Department for Education

Whilst many schools are taking action to reduce costs, too many families still tell us that the cost of school uniform remains a financial burden. ​This is why we have introduced legislation to limit the number of branded items of uniform and PE kit that schools can require.

When determining the level at which to set the limit, we considered the available evidence and engaged with a range of stakeholders, including schools, to ensure we struck the right balance between reducing costs for parents and recognising the benefits that some branded items can bring to school life.

The majority of primary schools, and nearly a third of secondary schools, already successfully operate within the proposed limit. It is therefore right that schools currently asking for large numbers of compulsory branded items are required to remove them.

The department recognises that while technology can support learning and development, we are aware of concerns regarding its impact on wellbeing and the potential for this to affect attendance. In response to these concerns, the government has recently launched a consultation, inviting views from parents, educators and experts to help shape guidance on the use of technology by children. This consultation aims to ensure that our approach is evidence-based and reflects the needs and experiences of those directly affected.

As part of our commitment to understanding the impact of digital device use, we are also funding EdTech (education technology) testbeds to evaluate the impact of digital tools on issues such as workload, wellbeing and inclusion.

We continue to review emerging research and collaborate with experts to understand the broader effects of technology on children’s wellbeing.

Our priority remains supporting regular attendance and the best outcomes for all pupils.

It is for private schools, as private businesses, to manage their operations and take decisions on closure. All children of compulsory school age are entitled to a state-funded school place, should they need one. The department continues to support local authorities to ensure sufficient places for pupils.

As of April 2025, 88% of pupils and learners and 76% of schools and colleges in Gloucester constituency were covered by a Mental Health Support Team (MHST), compared to 52% of pupils and learners and 41% of schools and colleges nationally. Further data for 2024/25 can be found here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. This has been available since 16 May 2025 at national, regional and local authority level and since 10 July 2025 at constituency level.

Around six in ten pupils nationally are expected to have access to an MHST by April 2026. Data on MHST coverage is collected annually.

The department recognises the value of the Longitudinal Education Outcomes (LEO) dataset in supporting high‑quality research and evidence‑based policymaking. LEO already underpins a wide range of official statistics and analytical publications, and independent researchers can access the underlying data securely through the Office for National Statistics Secure Research Service.

The department works with its partners to improve user experience, streamline access processes, and to expand support materials to assist third party use of LEO data.

A further five years of funding to develop LEO access has recently been confirmed for this purpose along with the largest ever increase of funding to the development of LEO.

Improvements must balance the potential merits with our obligations to safeguard personal data and the public’s trust. We keep arrangements for data access under regular review to ensure they remain proportionate, secure and in line with data protection requirements.

The government is committed to expanding access to high-quality, evidence‑based parenting and home learning support as part of the Best Start in Life Strategy, delivered through the national rollout of Best Start Family Hubs.

Local authorities are expected to commission from departmental menus of programmes with the strongest evidence base, which include both in-person and digital options.

Delivering these programmes through open-access models within Best Start Family Hubs, aims to normalise parenting support by making it widely available and integrated within a broader system of help for families. This approach is intended to broaden access, ensure families can seek support in a non‑judgemental, accessible environment and reduce barriers, including stigma.

The department will continue to evaluate the impact of Best Start Family Hubs to ensure they are delivering positive outcomes for children and families and informing future policy development.

My right hon. Friend, the Secretary of State for Education does not plan to publish the business case, workforce plan, equality impact assessment or redundancy mitigation measures for the department’s plans to close six offices. This is an internal business decision and does not impact the department’s remit, strategy or delivery plans, nor have any direct impact on the sector. As such, it is not appropriate for the department to comment on the plans externally.

Parents are free to choose the childcare that is right for them and their children, and childminders are not prevented from caring for related 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.

Allowing childminders to receive funding for looking after related children would not be an effective use of public money and may have a negative impact on the viability of existing childcare businesses.

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

Although childminders cannot receive entitlements funding for related children, 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.

Parents are free to choose the childcare that is right for them and their children, and childminders are not prevented from caring for related 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.

Allowing childminders to receive funding for looking after related children would not be an effective use of public money and may have a negative impact on the viability of existing childcare businesses.

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

Although childminders cannot receive entitlements funding for related children, 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.

The department is clear that local authorities should commission parenting programmes with a strong and credible evidence base, ensuring families receive support that improves outcomes and increases the proportion of children achieving a good level of development nationally. To support this, the Best Start in Life programme provides an approved menu of evidence‑based parenting interventions, giving local areas confidence that commissioned programmes are effective and represent value for money.

The department has also ensured appropriate flexibility, so that where a local authority can demonstrate that a programme outside the approved menu has a robust evidence base and meets local need, it has been considered.

Evidence‑based parenting programmes are one part of a wider offer of high-quality support to families. Also included are stay‑and‑play opportunities, low‑intensity parenting, peer‑support activities, and strong outreach. The department encourages local authorities to work with voluntary, community and faith organisations, while ensuring that any programmes they deliver, meet clear evidence standards.

The department is clear that local authorities should commission parenting programmes with a strong and credible evidence base, ensuring families receive support that improves outcomes and increases the proportion of children achieving a good level of development nationally. To support this, the Best Start in Life programme provides an approved menu of evidence‑based parenting interventions, giving local areas confidence that commissioned programmes are effective and represent value for money.

The department has also ensured appropriate flexibility, so that where a local authority can demonstrate that a programme outside the approved menu has a robust evidence base and meets local need, it has been considered.

Evidence‑based parenting programmes are one part of a wider offer of high-quality support to families. Also included are stay‑and‑play opportunities, low‑intensity parenting, peer‑support activities, and strong outreach. The department encourages local authorities to work with voluntary, community and faith organisations, while ensuring that any programmes they deliver, meet clear evidence standards.

Children Missing Education data was first collected on a voluntary basis in Autumn 2022. Lancashire reported 4,690 Children Missing Education at any point in the 2024/25 academic year. This is a decrease from 4,820 in 2023/24, and an increase from 2,280 when collection began in 2021/22.

The government is committed to breaking down the barriers to opportunity for our young people, and education is key in providing the strong foundations to better life chances.

Local authorities already have a duty to locate and support children back into education where necessary, and we have published statutory guidance on ‘Children Missing Education’, and ‘Working Together to Improve School Attendance’ that reinforces the roles and responsibilities of schools and local authorities to work together in this area. The Children’s Wellbeing and Schools Bill will go further, requiring councils to maintain registers of children not in school, ensuring fewer young people slip under the radar.

Children Missing Education data was first collected on a voluntary basis in Autumn 2022. Lancashire reported 4,690 Children Missing Education at any point in the 2024/25 academic year. This is a decrease from 4,820 in 2023/24, and an increase from 2,280 when collection began in 2021/22.

The government is committed to breaking down the barriers to opportunity for our young people, and education is key in providing the strong foundations to better life chances.

Local authorities already have a duty to locate and support children back into education where necessary, and we have published statutory guidance on ‘Children Missing Education’, and ‘Working Together to Improve School Attendance’ that reinforces the roles and responsibilities of schools and local authorities to work together in this area. The Children’s Wellbeing and Schools Bill will go further, requiring councils to maintain registers of children not in school, ensuring fewer young people slip under the radar.

Children Missing Education data was first collected on a voluntary basis in Autumn 2022. Lancashire reported 4,690 Children Missing Education at any point in the 2024/25 academic year. This is a decrease from 4,820 in 2023/24, and an increase from 2,280 when collection began in 2021/22.

The government is committed to breaking down the barriers to opportunity for our young people, and education is key in providing the strong foundations to better life chances.

Local authorities already have a duty to locate and support children back into education where necessary, and we have published statutory guidance on ‘Children Missing Education’, and ‘Working Together to Improve School Attendance’ that reinforces the roles and responsibilities of schools and local authorities to work together in this area. The Children’s Wellbeing and Schools Bill will go further, requiring councils to maintain registers of children not in school, ensuring fewer young people slip under the radar.

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 special educational needs and disabilities (SEND), or who require alternative provision. 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.

This reflects the statutory responsibility of local authorities to ensure there are sufficient school places for pupils in their area, including those with SEND. Accordingly, schools, colleges and early years settings in Huntingdonshire access this investment through Cambridgeshire County Council. In 2025/26, Cambridgeshire County Council received £7.1 million high needs capital. We will publish local authority high needs capital allocations for 2026/27 in Spring 2026.

The government is committed to creating opportunities for all children so that they can achieve and thrive. 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. Local authorities are responsible for arranging free home-to-school travel for eligible children. A child is eligible if they are of compulsory school age, 5 to 16, attend their nearest school and would not be able to walk there because of the distance, their special educational needs, disability or mobility problem, or the safety of the route. There are extended rights to free travel for children from low-income families. The department does not currently have any plans to change the existing statutory framework.

Public transport has an important role to play too. The Bus Services Act 2025 puts the power over local bus services back in the hands of local leaders right across England. This will enable them to ensure local bus services meet the needs of local communities, including supporting access to education.

I refer my hon. Friend, the Member for Manchester Rusholme, to the answer of 03 March 2026 to Question 115304.

The department is providing targeted help for Cambridgeshire, including a specialist special educational needs and disabilities (SEND) adviser and sector-led improvement support from Islington Council. Officials collect monthly data on Cambridgeshire’s education, health and care plan timeliness and this informs monthly discussions on SEND performance with the local area.

The government greatly values the hard work of staff across the higher education (HE) sector who continue to deliver for students and universities during what is a challenging period.

We are aware that some providers are making difficult decisions around staffing to safeguard their financial sustainability.

Given that universities are independent, the government does not have a role in intervening with specific providers in pay and staffing matters, nor does it collect specific data on redundancies within HE.

We encourage providers to work constructively with their staff to develop sustainable models that retain talent and expertise, and provide stability for the workforce and the institution.

We are committed to putting our world-leading universities onto a secure financial footing so they can face the challenges of the next decade. Our decision to raise tuition fees annually in line with inflation, alongside refocusing the Office for Students on monitoring the sector’s financial health, demonstrates this commitment.

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education (HE) sector. These data are shared with the department and includes a wide range of information on UK higher education providers (HEPs), including the income they receive through tuition fees.

Between 2019/20 and 2023/24, the proportion of HE tuition fee income that is attributed to international students in UK HE has steadily increased from 39% in 2019/20 to 47% in 2023/24.

The below table shows international tuition fee income as a proportion of total tuition fee income for UK HEPs:

HESA university finance data returns for the 2024/25 academic year are not complete therefore have not been included.

Research by London Economics estimates that teaching and learning activities provided by the UK higher education (HE) sector generated £94.8 billion, which was equivalent to an average £13 return for every £1 of public investment in 2021/22. The combined research and knowledge exchange activities of UK universities generated a total economic impact of approximately £62.84 billion. This equates to an average of £9.90 for every £1 invested. Spending by UK HE providers also produces indirect effects, positively impacting the economy.

Around £10.8 billion in tuition fee loans administered by the Student Loans Company were paid directly to higher education providers in the 2024/25 financial year.

To provide long-term funding certainty for the sector, so that it can focus on reform, we will increase tuition fee caps for all higher education providers in line with forecast inflation of 2.71% in 2026/27 and 2.68% in 2027/28 and then legislate when parliamentary time allows to increase tuition fee caps automatically for future years.

We expect the sector to demonstrate that, in return for the increased investment that we are asking students to make, they deliver the best outcomes for those students and the country.

Technology plays an important role in broad, rich learning experiences in classrooms across the country, and it is essential that children learn to use technology confidently and safely, so they are prepared for a rapidly evolving world of work.

Equally, we understand concerns about excessive screen time and agree that unmonitored or unlimited personal use can carry risks and recognise that we must get the balance right. That’s why we are consulting on how we can deliver a safer digital childhood, developing screen time guidance for children and taking touch action against online harms – in addition to ensuring schools are always phone free. We have also committed to publishing guidance on early years screentime shortly.

Guidance on the Turing Scheme for the 2026/27 academic year has been published on GOV.UK, and applications for funding are open until 16 March 2026. The budget for 2026/27 will be confirmed in due course.

​The Turing Scheme is a demand led, competitive programme, so providers can shape applications to the needs of their students. We do not set targets for the number of Turing Scheme placements in each year, as this is highly dependent on the numbers of students that individual providers intend to send, where they intend to go and how long for. Instead, we allocate funding to prioritise the participation of students from disadvantaged backgrounds and those with special educational needs and disabilities.​

The UK has agreed in principle to associate with Erasmus+ from 2027, and decisions on the Turing Scheme for 2027/28 will be shared in due course.

Guidance on the Turing Scheme for the 2026/27 academic year has been published on GOV.UK, and applications for funding are open until 16 March 2026. The budget for 2026/27 will be confirmed in due course.

​The Turing Scheme is a demand led, competitive programme, so providers can shape applications to the needs of their students. We do not set targets for the number of Turing Scheme placements in each year, as this is highly dependent on the numbers of students that individual providers intend to send, where they intend to go and how long for. Instead, we allocate funding to prioritise the participation of students from disadvantaged backgrounds and those with special educational needs and disabilities.​

The UK has agreed in principle to associate with Erasmus+ from 2027, and decisions on the Turing Scheme for 2027/28 will be shared in due course.

The arrangements for closing a standalone sixth form college are set out in the Dissolution of Further Education Corporations and Sixth Form College Corporations (Prescribed Bodies) Regulations 2012, and do not include partial closure.

It is for the college to decide the provision offered, taking into account the local authority’s statutory duty to ensure sufficient provision for 16 to 18 year-olds and their learner demographic and needs.

For school sixth forms, it is up to individual schools to decide which post-16 qualifications to offer in line with the 16 to 19 study programmes guidance.

Most Erasmus+ activities do not have a specific age limit, except for youth activities which are only available to 18 to 30-year-olds. Erasmus+ is designed for a wide range of participants, including learners, trainees, and staff across higher education (HE), further education, vocational education and training, schools, adult education, youth programmes and sport programmes.

Students can participate in Turing Scheme placements if they are receiving education from an eligible provider from primary school through to HE.

Monthly repayments for a borrower earning above the repayment threshold in a scenario with no threshold freeze was calculated as £8 lower in the 2027/28 financial year compared to the repayments of the same borrower in a scenario with a freeze. This is calculated as 9% (the repayment rate) of the difference between the frozen threshold and the non-frozen threshold. This figure was based on Office for Budget Responsibility (OBR) inflation forecasts from the 2025 Spring Statement.

Following updated OBR economic forecasts released on 3 March 2026 as part of the Spring Statement, this figure has been recalculated and remains £8.

For borrowers earning less than the threshold calculated without a freeze, the increased repayments compared to the freeze scenario will be less than £8, and borrowers earning below the frozen threshold will continue to repay nothing.

We know that reading for pleasure is hugely important and brings a range of benefits. However, we also know that just one in three children aged 8 to 18 read in their free time, and a recent Omnibus Survey by the department found that 31% of parents of primary-aged children and 40% of parents of secondary-aged children said their child prefers spending time online or playing video games, citing this as a barrier to encouraging reading in their free time.

We have launched the National Year of Reading 2026, in collaboration with the National Literacy Trust, to address long-term declines in reading enjoyment through engaging new audiences, reshaping public attitudes and building the systems needed to embed lasting, meaningful change.

The National Year of Reading encourages everyone to see how reading, in all forms, can unlock more of our existing passions and interests, from reading a story in a print book or on an e-reader, to reading a magazine article or an online blog, to listening to an audio book on a phone or tablet. With this in mind, digital technology is not incompatible with the National Year of Reading.

The national rollout of Best Start Family Hubs is underpinned by £500 million of government investment to help families in every part of the country. This includes increased investment in home learning and parenting support in the early years, enhancing support for families through integrated advice, targeted outreach and partnerships to empower more parents and carers to chat, play, and read with their children every day to nurture early reading skills and language development from birth.

This government is also providing £5 million of funding for secondary schools to purchase books to encourage reading for pleasure, as well as committing over £10 million in funding to guarantee a library for every primary school by the end of this Parliament.

Mobile phones have no place in schools.

Research from the Children’s Commissioner, published in April 2025, shows that the overwhelming majority of schools, 99.8% of primary schools and 90% of secondary schools, already have policies in place that limit or restrict the use of mobile phones during the school day.

The department’s recently strengthened guidance on mobile phones in schools is clear that all schools should be mobile phone-free by default. Pupils should not have access to their devices during lessons, break times, lunch times, or between lessons.

The guidance will be implemented through behaviour management in schools, and by setting out clear expectations for teachers and school staff. Our attendance and behaviour hub lead schools will support other schools to implement and enforce a mobile phone policy where needed.

From April, Ofsted will also check school mobile phone policy on every inspection, with schools expected to be mobile phone-free by default. Ofsted will examine both schools' mobile phone policies and how effectively they are implemented when judging behaviour during inspections.

We have future-proofed our maintenance offer by confirming that we will increase maintenance loans in line with forecast inflation every academic year. This will provide students with long-term financial certainty on the support they will receive while studying and ensure that students from the lowest income families receive the largest year-on-year cash increases in support. Maximum loans for living costs for undergraduate students will increase by 2.71% for the 2026/27 academic year.

From 2028/29, maintenance grants will support full-time students from low-income households studying courses aligned with the government’s missions. The grants will provide disadvantaged full-time students with up to £1,000 extra per year on top of existing maintenance loans, increasing cash for students without increasing their debt.

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

Given the inherited fiscal situation, the government is making tough but necessary decisions to protect both taxpayers and students. The government continuously reviews student finance to ensure it remains fair, sustainable, and supportive of students from all backgrounds.

Prospective students have access to a wide range of information across a range of platforms before they submit their loan application. Student loan terms and conditions make clear that the conditions of the loan may change in line with the relevant regulations and students sign these terms and conditions before any money is paid to them. Having access to this information early in the process enables prospective borrowers to seek independent advice if they feel they do not understand aspects of the student loan process, or to better understand the longer-term commitment of a student loan.

The government are committed to supporting the aspiration of every person who meets the requirements and wants to go to university.

The government currently provides three mean-tested dependants’ grants that low-income students with childcare and/or caring responsibilities can apply for in addition to the regular package of maintenance and tuition fee loans. These are intended to reflect the greater costs that recipients face when going to university, providing a level playing field for students who face additional barriers to study.

From 2028/29, we will also reintroduce maintenance grants to support full-time students from low-income households studying courses aligned with the government’s missions and Industrial Strategy. The grants will provide disadvantaged full-time students with up to £1,000 extra per year, on top of existing maintenance loans, increasing cash for students without increasing their debt.

The majority of children and young with hearing impairments are already taught in mainstream schools and we aim to improve inclusivity and expertise in these schools further. In addition to requiring those teaching children with sensory impairment to hold the relevant Mandatory Qualification in Sensory Impairment, the Institute for Apprenticeships and Technical Education has launched a Sensory Impairment apprenticeship route into the school workforce.

Early years settings, schools and colleges have clear legal duties under the Equality Act 2010 to make reasonable adjustments so that disabled children and young people, including those with hearing impairments, are not placed at a substantial disadvantage. Making these adjustments is central to ensuring full participation in school life and delivering high-quality, inclusive education.

To help schools meet these duties, we are improving the clarity and practicality of guidance on reasonable adjustments. This includes developing more accessible tools and examples with partners such as the Equality and Human Rights Commission.

Information about business rates, including changes that will come into effect on 1 April 2026, can be found here: https://www.gov.uk/introduction-to-business-rates.

As universities are independent of government, they are responsible for understanding the potential impact of these changes and ensuring their business models enable them to address emerging risks effectively.

The Office for Students (OfS) is responsible for monitoring the sector’s financial sustainability. The department works closely with the OfS to understand the sector’s changing financial landscape and level of risk.

While the sector is autonomous, this government is committed to creating a secure future for our world-leading sector so it can deliver for students, taxpayers, workers and the economy. Our decision to raise tuition fees annually in line with inflation, alongside refocusing the OfS on monitoring the sector’s financial health, demonstrates this commitment.

The department will work closely with colleagues at the Department for Health and Social Care and with parents and carers, to develop a fast-track route to support children under five years old with the most complex special educational needs to access the support they and their families need to achieve and thrive in early education. This will include exploring options to trial such a process ahead of legislation.

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education (HE) sector. These data are shared with the department and include a wide range of information on students in UK higher education providers (HEPs), including their country of domicile.

Between 2020/21 and 2024/25, the proportion of students who are international in UK HE has ranged from 22% in 2020/21, to a peak of 26% in 2022/23. Since this peak, the proportion has decreased year on year, to 24% in 2024/25.

Year on year detailed table available below. Note that data provided is for all UK HE providers. The data source link to the table is: https://www.hesa.ac.uk/data-and-analysis/sb273/figure-9.

Further education (FE) colleges, rather than government, are responsible for setting and negotiating staff pay and terms and conditions within colleges.

In May 2025, the department announced a further £190 million investment for colleges and other 16 to 19 providers, in addition to the £400 million of extra funding we already planned to spend on 16 to 19 education in the 2025/26 financial year.

In October 2025, the department announced plans to go further in the 2026/27 financial year. From the Spending Review settlement, we will invest nearly £800 million extra on top of the original £400 million announced in 2025/26.

This significant investment will support the recruitment and retention of expert teachers in high value subject areas, and interventions to retain top teaching talent.

Targeted Recruitment Incentives of up to £6,000 (after tax) are available for eligible early career FE teachers working in key science, technology, engineering and maths and technical shortage subjects, in colleges, including in sixth form colleges. This is separate to teacher salaries.

The government recognises that the financial environment of the higher education (HE) sector is challenging for both providers and for their staff. We are aware that some providers are making difficult decisions around staffing in order to safeguard their financial sustainability, including in relation to pension arrangements.

As providers are independent, the government does not routinely collect information regarding pay and workforce matters in HE. However, we remain committed to engaging with both HE unions and the employer body to better understand the issues affecting the sector, including the workforce.

Furthermore, we appreciate both the impact of the increased Teachers’ Pension Scheme employer contribution rate on providers and that defined benefit pensions are highly valued by staff across the sector. As set out in the Post-16 Education and Skills White Paper, the government is therefore seeking to better understand concerns within the post-1992 HE sector regarding pension provision.

The government’s role in relation to pay and conditions across schools and colleges differs.

The statutory requirements for teachers' pay and conditions within maintained schools in England are set out in the ‘School teachers’ pay and conditions’ document. This is updated each year, based on recommendations from the independent School Teachers’ Review Body.

In 2023/24, the median Full Time Equivalent (FTE) salary for classroom teachers in secondary schools was £47,666.

Further education (FE) colleges were incorporated under the terms of the 1992 Further and Higher Education Act, which gave them autonomy over the pay of their staff. The government does not set or recommend college teacher pay.

In 2023/24, the median FTE average salary for teaching staff on permanent or fixed term contracts in general further education colleges was £36,316 and £47,133 in sixth form colleges.

The school and FE pay figures are sourced from different datasets and recorded differently which may make it difficult to make direct comparisons.

Claims for national non-domestic rates for schools are processed on a reactive basis by the department, once all claims have been submitted for payment. Claims can be made and adjusted for up to six years, which means that levels of payment and reimbursement for the 2024/25 financial year will continue to be subject to change. The department is therefore not yet able to provide a final figure for the 2024/25 financial year.

Regarding the change in business rates liability between the 2024/25 and 2026/27 financial years, the department does not hold a central estimate on changes between financial years. This is because payments are made on a reactive basis and will continue to be subject to change, depending on the rates that the Valuation Office Agency and billing authorities charge to individual schools.

Claims for national non-domestic rates for schools are processed on a reactive basis by the department, once all claims have been submitted for payment. Claims can be made and adjusted for up to six years, which means that levels of payment and reimbursement for the 2024/25 financial year will continue to be subject to change. The department is therefore not yet able to provide a final figure for the 2024/25 financial year.

Regarding the change in business rates liability between the 2024/25 and 2026/27 financial years, the department does not hold a central estimate on changes between financial years. This is because payments are made on a reactive basis and will continue to be subject to change, depending on the rates that the Valuation Office Agency and billing authorities charge to individual schools.

The department allocates the bulk of 16 to 19 bursary funding in advance for institutions to make discretionary bursary awards to students.

For mainstream schools and academies, allocations are made to individual institutions. Each local authority-maintained school, or academy within a multi-academy trust, will get its own allocation from the department. It is up to these organisations how to allocate this funding.

Calculations for an institution’s discretionary bursary funding are based on data around the financial needs and costs faced by its students. The methodology for calculating discretionary bursary allocations has two elements:

• Element One: financial disadvantage is based on students’ home postcodes, matched against the Index of Multiple Deprivation.

• Element Two: student costs is intended to provide a general indicator of the main costs faced by students. It includes funding for travel costs by using the rurality of the student’s home postcode and the delivery location of their learning, together with funding for industry placement costs for students on T Levels.

The government welcomes international students who meet the requirements to study in the UK. The Immigration White Paper, published in May 2025, sets out a balanced approach that helps the government achieve our manifesto commitment on reducing net migration while maintaining the UK’s global competitiveness.

The Office for Students (OfS) has identified a reliance on international student fee income as a risk to English providers’ financial sustainability. It has been clear that providers will need to change their business models to protect their financial health as a response to this risk and others. As higher education (HE) providers are independent from government, they are responsible for managing their finances.

To support the English HE sector, the government has increased tuition fee caps in line with inflation and has asked the OfS to focus on financial sustainability. The financial sustainability of providers in Scotland, Wales and Northern Ireland is a matter for the devolved administrations.