Department for Education

The table below provides per pupil funding units from 2018/19 to 2024/25, which represents the funding provided for schools in all regions, nationally.

The department cannot provide comparable funding data back to 1994, due to the changes in the funding system since that time. In particular, funding for schools was only identified separately from funding for high needs or early years in 2013, and funding for central school services provided by local authorities was split out from the schools block funding in 2018/19.

The figures below represent the core funding schools receive through the schools block of the Dedicated Schools Grant (DSG). All the figures in the table, apart from those for 2018/19 exclude growth funding but include premises funding. They do not include additional funding that schools have received for pay and pensions, or other funding streams, such as the pupil premium.

* In the 2018/19 DSG, growth funding and premises funding were calculated together, so the 2018/19 funding figures include growth funding. All other years exclude growth funding.

Local authorities are responsible for providing enough school places for children in their area. The department provides capital funding through the Basic Need grant to support local authorities to provide school places, based on their own pupil forecasts and school capacity data. Nearly £1.5 billion of allocations have been confirmed to support local authorities to create school places needed over the current and next two academic years, up to and including the academic year starting in September 2026. Local authorities’ allocations are published here: https://www.gov.uk/government/publications/basic-need-allocations.

Contributions from housing developers are also an important way of helping to meet demand for new school places when housing developments are driving pupil numbers. It is for the Local Planning Authority (LPA) to secure developer contributions through section 106 agreements or the Community Infrastructure Levy, and to decide on the local infrastructure needs that this contribution should support. The department would encourage LPAs to secure significant contributions for new school places and work closely with colleagues planning school places in their area, including county councils when the local authority responsible for education is not the LPA.

Ofsted and Care Quality Commission commenced a strengthened local inspection framework in January 2023, which places a greater emphasis on the outcomes being achieved for children and young people. It is the primary tool to maintain a focus on high standards in the special educational needs and disabilities (SEND) system, across all partners.

Where a council does not meet its duties, the department can take action that prioritises children’s needs and supports local areas to bring about rapid improvement. The department works to monitor, support and, where necessary, challenge local authorities, working closely with NHS England to tackle any weaknesses that sit with health partners.

The department welcomes the publication of the Big Listen response. We will continue to work with Ofsted to consider how outcomes for children with SEND or in alternative provision (AP) are better reflected in the Education Inspection and the Area SEND inspection frameworks going forwards.

There are several routes of redress for parents or young people who disagree with decisions or actions of their educational setting or local authority. However, the department does understand these processes can be lengthy and difficult for families to navigate. It is in everyone’s interests that routes of redress are set out clearly and that complaints are resolved at the earliest possible stage.

The work of the Change Programme partnerships has provided valuable insights and learning across the SEND and AP system. This includes informing the department's thinking about effective inclusive mainstream practice, which is an area where more needs to be done to ensure children with SEND receive the support they need and deserve. We will share more news on the future direction of the Change Programme in due course.

The department does not hold information on all children and young people by residence.

Information on unfilled state secondary school places, as at May 2023, is published in the School Capacity statistics publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity. This is available at region and local authority level here for the South West and City of Bristol: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f8c9439a-21b9-4c4b-e0d7-08dccd7b577b. School level information is also available here: https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/5f26c269-bf72-41ab-8292-e17b58ed7c98 and can be aggregated to planning area level.

This publication also contains information on the number of pupils on roll as at May 2023 to allow comparisons with data on unfilled places. However, this is not the latest data for numbers on roll. The latest published data on secondary age pupils on roll in state-funded secondary schools is for January 2024 and is published in the Schools, pupils and their characteristics publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. This is available at a region and local authority level here for the South West and City of Bristol: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b2d9d5ee-2876-47a6-b242-08dccd7b0275. School level information is also available here: https://content.explore-education-statistics.service.gov.uk/api/releases/6a45c262-aaca-4bda-a548-cc9d1dc63137/files/6a137329-83ce-4e2e-8043-1f15ab5c7101 and can be aggregated to planning area level.

For secondary planning area 8010015, there were 4,391 secondary pupils on roll in May 2023, with zero secondary school places unfilled. In January 2024, there were 4,342 pupils on roll.

For secondary planning area 8010016, there were 12,960 secondary pupils on roll in May 2023, with 460 secondary school places unfilled (3.6%). In January 2024, there were 13,236 pupils on roll.

For secondary planning area 8010017, there were 7,563 secondary pupils on roll in May 2023, with 760 secondary school places unfilled (10.2%). In January 2024, there were 7,754 pupils on roll.

The department does not hold information on all children and young people by residence.

Information on unfilled state secondary school places, as at May 2023, is published in the School Capacity statistics publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity. This is available at region and local authority level here for Yorkshire and the Humber and York: https://explore-education-statistics.service.gov.uk/data-tables/permalink/2e5181ea-f132-48f7-b23f-08dccd7b0275. School level information is also available here: https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/5f26c269-bf72-41ab-8292-e17b58ed7c98 and can be aggregated to planning area level.

This publication also contains information on the number of pupils on roll as at May 2023, to allow comparisons with data on unfilled places, however this is not the latest data for numbers on roll. The latest published data on secondary age pupils on roll in state funded secondary schools is for January 2024 and is published in the ‘Schools, pupils and their characteristics’ publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. This is available at a region and local authority level here Yorkshire and the Humber and York: https://explore-education-statistics.service.gov.uk/data-tables/permalink/ebafa0ad-e0a7-44ee-e0d3-08dccd7b577b. School level information is also available here: https://content.explore-education-statistics.service.gov.uk/api/releases/6a45c262-aaca-4bda-a548-cc9d1dc63137/files/6a137329-83ce-4e2e-8043-1f15ab5c7101 and can be aggregated to planning area level.

For secondary planning area 8169997, there were 4,921 secondary pupils on roll in May 2023, with 259 secondary school places unfilled (5.9%). In January 2024, there were 4,370 pupils on roll.

This government is committed to improving mental health and wellbeing support for all children and young people. This is critical to breaking down barriers to opportunity and learning.

The right support should be available to every young person that needs it, which is why this government will provide access to specialist mental health professionals in every school. We will also be putting in place new Young Futures hubs, including access to mental health support workers, and will recruit an additional 8,500 new mental health staff to treat children and adults.

Mental Health Support Teams (MHSTs) currently cover 44% of children and young people in schools and colleges across England. These MHSTs have three core functions: i) to deliver evidence-based early interventions for emerging and actual mental health issues, 1-1 and in groups, ii) to support a school or college’s mental health lead to embed an effective approach to promote and support mental health and wellbeing, and iii) to advise school and college staff, and liaise with external specialist services, to help pupils and learners to get the right timely support and stay in education.

Data specifically on how many schools and colleges in Shipley constituency work with an MHSTs is not currently available. As of April 2024, 28% of pupils and learners in Bradford local authority are in schools and colleges that work with an MHST, compared to 44% nationally: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision.

A resource hub for mental health leads and a targeted mental wellbeing support toolkit are available on the Mentally Healthy Schools platform. Data is available at a local authority level on the schools and colleges that have taken up the offer of the department’s funded mental health lead training grant. By the end of March 2024, 73% of schools and colleges in Bradford local authority had claimed a senior mental health leads training grant, compared to 74% nationally.

The current GCSE, AS and A level PE activity lists were last reviewed in 2018. These lists are based upon the reliability and practicality of activities as a basis for assessing whether students had demonstrated the skills required by the relevant qualification specification.

The government has launched an independent Curriculum and Assessment Review covering ages 5–18, chaired by Professor Becky Francis CBE. The Review will consider the current qualification pathways available at Key Stages 4 and 5. A call for evidence will be published in the coming weeks which will set out the areas where the review group would particularly welcome input. More information about the Review is available at: https://www.gov.uk/government/news/government-launches-curriculum-and-assessment-review. Decisions on any possible changes to specifications and assessment arrangements for exams will be taken in the light of the Review.

The department does not hold information on all children and young people by residence.

Information on unfilled state secondary school places, as at May 2023, is published in the School Capacity statistics publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity. This is available at region and local authority level here for the North West and Salford: https://explore-education-statistics.service.gov.uk/data-tables/permalink/fb3975cc-0ccd-4aee-b241-08dccd7b0275. School level information is also available here: https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/5f26c269-bf72-41ab-8292-e17b58ed7c98 and can be aggregated to planning area level.

This publication also contains information on the number of pupils on roll as at May 2023, to allow comparisons with data on unfilled places. However, this is not the latest data for numbers on roll. The latest published data on secondary age pupils on roll in state funded secondary schools is for January 2024 and is published in the ‘Schools, pupils and their characteristics’ publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. This is available at a region and local authority level here for the North West and Salford: https://explore-education-statistics.service.gov.uk/data-tables/permalink/11b17d43-58a5-4ff9-e0d5-08dccd7b577b. School level information is also available here: https://content.explore-education-statistics.service.gov.uk/api/releases/6a45c262-aaca-4bda-a548-cc9d1dc63137/files/6a137329-83ce-4e2e-8043-1f15ab5c7101 and can be aggregated to planning area level.

For secondary planning area 3550101, there were 5,647 secondary pupils on roll in May 2023, with 343 secondary school places unfilled (5.8%). In January 2024, there were 5,609 pupils on roll.

For secondary planning area 3550102, there were 3,316 secondary pupils on roll in May 2023, with 212 secondary school places unfilled (6.2%). In January 2024, there were 3,364 pupils on roll.

For secondary planning area 3550103, there were 4,162 secondary pupils on roll in May 2023, with 189 secondary school places unfilled (4.4%). In January 2024, there were 4,235 pupils on roll.

Teachers using the service have found Oak National Academy to be a helpful tool in their lesson and curriculum planning.

Decisions on the future funding of Oak, along with all other government spending, will be made as part of the Spending Review process.

The primary PE and sport premium will continue in the 2024/25 academic year and, as in previous years, individual school allocations will be confirmed when the department issues updated guidance later in the term.

The department publishes annual statistics on the capacity and pupils on roll in schools, including unfilled places, each spring. This is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity. Statistics publications are pre-announced on the GOV.UK website, which can be found here: https://www.gov.uk/search/research-and-statistics?content_store_document_type=upcoming_statistics&organisations%5B%5D=department-for-education&order=updated-newest. This is done in accordance with the Code of Practice for Statistics (the Code), which can be found here: https://code.statisticsauthority.gov.uk/. The department currently has no plan to change this publication schedule. The scheduling ensures that statistics are released as soon as they are ready while abiding by standards set by the Code in terms of trustworthiness, quality and value. Where statistics were published prior to the changes in parliamentary constituency boundaries, they will be updated to reflect the new boundaries in the next publication of statistics. This is expected to be in March 2025 for school capacity statistics.

School capacity data is published at school level. This can be combined with information from ‘Get Information About Schools’ (GIAS) to identify parliamentary constituency. GIAS currently reflects the changes made following the general election parliamentary constituency changes, and can be accessed using the following link: https://www.get-information-schools.service.gov.uk/. Updates to geographical data are made on a quarterly basis using data published by the Office for National Statistics.

The future of the holiday activities and food programme beyond 31 March 2025 is subject to the next government Spending Review taking place this autumn and the department will communicate the outcome of that process in due course.

This government is determined to ensure that there is high quality, accessible childcare for all children and families, including children with additional needs. The holiday activities and food (HAF) programme funding is primarily for school-aged children from reception to year 11 (inclusive) who receive benefits-related free school meals (FSM).

The majority of funding that local authorities receive should be used for holiday club places for children in receipt of FSMs. However, local authorities have discretion to use up to 15% of their funding to provide free or subsidised holiday club places for children who are not in receipt of benefits-related free school meals, but who the local authority believe could benefit from HAF provision, which could include children with special educational needs. Local authorities are responsible for understanding the needs of the children and families in their area and ensuring that the programme reaches those who need it the most.

Apprenticeship starts are published at parliamentary constituency level in the Apprenticeships official statistics, which is available here: https://explore-education-statistics.service.gov.uk/data-tables/apprenticeships. Data for Gateshead Central and Whickham by academic year from 2018/19 to 2022/23 can be found in the dataset called ‘Geography - New Parliamentary Constituency Breakdowns’.

Apprenticeship starts are published at parliamentary constituency level in the Apprenticeships official statistics, which is available here; https://explore-education-statistics.service.gov.uk/data-tables/apprenticeships. Data for Knowsley for the academic years 2013/14 to 2022/23 can be found in the dataset called ‘Geography LA, PCON and Region - Starts since May 2010 and 2015’.

The government is transforming the Apprenticeship Levy into a new Growth and Skills Levy. The new levy will build on the apprenticeships programme to create opportunities for learners of all ages, give employers of different sizes greater flexibility to address critical skill shortages in their workforces and drive economic growth.

The department is working across government to develop the design of the Growth and Skills Levy and will set out more detail in due course. This will include further information on the role of Skills England in ensuring that levy-funded training delivers value for money and meets the needs of levy paying and non-levy paying businesses.

The government is transforming the Apprenticeship Levy into a new Growth and Skills Levy. The new levy will build on the apprenticeships programme to create opportunities for learners of all ages, give employers of different sizes greater flexibility to address critical skill shortages in their workforces and drive economic growth.

The department is working across government to develop the design of the Growth and Skills Levy and will set out more detail in due course. This will include further information on the role of Skills England in ensuring that levy-funded training delivers value for money and meets the needs of levy paying and non-levy paying businesses.

The government is transforming the Apprenticeship Levy into a new Growth and Skills Levy. The new levy will build on the apprenticeships programme to create opportunities for learners of all ages, give employers of different sizes greater flexibility to address critical skill shortages in their workforces and drive economic growth.

The department is working across government to develop the design of the Growth and Skills Levy and will set out more detail in due course. This will include further information on the role of Skills England in ensuring that levy-funded training delivers value for money and meets the needs of levy paying and non-levy paying businesses.

The government is transforming the Apprenticeship Levy into a new Growth and Skills Levy. The new levy will build on the apprenticeships programme to create opportunities for learners of all ages, give employers of different sizes greater flexibility to address critical skill shortages in their workforces and drive economic growth.

The department is working across government to develop the design of the Growth and Skills Levy and will set out more detail in due course. This will include further information on the role of Skills England in ensuring that levy-funded training delivers value for money and meets the needs of levy paying and non-levy paying businesses.

The government is transforming the Apprenticeship Levy into a new Growth and Skills Levy. The new levy will build on the apprenticeships programme to create opportunities for learners of all ages, give employers of different sizes greater flexibility to address critical skill shortages in their workforces and drive economic growth.

The department is working across government to develop the design of the Growth and Skills Levy and will set out more detail in due course. This will include further information on the role of Skills England in ensuring that levy-funded training delivers value for money and meets the needs of levy paying and non-levy paying businesses.

The government is transforming the Apprenticeship Levy into a new Growth and Skills Levy. The new levy will build on the apprenticeships programme to create opportunities for learners of all ages, give employers of different sizes greater flexibility to address critical skill shortages in their workforces and drive economic growth.

The department is working across government to develop the design of the Growth and Skills Levy and will set out more detail in due course. This will include further information on the role of Skills England in ensuring that levy-funded training delivers value for money and meets the needs of levy paying and non-levy paying businesses.

The department uses marketing to support the delivery of strategic aims and government priorities, including to recruit teachers and early years professionals, reform the skills landscape, and drive take up of products and services like apprenticeships, T Levels and childcare entitlements.

The department’s total spend on advertising and communications was £48 million in 2023/24. More information on the department’s accounts for 2023/24, the last year for which data is available, can be found in the link below: https://assets.publishing.service.gov.uk/media/66a78085ce1fd0da7b592e80/DfE_consolidated_annual_report_and_accounts_2023_to_2024_-_web-optimised_version.pdf.

The government is determined to give every child the opportunities they deserve. It knows that many children in kinship care need extra support, including in school. The department is working to ensure their needs are met, and that they have the best possible opportunity to succeed.

Children in kinship care can currently access pupil premium funding if they have been entitled to free school meals within the last six years and can receive pupil premium plus funding if they have left local authority care through a Special Guardianship or Child Arrangements Order. Children cared for under one of these orders are also eligible for school admissions through the Fair Access Protocol.

From September 2024, the role of Virtual School Heads has been expanded to include championing the education, attendance and attainment of children in kinship care, ensuring that more children in kinship care receive the help they need to thrive at school.

The Adoption and Special Guardianship Support Fund, helps adoptive and Special Guardianship Order children, and their families, access therapeutic interventions related to trauma and attachment. Since the fund was established in 2015, it has provided over £400 million in funding to support more than 50,000 children.

This government is considering how to most effectively transform the children’s social care system to deliver better outcomes for children and families, including how best to support kinship children and families.

Tackling child poverty everywhere is at the heart of breaking down barriers to opportunity and improving the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.

Child poverty has gone up by 700,000 since 2010, with over four million children now growing up in a low-income family. This not only harms children’s lives now, but it also damages their future prospects and holds back our society and economy.

On 17 July 2024, my right hon. Friend, the Prime Minister, announced the appointment of the Secretary of State for Work and Pension and the Secretary of State for Education to be the joint leads of a new ministerial taskforce to begin work on a child poverty strategy.

The ministerial taskforce, which met for the first time on 14 August 2024, will harness all available levers to drive forward short-term and long-term actions across government to reduce child poverty, with a child poverty strategy published in spring next year. Further details on the taskforce can be found here: https://www.gov.uk/government/news/child-poverty-taskforce-kicks-off-urgent-work-to-publish-strategy-in-spring.

The proposed Children’s Wellbeing Bill will ensure education and children’s social care systems transform life chances for millions of children and young people in England.

The department will remove barriers to opportunity to ensure the school system is fair for every child. As announced in the King’s Speech, under the Children‘s Wellbeing Bill, every primary school in England, will offer a free breakfast club. They will play an important role in driving up standards of attendance and attainment, ensuring children are able to listen and concentrate throughout the school day. Alongside removing a barrier to opportunity for every child and supporting families with the cost of living, breakfast clubs will also offer parents more choices in childcare. To ensure that every child, no matter their background, is well prepared for the school day, the department will limit the number of branded uniform items that a school can require.

In addition to free school meals and the over £2.9 billion pupil premium funding, the department has also provided over £200 million of funding this year to all local authorities across England to deliver the holiday activities and food (HAF) programme in their area. This is to ensure that over the longer school holidays, children from disadvantaged backgrounds and low-income families are able to take up free childcare spaces, which offer healthy meals and enriching activities, benefiting their health, wellbeing and learning. This summer, the department anticipated that over three million HAF places would be provided to young people in this country.

The government recognises how critical further education (FE) teachers are to unlocking opportunity, tackling disadvantage and equipping learners with the skills needed to secure high value work and boost employer productivity. While the government does not set or recommend pay in the FE sector, it is clear that remuneration is an important factor in teacher recruitment and retention.

The government continues to invest in FE teachers, including through additional funding of around £600 million across the 2024/25 and 2025/26 financial years. This includes extending retention payments of up to £6,000 after tax to eligible early career FE teachers in key subject areas. This will support FE providers to recruit and retain high quality teachers in critical subject areas where vacancy rates are high.

The government recognises how critical further education (FE) teachers are to unlocking opportunity, tackling disadvantage and equipping learners with the skills needed to secure high value work and boost employer productivity. While the government does not set or recommend pay in the FE sector, it is clear that remuneration is an important factor in teacher recruitment and retention.

The government continues to invest in FE teachers, including through additional funding of around £600 million across the 2024/25 and 2025/26 financial years. This includes extending retention payments of up to £6,000 after tax to eligible early career FE teachers in key subject areas. This will support FE providers to recruit and retain high quality teachers in critical subject areas where vacancy rates are high.

UK higher education (HE) creates opportunity, is an engine for growth in our economy and supports local communities. The department is committed to supporting the aspiration of every person who meets the requirements and wants to go to university. The department is determined that the HE funding system should deliver for our economy, for universities and for students.

The student loan system already supports students. Unlike commercial alternatives, student loans are available to all eligible students, regardless of background or financial history. The student loan system supports eligible students by providing up front tuition fee loans to meet the full costs of tuition. In addition, eligible students qualify for loans to contribute towards students living costs while attending university, with the highest levels of support paid to students from the lowest income families and those eligible for benefits.

Additionally after study, student loan borrowers are protected. Borrowers only make repayments when earning over the relevant student loan repayment threshold. At the end of the loan term, any outstanding loan debt, including interest accrued, will be written off with no detriment to the borrower.

Further Education (FE) plays a critical role in delivering the Government’s Missions and ensuring that everyone has access to the opportunities they need, breaking down the barriers to their success and boosting economic growth.

FE funding, including its adequacy, will be considered as part of the upcoming Spending Review.

My right hon. Friend, the Secretary of State for Education and other governmental Ministers visit a wide variety of education settings across a broad geography. Ministers are grateful to receive many invitations to different establishments and will continue to regularly visit nurseries, schools, colleges and universities.

The department is committed to supporting further education (FE) providers to recruit, retain and develop the high-quality teachers they need to deliver the best possible outcomes for their learners, including as a key part of our commitment to recruit an additional 6,500 teachers across colleges and schools.

To improve retention, the department is delivering Targeted Retention Incentive payments to eligible new and early career FE teachers in science, technology, engineering and mathematics (STEM) and priority technical subjects.

The FE Workforce Data Collection, first published in 2023, will provide valuable year-on-year information on the FE Workforce, including demographic and pay data. In the long term, this valuable insight will allow the department to monitor trends in recruitment and retention and ensure that we are providing the best support to FE teachers and providers.

The department has set out its plan and ambitions for Skills England. Work is now underway to develop how it will deliver, and the department has already been clear that working with a wide range of stakeholders will be central to this. This includes the British Chambers of Commerce as well as other key organisations. The department will publish its first report in due course, which will be followed by a series of engagement activities.

The government is determined that the higher education (HE) funding system should deliver for our economy, for universities and for students. The department will look carefully at all options and come forward with proposals. The department is committed to supporting the aspiration of every person who meets the requirements and wants to go to university.

The department also recognises the immediate financial strain that some HE providers are under. As such, the department continues to work closely with the Office for Students (OfS), the independent regulator of HE in England, to monitor emerging risks and to ensure there are robust plans in place to mitigate them. The department has already appointed Sir David Behan as interim chair to oversee the important work of refocusing the OfS' role to concentrate on key priorities, including the financial stability of the HE sector.

Local Skills Improvement Plans are a valuable source of information for local skills training providers, employers and stakeholders, and will provide important intelligence for the newly established Skills England.

The current grant-funding period for the designated employer representative bodies leading the development, implementation and review of each Local Skills Improvement Plan runs until March 2025. Future funding arrangements for Local Skills Improvement Plans will be considered as part of the current Spending Review.

The full-year participation data for the 2023/24 academic year is expected to be available in November 2024. After this point the department will be in a position to provide additional breakdowns.

Regarding student enrolment for the 2025/26 academic year, on 24 July 2024 the Secretary of State announced that the department is conducting a short, internal review of Post-16 qualifications reform at Level 3 and below. Defunding decisions for 2025 onwards will be confirmed after the short review and we will set out the position before the end of December 2024.

The department is not expecting these changes to have a significant effect on bursaries across the private school sector as a whole. The department expects that charitable schools across the UK will want to continue to demonstrate wider public benefit through the provision of means-tested bursaries and through partnerships with state-funded schools after these changes are made.

The government is acutely aware not only of the financial pressures that local authorities are facing because of the increasing cost of supporting young people with complex needs, but also the pressures that the government as a whole is facing because of the financial situation it has inherited. This government is acting as quickly as it can to respond to the cost pressures in the special educational needs and disabilities (SEND) system, and is working to consider SEND reforms, including how it can help councils manage the impacts of dedicated schools grant (DSG) deficits on their accounts. This government will also take decisions on local authorities’ DSG allocations for next year as quickly as it can.

To qualify for home fee status in England, a person must have settled status or ’a recognised connection’ to the UK, and in the case of persons with settled status, be ordinarily resident in the UK for three years.

UK nationals are settled in the UK once they return from abroad, and therefore qualify for home fee status and student finance once they have resided in the UK for three years prior to the start of their course.

The three year lawful residence rule is a long established feature of the student support system. It applies irrespective of nationality or country of origin, and it applies to all the eligibility categories in the Student Support Regulations with the exception of those with a protection based need. It ensures that the support provided by the taxpayer is targeted at those who have a substantial and recent connection with the UK.

Hong Kong British National Overseas status holders qualify for home fee status and student finance once they have acquired settled status in the UK, which is usually after five years of residence. Most persons who acquire settled status in this way will automatically meet the three year ordinary residence requirement for student finance.

Early language skills are vital in enabling children to thrive in the early years and later life, as well as for all aspects of later attainment in school.

The early years foundation stage (EYFS) statutory framework sets the standards and requirements that all early years providers must follow to ensure every child has the best start in life and is prepared for school. The three prime areas of learning and development within the EYFS are particularly important for building a strong foundation, with communication and language being one of the prime areas.

Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs and to plan activities and support. The assessment requirements in the EYFS include a progress check at age two and the EYFS Profile, both of which involve reviewing a child’s development in communication and language.

However, the department knows that when it comes to referrals for additional support, too many children are waiting too long for speech and language therapy. NHS planning guidance asks local systems to reduce overall waiting times for community services, with a particular focus on reducing the longest waits. Community health services, including speech and language therapy, will be key in delivering this government’s commitment to shift to a neighbourhood health service and provide more care in the community. Full details of the NHS operational planning and contracting guidance can be found on this website: https://www.england.nhs.uk/operational-planning-and-contracting/.

To further support early language skills, the department is also:

• Extending the Nuffield Early Language Intervention programme (NELI) for the 2024/25 academic year to support reception-aged children needing extra support with their speech and language development. NELI is proven to help children make four months of additional progress, and seven months for those eligible for free school meals.
• Delivering the early years education recovery programme, including:

Providing funding for settings to undertake evidence-based continuous professional development programmes, including those focussed on speech, language and communication, via a national network of early years stronger practice hubs.

Training through the ‘professional development programme’ and the online early years child development training, both of which include a specific module focused on early language.

Training for up to 7,000 special educational needs co-ordinators to help children with speech, language and communication needs and support earlier identification of needs.

• Enabling Family Hubs to train practitioners to support families with the home learning environment. Practitioners are being trained to help parents learn new skills, including providing effective support for children’s speech and communication.
• Working in partnership with NHS England to deliver the ‘Early Language Support for Every Child’ pathfinders.
• Working with partners to deliver an ‘Early Language Local Innovation and Excellence’ programme which includes implementation of published speech and language communication pathway guidance and an early language identification measure.
• Publishing early years special educational needs and disabilities (SEND) assessment guidance and resources including practical advice, tools and downloadable resources. These will help educators assess children with SEND, capture their voice, and set learning targets featuring a dedicated tool for communication and interaction.

This government’s vision for children and young people with special educational needs, including those with speech, language and communication needs, is the same as it is for all children and young people. We want them to achieve well in their early years, at school and in further education; to find employment; to lead happy and fulfilled lives; and to experience choice and control.

In July, the department announced that funded support would continue in the 2024/25 academic year for 11,100 schools registered to the Nuffield early language intervention programme. This will help pupils who need extra support with speech and language development to find their voice. The department is also funding the Early Language and Support For Every Child pathfinders, in partnership with NHS England. This will fund nine Integrated Care Boards and will fund one of the local areas within each of the nine Regional Expert Partnerships to trial new ways of working to better identify and support children with speech, language and communication needs in early years and primary schools. Alongside this, we know that continuing to build the pipeline of speech and language therapists is essential. That is why the department introduced the speech and language degree apprenticeship, which is now in its third year of delivery and offers an alternative pathway into a successful career as a speech and language therapist.

This government’s vision for children and young people with special educational needs, including those with speech, language and communication needs, is the same as it is for all children and young people. We want them to achieve well in their early years, at school and in further education; to find employment; to lead happy and fulfilled lives; and to experience choice and control.

In July, the department announced that funded support would continue in the 2024/25 academic year for 11,100 schools registered to the Nuffield early language intervention programme. This will help pupils who need extra support with speech and language development to find their voice. The department is also funding the Early Language and Support For Every Child pathfinders, in partnership with NHS England. This will fund nine Integrated Care Boards and will fund one of the local areas within each of the nine Regional Expert Partnerships to trial new ways of working to better identify and support children with speech, language and communication needs in early years and primary schools. Alongside this, we know that continuing to build the pipeline of speech and language therapists is essential. That is why the department introduced the speech and language degree apprenticeship, which is now in its third year of delivery and offers an alternative pathway into a successful career as a speech and language therapist.

This government’s vision for children and young people with special educational needs, including those with speech, language and communication needs, is the same as it is for all children and young people. We want them to achieve well in their early years, at school and in further education; to find employment; to lead happy and fulfilled lives; and to experience choice and control.

In July, the department announced that funded support would continue in the 2024/25 academic year for 11,100 schools registered to the Nuffield early language intervention programme. This will help pupils who need extra support with speech and language development to find their voice. The department is also funding the Early Language and Support For Every Child pathfinders, in partnership with NHS England. This will fund nine Integrated Care Boards and will fund one of the local areas within each of the nine Regional Expert Partnerships to trial new ways of working to better identify and support children with speech, language and communication needs in early years and primary schools. Alongside this, we know that continuing to build the pipeline of speech and language therapists is essential. That is why the department introduced the speech and language degree apprenticeship, which is now in its third year of delivery and offers an alternative pathway into a successful career as a speech and language therapist.

This government is committed to providing the necessary support to improve the experiences for children and young people with special educational needs and disabilities (SEND) and their families. The department is committed to taking a community-wide approach, improving inclusivity and expertise in mainstream schools and alternative provision settings, as well as ensuring special schools cater to those with the most complex needs.

Ofsted inspected local arrangements for children with SEND in Hertfordshire in July 2023. Its report, published on 10 November 2023, concluded that there are widespread and/or systemic failings, leading to significant concerns about the experiences and outcomes of children and young people with SEND, which the local area partnership must address urgently.

The department provides support and accountability to the Hertfordshire local area partnership by monitoring progress against its priority action plan and Improvement Plan, and by providing advice and guidance via a SEND expert advisor. The partnership has also established a SEND Improvement Board, independently chaired by Dame Christine Lenehan to oversee progress and provide appropriate challenge.

This government is committed to ending the VAT exemption that private schools enjoy. HM Treasury will deliver the tax changes and is engaging with a range of stakeholders as it carefully considers the impact of this policy.

My right hon. Friend, the Prime Minister has been clear that if a child has an education, health and care plan that requires them to attend a private school because their needs cannot be met in the state sector, they will not feel an impact from this policy.

The department will continue to work with local authorities to ensure that every local area has sufficient places for children that need them, and that appropriate support is provided where pupils with special educational needs require a place at a state-funded school.