Department for Education

The government is committed to half of all food served in public settings being either locally sourced or certified to higher environmental standards.

The School Food Standards allow school chefs and cooks creative freedom to adapt to the preferences of the children at their school, source seasonal or local food, and take advantage of price fluctuations.

We are consulting on proposed changes to the School Food Standards in England until 12 June 2026. We will consider guidance for the new standards in due course. Presently, schools can voluntarily follow the Government Buying Standards for Food and Catering, which includes advice around sourcing their school food.

The department is working closely with the Department for Environment, Food and Rural Affairs as they develop the Good Food Cycle vision.

Information on the placements of children and young people with an education, health and care (EHC) plan, including those not in formal education settings, is published annually here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans. The most recent data was published on 26 June 2025 and the next publication is scheduled for summer 2026.

The school year is structured so that there are opportunities for holidays outside of term-time. All schools have the discretion to grant leave of absence in exceptional circumstances, judging each application on the specific facts. However, generally a holiday would not constitute an exceptional circumstance. Schools and local authorities also have considerable flexibility to plan term dates themselves and hold inset days and other occasional days at quieter times of the year, helping families to plan breaks at times that suit them.

Where term-time holidays are taken without permission, it is right that the law protects children’s right to a full-time education. The national framework for penalty notices is designed to improve fairness by ensuring they are considered at a consistent point across the country, and on an individual basis, preventing schools from having blanket rules.

The School Admissions Code requires admission arrangements to be fair, clear and objective. A school must admit a child where it is named in the child’s education health and care plan.

The ‘Every Child Achieving and Thriving’ White Paper sets out the government’s commitment to developing new resources to support and encourage schools to use existing provisions within the Code, such as a pupil premium priority, to adopt more inclusive admission arrangements. We have also committed to strengthen scrutiny of all pupil movement including unacceptable off-rolling practice by developing a new, internal dashboard that identifies school level trends in how children move through the education system, paying particular attention to schools where special educational needs and disabilities, free school meals or demographic trends appear significantly out of sync with their local context.

Impact analysis on the International Students Levy was published in November 2025. Any further analysis will be published in the usual way.

The government has committed to provide funding for all local authorities to deliver Best Start Family Hubs, backed by over £900 million. In October 2025, the department paid a £351,991 development grant to Surrey local authority, the start of the investment to be provided to rebuild family services. Surrey local authority has a funding allocation of £7,709,100.00 to deliver Best Start Family Hubs from 2026/29 and they now have two Best Start Family Hubs open in Guildford and Reigate.

The department works closely with local authorities to monitor implementation and ensure they are meeting programme expectations. Each local authority has a named contact responsible for overseeing delivery, and the department intends to work in close partnership with local authorities to review progress, share effective practice, and ensure areas are appropriately supported to drive improvements for children and families. Guidance for Best Start Family Hubs and Healthy Babies was provided to local authorities on delivery expectations for April 2026 to March 2029 and is available at: https://www.gov.uk/government/publications/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities.

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

The government does not believe that fostering should be considered a form of employment. Foster care is a family-based vocation and fostering homes should feel like family homes with people who love them, not a workplace with staff. Foster carers should not need to be considered workers to get the support and respect they deserve.

The department recently launched a Call for Evidence on a national fostering register, including purpose, scope, design features and safeguards. We are analysing responses and will publish results and our response in the summer. The Independent Review Mechanism provides independent panels that review decisions made by fostering providers.

Our focus is on delivering on our ambitious action plan to renew foster care, published in February 2026. By April 2029, we will create 10,000 more foster places, providing a foster place for every child who needs one. We have no current plans to launch a fostering inquiry. There have been several independent reviews into fostering and the wider care system, including ‘Foster Care in England’ (2018), the ‘Independent Review of Children’s Social Care’ (2022) and the Education Select Committee’s 2025 inquiry into Children’s Social Care.

Under HMRC’s ‘Making Tax Digital’ system, childminders can still claim tax relief for things they buy, repair, or replace for their business, such as furniture, equipment, and household items. This change standardises the way that sole traders record and claim business expenses and means that any business expenses related to childminding will be included in childminder’s tax calculations.

We are however aware of the strength of feeling amongst childminders and those who work with them. We have been talking regularly to Coram Pacey, HMRC and others to understand the issue, the effect that it is having on the childminding sector and to make sure that the concerns of childminders are clearly understood. The department continues to support childminders, who provide high-quality and flexible early education in a way that families across the country greatly value.

The expansion to 30 hours per week of government funded childcare will save families using their full entitlement up to £7,500 per eligible child per year, compared to paying for it themselves.

Thanks to the hard work of early years providers and local authorities, over half a million children have already benefitted from the expansion of 15 funded hours for children aged nine months to two years old, and many parents have increased their working hours, boosting family income and lifting more children out of poverty.

We keep the early years foundation stage (EYFS) frameworks, under ongoing review. The EYFS frameworks can be found at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2.

Following safeguarding updates in September 2025, we are working on making the safe sleep requirements clearer by adding the essential details in the frameworks themselves. Subject to the parliamentary and legislative process, the updated frameworks would come into force from September 2026.

Ofsted began inspecting under the revised education inspection framework in November 2025 to assess whether providers are meeting statutory EYFS requirements and taking appropriate action to keep children safe. Settings now receive an Ofsted report card following an inspection.

As of April 2026, we are funding Ofsted to inspect all new early years providers within 18 months of opening and to move towards inspecting all providers at least once every four years, compared to the previous six-year window. Ofsted is also receiving further investment to improve inspection quality and consistency through stronger quality assurance and targeted inspector training.

The EYFS requires providers to have safeguarding policies that address the use of mobile phones, cameras and other electronic devices with imaging and sharing capabilities. An expert advisory panel has been established to review how CCTV and digital devices are used in early years settings from a safeguarding perspective.

Listening to the views of families and experts has been critical as the department has developed special educational needs and disabilities (SEND) reforms, and it is more important than ever now our formal consultation is open.

As is set out clearly on GOV.UK, we welcome views across the full set of proposals relating to SEND reform and we will consider views on all aspects of SEND reform.

Listening to the views of families and experts has been critical as the department has developed special educational needs and disabilities (SEND) reforms, and it is more important than ever now our formal consultation is open.

As is set out clearly on GOV.UK, we welcome views across the full set of proposals relating to SEND reform and we will consider views on all aspects of SEND reform.

Local authorities have existing duties to assess whether children not in school are receiving a suitable education. The department expects authorities to recruit candidates that can fulfil these statutory duties.

The department will provide statutory guidance (which will be publicly consulted on), a training package, and additional funding to local authorities to support them to carry out the new duties created by the Children’s Wellbeing and Schools Bill. We will engage with relevant stakeholders on the guidance and materials to be included in the training package, such as in relation to home visits and children with special educational needs.

The school attendance order (SAO) process is an existing process. SAOs must only be issued when a child is not receiving a suitable education, and it would be expedient for them to attend school. The Bill introduces a new power for local authorities to issue a SAO if it would be in the child’s best interests to attend school where the child is home educated and is on a child protection plan or has been in the previous five years or is subject to a Section 47 child protection enquiry. As part of the SAO process, the local authority should consider all relevant information it is aware of, which could include information about the child’s mental health, wellbeing or special educational needs.

Local authorities have existing duties to assess whether children not in school are receiving a suitable education. The department expects authorities to recruit candidates that can fulfil these statutory duties.

The department will provide statutory guidance (which will be publicly consulted on), a training package, and additional funding to local authorities to support them to carry out the new duties created by the Children’s Wellbeing and Schools Bill. We will engage with relevant stakeholders on the guidance and materials to be included in the training package, such as in relation to home visits and children with special educational needs.

The school attendance order (SAO) process is an existing process. SAOs must only be issued when a child is not receiving a suitable education, and it would be expedient for them to attend school. The Bill introduces a new power for local authorities to issue a SAO if it would be in the child’s best interests to attend school where the child is home educated and is on a child protection plan or has been in the previous five years or is subject to a Section 47 child protection enquiry. As part of the SAO process, the local authority should consider all relevant information it is aware of, which could include information about the child’s mental health, wellbeing or special educational needs.

Local authorities have existing duties to assess whether children not in school are receiving a suitable education. The department expects authorities to recruit candidates that can fulfil these statutory duties.

The department will provide statutory guidance (which will be publicly consulted on), a training package, and additional funding to local authorities to support them to carry out the new duties created by the Children’s Wellbeing and Schools Bill. We will engage with relevant stakeholders on the guidance and materials to be included in the training package, such as in relation to home visits and children with special educational needs.

The school attendance order (SAO) process is an existing process. SAOs must only be issued when a child is not receiving a suitable education, and it would be expedient for them to attend school. The Bill introduces a new power for local authorities to issue a SAO if it would be in the child’s best interests to attend school where the child is home educated and is on a child protection plan or has been in the previous five years or is subject to a Section 47 child protection enquiry. As part of the SAO process, the local authority should consider all relevant information it is aware of, which could include information about the child’s mental health, wellbeing or special educational needs.

I refer the hon. Member for Canterbury to the answer of 12 February 2026 to Question 111333.

Kinship carers play a vital role in providing stable, loving homes for children who cannot live with their parents, and the government recognises the significant contribution they make.

The department is testing the impact of financial support through the Kinship Zones pilot, including an allowance set at the fostering National Minimum Allowance. This pilot is designed to support up to 5,000 families over the life of the pilot, with over £126 million confirmed for the first two years while we test and learn.

The pilot is exploring how this can improve outcomes for children in kinship care and provide greater stability for families. An independent evaluation will track outcomes for carers and children and will inform any future policy decisions.

The department is also investing in wider support for kinship families, including ensuring all local authorities publish a kinship local offer and that all kinship carers have access to free information, support and peer group services nationally.

Decisions about which languages to offer at GCSE in England are taken by four independent awarding organisations: AQA, OCR, Pearson Edexcel and WJEC. These organisations have the freedom to create GCSEs based on subject content set by the department.

We are consulting on proposals to reform the special educational needs and disabilities system, including strengthening early identification and support in early years settings. We also propose introducing a fast track for a Specialist Provision Package for children under 5 whose needs are complex and identified at an early stage and to work with the Department for Health and Social Care and NHS England on these proposals, including improving information sharing between health professionals and local authorities.

We have already made the commitment that Every Best Start Family Hub will have a Best Start Inclusion Practitioner, who is a dedicated professional who works across hubs and outreach sites to support early identification and support children with emerging needs, particularly those aged 0 to 5.

Together, these reforms will mean children’s needs will be identified earlier, gaps will be closed sooner, and more children will make strong progress in line with our Best Start in Life ambition.

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

The Curriculum and Assessment Review recommended an enhanced focus on climate education and sustainability, with detailed engagement and earlier sequencing in subjects such as geography, science, design and technology, and citizenship. The government has accepted these recommendations and is committed to improving climate education in the national curriculum.

Curriculum content is only part of the picture, and the method of teaching also has an important role to play through the use of climate and nature related resources.

The National Education Nature Park provides free, quality‑assured, curriculum‑aligned resources, filterable by key stage. By participating in the National Education Nature Park and developing robust climate action plans, schools can help children and young people see real-world connections to their studies.

​​ My right hon. Friend, the Prime Minister announced on 19 June 2025 that the government will establish a new PE and School Sport Partnerships Network to ensure all children and young people have access to high quality PE and extracurricular sport, helping young people develop an interest in sport that continues beyond the school environment.

​To deliver this, the department is preparing to procure a national partner to lead the new PE and School Sport Partnerships Network. This partner will work with the government, Sport England and national governing bodies to make links across provision for children and young people to strengthen support to schools and increase access to opportunities. Further details on the PE and School Sports Partnerships will be confirmed in due course.

The response to Written Parliamentary Question 113162 was published on 20 April 2026.

Information on the number of children looked after who were cared for in a family and friends foster placement by local authority between 2004 and 2020 and for 2025 is in the attached table.

Information on the number of children looked after who were cared for in a family and friends foster placement by local authority between 2004 and 2020 and for 2025 is in the attached table.

The statutory duty to provide sufficient school places, including for pupils with special educational needs and disabilities (SEND), rests with local authorities. To support this, we are investing at least £3.7 billion in high needs capital funding between 2025/2026 and 2029/2030. In 2025/26 and 2026/27, Hertfordshire has been allocated just over £11.1 million and circa £17.3 million respectively through high needs provision capital allocations.

This funding can be used to create specialist facilities within mainstream schools to deliver more tailored support. It can also be used to improves accessibility in mainstream settings and to create special school places for pupils with the most complex needs.

Hertfordshire County Council will receive over £220 million through the high needs funding block of its 2026/27 dedicated schools grant, following a 10% per-head increase in its high needs revenue funding last year.

Across Hertfordshire, the rate of education, health and care plans issued within 20 weeks was 94% in January 2026, 97% in February, and 93% in March.

The statutory duty to provide sufficient school places, including for pupils with special educational needs and disabilities (SEND), rests with local authorities. To support this, we are investing at least £3.7 billion in high needs capital funding between 2025/2026 and 2029/2030. In 2025/26 and 2026/27, Hertfordshire has been allocated just over £11.1 million and circa £17.3 million respectively through high needs provision capital allocations.

This funding can be used to create specialist facilities within mainstream schools to deliver more tailored support. It can also be used to improves accessibility in mainstream settings and to create special school places for pupils with the most complex needs.

Hertfordshire County Council will receive over £220 million through the high needs funding block of its 2026/27 dedicated schools grant, following a 10% per-head increase in its high needs revenue funding last year.

Across Hertfordshire, the rate of education, health and care plans issued within 20 weeks was 94% in January 2026, 97% in February, and 93% in March.

The statutory duty to provide sufficient school places, including for pupils with special educational needs and disabilities (SEND), rests with local authorities. To support this, we are investing at least £3.7 billion in high needs capital funding between 2025/2026 and 2029/2030. In 2025/26 and 2026/27, Hertfordshire has been allocated just over £11.1 million and circa £17.3 million respectively through high needs provision capital allocations.

This funding can be used to create specialist facilities within mainstream schools to deliver more tailored support. It can also be used to improves accessibility in mainstream settings and to create special school places for pupils with the most complex needs.

Hertfordshire County Council will receive over £220 million through the high needs funding block of its 2026/27 dedicated schools grant, following a 10% per-head increase in its high needs revenue funding last year.

Across Hertfordshire, the rate of education, health and care plans issued within 20 weeks was 94% in January 2026, 97% in February, and 93% in March.

The department will crack down on abuse of our immigration system by strengthening requirements for universities. This will involve tighter enforcement by government on visa approvals and course enrolments and completions. The Immigration White Paper set out that we will retain the graduate visa but reduce its duration from 2 years to 18 months, whilst maintaining the 3-year duration for PhD students. This will maintain our competitive post-study offer whilst ensuring individuals on this route obtain employment in graduate level roles and contribute to the country’s skills needs more quickly.

The new International Education Strategy has confirmed this government's continued commitment to welcome legitimate international students who meet the requirements to study in the UK. International students positively impact our HE sector and become global ambassadors for the UK.

Over 85,000 students have enrolled on a T Level since their launch in 2020. in the 2024/25 academic year, T Level entrants were almost evenly split between male and female learners. This represents a more balanced intake than either of the previous two academic years, where male learners made up slightly more than half of all entrants. Entrant data for the 2025/26 academic year can be found at: https://www.gov.uk/government/publications/t-level-and-t-level-foundation-year-entrant-data-2025-to-2026/t-level-and-t-level-foundation-year-entrant-data-2025-to-2026.

To challenge gender stereotypes which may hold young people back from applying, the department showcases a range of student case studies in our communications, for example females studying construction and males studying health. In addition, our 1,200-member-strong T Level Ambassador Network use their influence and personal experience to inspire employers and young people to explore the opportunities offered by T Levels and technical education.

The special educational needs and disabilities (SEND) reform proposes a duty on schools and colleges to produce an Individual Support Plan (ISP) for every child or young person who receives targeted or specialist support, ensuring help keeps pace with their development, prevents challenges from escalating, and reduces the risk of them disengaging from learning.

The ISP will be tailored in line with the layers of support, with guidance to support settings in creating high quality plans. We are consulting widely on proposals to reform the SEND system, including with the education sector, children, young people and families, teachers and leaders and schools and trusts. The consultation, which includes specific questions on ISPs, is available at: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/.

It is also essential to update the 0-25 SEND Code of Practice (the Code) to ensure it reflects the changes we are proposing across the SEND system. We will undertake a separate, full public consultation on proposed changes to the Code, in line with statutory requirements. We will share further details on this following the government’s response to the SEND Consultation.

The School Census requires schools to indicate if a child has been identified as a young carer, and if so, by whom. Young carers can be identified by parents, the pupil themselves or by the school.

The return of this data is a requirement for all schools, except nurseries, and data must be returned in the Spring Census each year. Schools do not need to seek the permission of the pupil or parent to return this data to the department.

Data on young carers has been collected since the 2022/23 academic year and is published each summer.

On 27 March, the government published guidance on screen time for children aged 0 to 5 on the Best Start in Life website. The guidance is informed by an expert panel’s independent report on quantitative and qualitative research, including engagement with parents, carers and stakeholders, which also published on 27 March.

We have also launched our ‘You Won’t Know Until You Ask’ campaign, providing parents with practical advice on how to talk to their children about harmful online content.

The consultation on children’s digital wellbeing launched on 2 March looks at further measures to keep children safe online. It will run until 26 May, with the government reporting back in the summer. Later this year, we will publish guidance on screen time for parents of children aged 5 to 16, which will be informed by the consultation and a separate a call for evidence.

We are monitoring the policies of other countries, including Australia, and are working with counterparts to share learnings and best practice on screen time. Ministers from the Department for Science, Innovation and Technology will also be visiting Australia to understand their approach.

To deliver these reforms, the department is putting more money into the education system, with £7 billion more being spent on special educational needs and disabilities (SEND) support compared to 2025/26. The department’s budgets will increase above previously planned funding at Autumn Budget 2025 by £3.5 billion in 2028/29 to support investment in the SEND system. In every year of this parliament, core funding for schools and SEND is expected to increase, subject to future Spending Reviews. As we invest in the system, we will update the SEND Code of Practice and legal requirements for support to be provided in all mainstream education settings from early years to post-16, thereby strengthening the law to make sure children and young people receive the help and support they need.

The government is committed to improving allergy safety in schools.

On 25 March, the House of Lords agreed a government amendment to the Children’s Wellbeing and Schools Bill, requiring all schools in England to put allergy safety measures into place. Schools will be required to have allergy safety policies, review them at least annually and publish them on their website. A Regulation-making power will permit the Secretary of State to place specific allergy safety duties, including requiring schools to stock adrenaline devices, to secure allergy awareness training, the recording and reporting of incidents and the content of allergy safety policies.

Schools will be required to have regard to statutory guidance. Draft statutory guidance was published for consultation on 6 March. The consultation closes on 1 May, so the new guidance can be published in the summer and come into effect from September 2026.

The ‘Every Child Achieving and Thriving’ White Paper sets a clear path to ensuring every child can achieve and thrive, from tackling the scourge of child poverty to securing the highest school standards for all young people.

When children born under this government finish secondary school, it is our ambition that all children achieve higher standards and the disadvantage gap will be halved. We will take children’s education experience from narrow to broad. This includes a renewed curriculum, setting children up to thrive in the modern world. Our reformed curriculum will deliver high standards for all, delivering strong foundations in oracy, reading, writing and maths, and offering a triple science entitlement for all pupils. This is alongside improving transitions and providing an enrichment entitlement for every child.

We will ensure children who for too long have been sidelined are included, raising standards and providing stretch and challenge for all no matter their starting point, targeting deprivation funding to boost outcomes for the most disadvantaged children and launching two place-focused missions to provide a blueprint for national change. Our ambitious special educational needs and disabilities (SEND) reforms will ensure children and young people with SEND get the support they need. The government consultation on SEND is ongoing until 18 May 2026.

We will move children and communities from withdrawn to engaging with education. We will introduce a new pupil engagement framework, support schools to improve behaviour, attendance and parental engagement, and give parents a clearer view of their child’s education.

To deliver this change, we will strengthen the foundations of our education system. We will invest in high quality staff, promote school collaboration, drive standards through new Regional Improvement for Standards and Excellence teams and realise opportunities from data, artificial intelligence and technology.

Advice on safe sleeping is provided to parents through health visitors, midwives and early years professionals at key points during pregnancy and a child’s early months, in line with nationally recognised guidance. Best Start Family Hubs act as a front door to this support, bringing together health, early years and family services so parents can easily access trusted, in-person advice on infant care, including safe sleeping.

Alongside this, the Best Start in Life website, which launched on 1 September 2025, brings together information and support from across government in one place, making it easier for parents to find clear, reliable guidance on topics such as safe sleeping when they need it.

The department is continuing to invest in Best Start Family Hubs, strengthening their role as a universal access point for families and ensuring parents can benefit from both high-quality local support and joined-up digital services. These hubs are part of a wider Best Start in Life strategy, backed by over £900 million over the next three years, to expand family services, bring support together in one place, and make it easier for parents to get the help they need. Hundreds of Best Start Family Hubs are now open across England, with more on the way as we work towards having hubs in every local authority by 2028.

We are also updating the wording in the Early Years Foundation stage statutory framework to make the safe sleep requirements clearer. This new wording will come into force in September 2026, subject to parliamentary procedure. I have sent a letter to early years providers via Ofsted outlining these changes. Additionally, we have published a safer sleep article on the ‘Help for early years providers’ platform to help early years settings understand how to ensure babies and children are kept safe whilst sleeping.

The department requires ministers and officials to follow the Non-Corporate Communications Channels (NCCCs) Guidance issued by the Government Digital Service: https://www.gov.uk/government/publications/non-corporate-communication-channels-for-government-business.

This government recognises the concerns caused by high student loan account balances and interest rates, resulting from loan plans designed by previous governments. That is why we are capping the maximum interest rates on Plan 2 and Plan 3 student loans at 6% for the 2026/27 academic year, protecting students and graduates from the risk of short-term inflationary pressures.

Interest rates affect lifetime repayments for those who repay in full, which includes borrowers with small balances as well as higher earners. Monthly repayments depend solely on earnings above the repayment threshold, and those earning below this level are not required to make any repayments. Outstanding balances are cancelled at the end of the loan term.

The government publishes annual forecasts for student loans in England. These include statistics on borrower repayments. The latest publication can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2024-25.

I refer the hon. Member for Harborough, Oadby and Wigston to the answer of 22 April 2026 to Question 124528.

Central government funding for home-to-school travel is provided through the Local Government Finance Settlement administered by the Ministry of Housing, Communities and Local Government. The Settlement uses relative needs formulae to assess each local authority’s relative need to spend on specific services. From the 2026/27 financial year, we have introduced a new specific relative needs formula for home-to-school travel which estimates each authority’s relative need to spend based on pupil numbers and home-to-school distances. This ensures funding reflects real journeys to school including those for rural local authorities.

I refer the hon. Member for Maidenhead to the answer of 24 March 2026 to Question 121419.

Information on children looked after is published in the annual statistical release available at: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024. The latest available data on children ceasing care and the reasons they left care for the reporting year ending 31 March 2025 can be found in table ‘CLA ceasing during the year - characteristics - by local authority’ in the latest statistical release, available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/6095935f-9f20-411c-35c4-08de9a2bfa8c.

The Schools White Paper sets clear expectations for the quality and timeliness of special educational needs and disabilities (SEND) provision delivered by local authorities, supported by significant investment to drive system transformation.

In March 2026, the department commissioned local authorities, working with Integrated Care Boards, to develop SEND reform plans and will hold them to account for delivering strong outcomes for children and young people with SEND, intervening decisively where progress stalls and using our full intervention powers where failure persists.

The department publishes annual SEN2 data on education, health and care (EHC) plans and assessments, including timeliness, which informs performance monitoring. Where this highlights a concern around local authority failure to meet statutory duties on EHC plan timeliness, we take action that prioritises children’s needs. Support and challenge is delivered through expert improvement advisers, commissioners and managed support programmes to drive sustained improvement.

Where a council does not meet its duties, the department can take action that supports local areas to bring about rapid improvement, including the issuing of Improvement Notices or Statutory Directions to drive urgent improvements.

Information on children looked after is published in the annual statistical release available at: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.

Full information on the former placement arrangements of children looked after who are in a relative or friend foster placement is not held in the form requested. Due to the way in which the data is held, analysts in the department would not be able to provide this information you have requested without exceeding the cost threshold applicable to central government.

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

The department is committed to ensuring that all pupils, including those in rural schools, have access to high‑quality science, technology, engineering and maths (STEM) education. All our STEM programmes can be accessed across England, regardless of location.

The department funds a range of programmes for teachers to support STEM education, including the Subject Knowledge for Physics Teaching programme, the National Centre for Computing Education, and the Advanced Maths Support Programme (AMSP).

For pupils, the AMSP offers the Maths into Data Science and artificial intelligence programme, an online, assessed course for post-16 learners.

The government continues to fund the STEM Ambassadors programme, a nationwide network of more than 28,000 volunteers registered from over 7,500 employers, reaching over 3 million young people every year. These volunteers engage with young people to spark interest in STEM subjects and showcase the wide variety of STEM careers by sharing their personal experiences.