is delivering the most significant expansion of joined-up health, education and family support since Sure Start and is committed to ensuring that families can access help and advice through both local services and digital channels. Backed by over £900 million, Best Start Family Hubs are now delivering across the country, building towards our ambition of 1,000 hubs by the end of 2028.

The Best Start in Life strategy committed to a digital parenting offer. The government has created the parent-facing website https://beststartinlife.gov.uk/ and is funding all local authorities to provide a parenting and home learning offer. The government has published a menu of interventions, including digital programmes, available at: https://www.gov.uk/government/publications/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities/best-start-family-hubs-and-healthy-babies-parenting-and-home-learning-environment-menu-of-interventions. These programmes are being delivered to families as part of our work to ensure that 75% of children achieve a good level of development by the end of reception from 2028.

Alongside this delivery, the department has been scoping an additional programme that would scale and strengthen the evidence base about the impact of digital parenting support in England, with a view to the eventual creation of a nationally available offer. This work included some early market engagement with potential suppliers to help shape a requirement. While final decisions are yet to be made, this work is ongoing and further announcements will be made in due course.

The special educational needs and disabilities (SEND) system inherited by this government has lost the confidence of many families and is not delivering the support children and young people need. The department has consulted on reforms to improve the system so that in future families no longer have to fight for support, and children and young people with SEND receive the provision they need quicker and closer to home.

Our reforms intend to improve the quality and consistency of support for children with complex needs. Under the proposals, children and young people requiring a Specialist Provision Package (SPP) would be eligible for an education, health and care (EHC) plan. SPPs will underpin EHC plan entitlements, be developed with experts, including parents, and overseen by an independent expert panel. They will ensure a high quality evidence based offer for all children and young people with complex needs.

We will also improve support available without the need for an EHC plan. This includes proposals to ensure settings identify and meet need, including a legal duty to develop Individual Support Plans. This will be supported by new National Inclusion Standards and our ongoing investment to build mainstream capacity.

The impact of these proposals is set out in the published ‘SEND Reform: Equalities Impact Assessment’, which includes projections of how children and young people may be affected. We have also tested the proposals with SEND sector experts and practitioners, and consultation responses will help inform the final reforms and impact assessments.

​​The government wants all children to receive the right support to succeed in their education. The department’s home-to-school travel policy aims to make sure that no child is prevented from accessing education by a lack of transport.

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​Local authorities have a duty to make travel arrangements which enable eligible children to attend school. Those arrangements must be suitable for the needs of the child concerned. Authorities are expected to ensure transport arrangements enable a child to attend school at the start of the school day and return home at the end of it. There may be limited scope to tailor this around a parent’s working pattern. However, local authorities also have a discretionary power to provide free or subsidised home-to-school travel for other children and may choose to exercise that discretion depending on local circumstances and individual needs. The department's statutory guidance makes clear that authorities should not operate blanket policies and should consider requests on their individual merits.

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​More broadly, local authorities are required to have regard to their duties towards children with special educational needs and disabilities and to ensure their travel policies are consistent with their responsibilities under the equality legislation.

The department does not centrally collect data on the number of reported incidents of racism against pupils or staff in schools in England and therefore does not hold the information requested.

The department publishes guidance for schools on preventing and tackling bullying and, more recently, on preventing and tackling the bullying and harassment of school staff. This is avaiable at: https://www.gov.uk/government/publications/preventing-bullying; and: https://www.gov.uk/government/publications/preventing-and-tackling-bullying-and-harassment-of-school-staff/preventing-and-tackling-the-bullying-and-harassment-of-school-staff. Schools are expected to have appropriate policies and procedures in place to address bullying and discriminatory behaviour.

School leaders are responsible for ensuring that schools comply with their duties under the Equality Act 2010, including taking appropriate action to prevent and tackle discrimination, harassment and victimisation. Schools are expected to have effective behaviour and anti-bullying policies in place and to address incidents of racist abuse when they occur.

Earlier this year, the department consulted on proposals to reform the special educational needs and disabilities (SEND) system. Our aim is to create a more inclusive education system that ensures all children and young people, including those with SEND, can achieve and thrive. This will ensure every child across the country receives the right support locally, at an early stage and without a fight.

Almost 10,000 people responded to the consultation and more than 3,000 attended events across the country. Since the consultation closed, we have continued to listen and develop our proposals in response to feedback.

We are committed to co-designing the reforms with children, families and professionals, and to testing and refining the proposals collaboratively to ensure they work in practice.

We are currently analysing the feedback and will publish our response to the consultation in due course.

There is no place for any form of discrimination in our schools, and we are committed to ensuring that pupils and staff feel safe and supported.

The department’s Educate Against Hate website provides free, quality assured resources and guidance to help teachers challenge prejudice and build resilience to racism and other forms of discrimination. When incidents occur, we work closely with schools, trusts and local partners to provide timely and proportionate support.

The department also publishes guidance on preventing and tackling harassment against school staff, including discriminatory behaviour and bullying.

As part of the department’s wider commitment to combating discrimination, we have allocated £7 million to strengthen action against antisemitism in education, which includes a £1 million innovation fund. Sir David Bell’s review into antisemitism in schools and colleges will also provide further support and guidance for school leaders on preventing and responding to antisemitism.

I refer the hon. Member for Leicester East to the answer of 13 October 2026 to Question 30137.

I refer the hon. Member for Leicester East to the answer of 13 October 2026 to Question 30137.

The department has met Kent County Council to discuss its Communities of Schools model and to understand how the model is intended to operate in practice.

Following that engagement, the department is considering the information provided by the council against the relevant guidance.

Educational psychologists play a key role in supporting children and young people, particularly those with special educational needs and disabilities. The department is committed to growing the workforce of educational psychologists so that children and young people can access the support they need sooner.

As set out in the Schools White Paper, the government is investing £26 million to train at least 200 educational psychologists per year from 2026/27, with further investment to train more over the following three years, subject to future spending reviews. This is in addition to the £31 million already invested since 2023.

The department is also investing around £1.8 billion for local area partnerships, including local authorities and integrated care boards, to develop a new ‘Experts at Hand’ offer, which will provide access to support from key services, such as educational psychologists and trainees.

The statutory duty to provide sufficient school places, including for pupils with special educational needs and disabilities (SEND), sits with local authorities.

The department is supporting local authorities to provide suitable school places for children and young people with SEND by investing at least £3.7 billion in high needs capital funding between 2025/26 and 2029/30.

In the 2025/26 and 2026/27 financial years, Suffolk has been allocated just over £9.4 million and just over £9.4 million respectively through High Needs Provision Capital Allocations.

This funding is expected to fund a transformative expansion of inclusion bases, as well as adaptations to improve the accessibility and inclusivity of mainstream settings. It can also be used to create special school places for pupils with the most complex needs.

We are also developing Specialist Provision Packages which will set out nationally consistent, evidence-based provision offers covering the full range of provision required by children at the specialist tier. Local authorities will be under a duty to forecast demand for the packages and commission sufficient placements to meet local need.

Children with an acquired brain injury can be affected in different ways. Some brain injuries will result in a special educational need or a medical need, whilst others may affect a child in other ways. In whatever way a brain injury manifests, it is essential that the pupil’s individual needs are identified and supported appropriately. Identification and diagnosis of acquired brain injuries are the responsibility of healthcare professionals.

Through the department’s reform of the special educational needs and disabilities (SEND) programme, we have proposed the introduction of National Inclusion Standards. This will support education settings to identify and respond to needs earlier and more consistently, drawing on a broad range of evidence and professional expertise, so that all children and young people can receive the support they need to achieve and thrive.

The National Inclusion Standards will be underpinned by a £200 million training package to ensure that all teachers, educators, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with SEND, and a new investment of £3.7 billion to drive more inclusive school estates and create additional specialist places.

In addition, the Department of Health and Social Care is currently developing an Acquired Brain Injury Strategy.

Through the grant-funded Great British Energy Solar Partnership scheme, we have already completed 245 solar installations in schools and colleges, helping them reduce carbon emissions and save an estimated £220 million on energy bills over the panels’ lifetime.

The department is building on this success through our Renewal and Retrofit Programme. In phase one, around 100 schools and colleges in Yorkshire and the Humber, the East Midlands and the South East will receive grant-funded solar installations, subject to site suitability and feasibility assessments. Solar panels may also be installed alongside wider renewal and retrofit works, including the replacement of life-expired temporary buildings.

Schools may be able to access solar installations through Power Purchase Agreements, which can help settings benefit from cheaper, cleaner electricity without any upfront costs.

Through the grant-funded Great British Energy Solar Partnership scheme, we have already completed 245 solar installations in schools and colleges, helping them reduce carbon emissions and save an estimated £220 million on energy bills over the panels’ lifetime.

The department is building on this success through our Renewal and Retrofit Programme. In phase one, around 100 schools and colleges in Yorkshire and the Humber, the East Midlands and the South East will receive grant-funded solar installations, subject to site suitability and feasibility assessments. Solar panels may also be installed alongside wider renewal and retrofit works, including the replacement of life-expired temporary buildings.

Schools may be able to access solar installations through Power Purchase Agreements, which can help settings benefit from cheaper, cleaner electricity without any upfront costs.