Department for Education

The government announced on 26 November 2025, as part of Autumn Budget 2025, the repayment threshold to apply to English Plan 2 student loans from April 2027 to April 2030.

The Student Loans Company (SLC) publish confirmation of the repayment threshold to apply in the upcoming financial year annually on GOV.UK. Further, SLC have extensive guidance on the operation of the student loan repayments system available on GOV.UK, including confirmation of the current repayment threshold.

The repayment term for Plan 2 loans is 30 years. They were designed and implemented by previous governments. Students in England starting degrees under this government have different arrangements.

The student loan system is designed to protect borrowers, and repayments are determined by income, not the amount borrowed or the rate of interest. Borrowers only start repaying their student loan once earnings exceed the threshold, after which they pay 9% of income above that level. To protect lower earners, if a borrower’s earnings drop, so do their repayments, and if earnings fall below the repayment threshold, then they repay nothing at all.

After 30 years any outstanding loan and interest is cancelled at the end of the loan term, and debt is never passed on to family members or descendants. A borrower on Plan 2 entering repayment at age 21 would have any outstanding loan amount written off at age 51. No commercial loan offers this level of protection.

There is currently no national tracking of looked-after children or previously looked-after children on health waiting lists and the department has not assessed the merits of such a measure.

All local authorities and healthcare partners have a responsibility to promote the health and wellbeing of all looked-after children. This is outlined within the ‘Promoting the health and wellbeing of looked-after children’ statutory guidance.

The local authority must ensure that every child whom it looks after has an up to date individual health plan. Health plans are based on individual health assessments carried out by a registered medical practitioner. They describe how identified needs will be addressed to improve health outcomes. Health assessments should take place at least every six months for children under five and at least every 12 months for children five and over.

As reflected in the British Dyslexia Association’s report, the effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities. In an inclusive education system, settings should be confident in accurately assessing children and young people’s learning and development and meeting any educational needs with evidence-based responses.

There are a number of national assessments already in place to measure progress and help teachers identify where pupils may require additional support with literacy, such as the phonics screening check, and end of key stage 2 assessments. A range of measures have also been introduced that aim to support the effective teaching of reading, including for those with special education needs and disabilities or those at risk of falling behind. This includes the English Hubs programme, the reading and writing frameworks, the Reading Ambition for All programme and the published list of department-validated high-quality phonics programmes for schools.

To further support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings, including through collaboration with UK Research Innovation.

As reflected in the British Dyslexia Association’s report, the effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities. In an inclusive education system, settings should be confident in accurately assessing children and young people’s learning and development and meeting any educational needs with evidence-based responses.

There are a number of national assessments already in place to measure progress and help teachers identify where pupils may require additional support with literacy, such as the phonics screening check, and end of key stage 2 assessments. A range of measures have also been introduced that aim to support the effective teaching of reading, including for those with special education needs and disabilities or those at risk of falling behind. This includes the English Hubs programme, the reading and writing frameworks, the Reading Ambition for All programme and the published list of department-validated high-quality phonics programmes for schools.

To further support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings, including through collaboration with UK Research Innovation.

The department does not collect or publish teacher leaving rates broken down by teacher pay band. We publish the number and rate of qualified teachers who join and leave the state-funded sector each year in the ‘School workforce in England’ publication. The latest data was published 5 June 2025 and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. In 2023/24, 40,813 fulltime equivalent (FTE) qualified teachers left the state-funded sector, compared with 42,554 in 2022/23. This equates to 9% of all qualified teachers, one of lowest leaver rates outside the pandemic years.

The department is not the employer of school staff and does not collect data on the use of settlement agreements or confidentiality clauses by academy trusts or local authorities.

Settlement agreements should be entirely voluntary for all involved and schools, as employers, are required to comply with all aspects of employment law. Additionally, academy trusts must also comply with the Academies Financial Handbook, available here: https://www.gov.uk/government/publications/academies-financial-handbook.

Where a settlement agreement includes a confidentiality clause, existing law means such clauses cannot be used to prevent someone from making a protected disclosure such as whistleblowing. Further information about whistle blowing for employees is provided here: https://www.gov.uk/whistleblowing.

This government is committed to breaking down barriers to opportunity and tackling child poverty. We want to make sure that every family that needs support can access it.

We are introducing a new eligibility threshold for free school meals so that all children from households in receipt of Universal Credit will be eligible for free school meals from September 2026. This will make it easier for parents to know whether their children are entitled to receive free meals. This new entitlement will mean over 500,000 of the most disadvantaged children will begin to access free meals, pulling 100,000 children out of poverty and putting £500 back in families’ pockets.

We are also rolling out improvements to the Eligibility Checking System, the digital portal currently used by local authorities to verify if a child meets the eligibility criteria for free lunches. Giving parents and schools access will accelerate eligibility checks, making it easier to check if children are eligible for free meals.

The UK offers one of the best education systems in the world, especially teaching and research in high growth sectors of the future. We welcome high-quality students from across the world, including from the United Arab Emirates (UAE).

The Office for Students is the independent regulator of higher education in England. As such, it monitors the financial health of providers to ensure it has an up to date understanding of the sustainability of the sector.

The UK and UAE have a deep and long-standing bilateral relationship, and we will continue to discuss this matter with their government.

As part of our Sustainability and Climate Change Strategy, we are helping all education settings to develop and implement climate action plans through a package of online and in person support. All climate action plans include taking action to become more climate resilient.

The department’s specification for the design and construction of new school buildings includes the requirement that they are built for a 2 degree rise in average global temperatures, and future-proofed for a 4 degree rise.

Engagement with the support has been positive. The department does not currently collect data relating to the number of schools with plans.

As part of our Sustainability and Climate Change Strategy, we are helping all education settings to develop and implement climate action plans through a package of online and in person support. All climate action plans include taking action to become more climate resilient.

The department’s specification for the design and construction of new school buildings includes the requirement that they are built for a 2 degree rise in average global temperatures, and future-proofed for a 4 degree rise.

Engagement with the support has been positive. The department does not currently collect data relating to the number of schools with plans.

The department publishes attendance data, including reasons for absence such as setting closures.

Decisions on closures rest with individual settings and responsible bodies, based on their own risk assessments.

Closures should be a last resort, with the priority to keep settings open where safe. Settings are expected to provide remote education and the department’s emergency planning guidance explains how schools should deliver remote education. The guidance can be accessed here: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings#exam-and-assessment-disruption.

Drawing on lessons from Covid, the department has strengthened monitoring of disruptions to provide faster support and reduce lost learning time.

9,986 out of 24,149 (41%) schools in England were supported by an NHS-funded Mental Health Support Team (MHST) in March 2025. This data on the coverage of MHSTs in England in 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 March 2026, and we will accelerate the roll out to reach full national coverage by 2029.

Data on MHST coverage is collected annually, as part of the government's commitment to expand MHSTs to every school, so every child and young person has access to early support to address problems before they escalate.

Mainstream free school projects were evaluated in line with consistent criteria focusing on assessing the need for places and value for money. This included considering whether projects would provide a distinctive local offer and whether they would risk negatively impacting other local schools or colleges.

As part of one of the largest city regions outside London, Oldham benefits from a large pool of potential learners. Well developed transport links will allow the school to attract learners from across a broad geographical area.

Conditions attached to the school will ensure both Eton and Star work with local schools and colleges to ensure the new school sits coherently within the existing local offer, with a focus on improving GCSE outcomes and progression rates into post-16 provision across the local area, as well as into top universities.

The responsibility for undertaking a Section 10 consultation prior to the school opening sits with the Academy Trust. The Secretary of State will take the findings into account when considering whether to enter into a funding agreement.

Mainstream free school projects were evaluated in line with consistent criteria focusing on assessing the need for places and value for money. This included considering whether projects would provide a distinctive local offer and whether they would risk negatively impacting other local schools or colleges.

As part of one of the largest city regions outside London, Oldham benefits from a large pool of potential learners. Well developed transport links will allow the school to attract learners from across a broad geographical area.

Conditions attached to the school will ensure both Eton and Star work with local schools and colleges to ensure the new school sits coherently within the existing local offer, with a focus on improving GCSE outcomes and progression rates into post-16 provision across the local area, as well as into top universities.

The responsibility for undertaking a Section 10 consultation prior to the school opening sits with the Academy Trust. The Secretary of State will take the findings into account when considering whether to enter into a funding agreement.

The Education Content Store programme is currently preparing for public beta phase. This phase will provide access, on a test basis, to publicly available materials which have been optimised for use with artificial intelligence. This will not include pupil work.

The Education Content Store contains no information about pupils. A limited amount of anonymised pupil work was included in the pilot, with written permission from parents.

During the pilot phase, a small number of British educational technology companies had access to the content store. Some of these were selected through the Contracts for Innovation competition with UK Research and Innovation, and others were participating in non-commercial user testing activities. The pilot phase has now ended, and only those working on the development of the store, or related programmes across government, including the National Data Library, currently have access.

We will publish a full report on the content store pilot phase before the end of the academic year.

The revised relationships, sex and health education statutory guidance was published on 15 July 2025.

The department will invest £3 million in a teacher training fund over the next two years to ensure that the new curriculum has the greatest impact and £5 million to pilot healthy relationships training delivered by external providers.

Following the Curriculum and Assessment Review, published on 5 November 2025, we will strengthen financial literacy content and sequencing in citizenship and maths. More details on the conclusions and recommendations from the Curriculum and Assessment Review are available at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report.

To ensure all pupils benefit from the refreshed national curriculum, we will ensure that core training throughout a teacher’s career has a strong focus on high-quality adaptive teaching, formative assessment and high expectations for all. This includes initial teacher training and the early career framework.

The government commissioned Oak National Academy to develop resources for schools in line with new curriculum requirements.

Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.

The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.

The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.

Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.

The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.

The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.

The oldest Plan 2 loans will become eligible for cancellation in 2046. For the England-domiciled 2012/13 cohort, the first to receive Plan 2 loans, we forecast a total of £17,036 million in loan balances (including interest) will be cancelled at the end of their 30-year repayment periods.

These cancellations are accounted for at the point of loan outlay. The future cancelled debt is reflected in both the national accounts and the department’s accounts in the year the loan is issued and is then updated annually. It will not result in further losses when the loans reach the end of their 30-year write-off period.

The treatment of student loans in the national accounts is in line the methodology published by the Office for National Statistics and can be found here: https://www.ons.gov.uk/economy/governmentpublicsectorandtaxes/publicsectorfinance/methodologies/studentloansinthepublicsectorfinancesamethodologicalguide.

The updated relationships, sex and health education guidance ensures that, from September 2026, schools will address gender‑based online harms including from pornography, deepfakes, sextortion and misogynistic content. It places new emphasis on challenging misogyny and supporting pupils to recognise and report harmful behaviours and to understand the impact of harmful online influencers.

In December 2025, the government published a new strategy to tackle violence against women and girls. We want to protect young people and drive forward education on healthy relationships. We will invest £11 million to pilot the best interventions in schools over the next three years.

‘Keeping children safe in education’, the statutory safeguarding guidance which schools must have regard to, has been strengthened significantly in recent years to reflect evolving online risks. Online safety is embedded throughout, making clear the importance of ensuring a whole school approach to keeping children safe both online and offline.

The department recognises the importance of speaking and listening skills, which has been very clearly set out by the recent Curriculum and Assessment Review. As part of our English curriculum reform, we will make sure that communication skills inherent in curriculum subjects are more clearly expressed through revised programmes of study. We will revise the English and drama programmes of study to add more clarity and specificity in speaking and listening, as well as ensuring that the reformed English language GCSE focusses on the features and use of language as a form of communication. We will also create a new oracy framework to sit alongside the national curriculum that will support primary teachers to help their pupils become confident, fluent speakers, as well as a new secondary oracy, reading and writing framework, which will enable secondary teachers to connect and embed all three of those vital skills in each of their subjects as part of a whole school strategy.

We are also considering whether and how the sequencing of grammatical content in the curriculum should be changed, to enable pupils to master concepts and use them in context.

It is important to educate people about causes and symptoms of cancer, and we are supportive of efforts to do this at an early age.

Revised relationships, sex and health education statutory guidance was published on 15 July 2025. Cancer awareness and other specific cancer-related content is included. At secondary school, as part of their studies on health protection and prevention and understanding the healthcare system, pupils will be taught the importance of taking responsibility for their own health, including regular self-examination and screening.

Schools may teach about cancer awareness in other areas of the current national curriculum. The secondary science curriculum ensures pupils are taught about non-communicable diseases, such as cancer, and the impact of lifestyle factors. In design and food technology, schools should highlight the importance of nutrition. We are developing a new national curriculum with teachers, curriculum experts, pupils and parents, which schools will start teaching from September 2028.

The department has access to records of hotel accommodation used by employees; however, this information is not collected or categorised by hotel star rating. In 2024/25, employees booked 8,367 hotel nights, equivalent to an average 1.06 nights per employee.

The department’s travel and expenses policy ensures value for money by setting clear limits for hotel costs: £160 per night in London and £110 per night elsewhere. Employees are expected to book within these caps through approved channels.

Where accommodation cannot reasonably be secured within these limits, any higher‑cost booking must receive prior approval from a Senior Civil Servant (Deputy Director or above). Such approval is granted only where there is a clearly evidenced business or critical operational need.

School leaders are best placed to make staffing decisions to ensure the workforce reflects the needs of their pupils. That is why schools are provided the freedom to manage employment of all their staff. The department is not the employer of any school staff.

Where school employers use settlement agreements, they are required to comply with employment law. Settlement agreements are entirely voluntary, and employees do not have to enter into them if they do not agree with the proposed content. Academy trusts must comply with the Academies Financial Handbook if they are considering making a settlement agreement. The handbook can be found here: https://www.gov.uk/government/publications/academy-trust-handbook.

Settlement agreements often include a confidentiality clause, however, the law is clear that confidentiality clauses cannot be used to prevent someone from making a protected disclosure, such as whistleblowing. Further information about whistle blowing for employees can be accessed here: https://www.gov.uk/whistleblowing.

In addition, the government has introduced a new measure, through the Employment Rights Act 2025, that will address the misuse of non-disclosure agreements (NDAs) by employers. The government will consult on the conditions under which NDAs can still be validly made, known in the legislation as an ‘excepted agreement’.

I can confirm that a response has been submitted to the hon. Member for South Basildon and East Thurrock to Question 93556.

As my right hon. Friend, the Secretary of State for Education has said, the department wants to see more male teachers teaching, guiding and leading the boys in their classrooms.

Men are underrepresented across the education workforce. This is broadly in line with international trends and has remained stable over time in England

Recruiting and retaining expert teachers is critical to the government’s mission to break down the barriers to opportunity for every child, as high-quality teaching is the in-school factor that has the biggest positive impact on a child’s outcomes.

We ensure men are featured regularly in our recruitment marketing campaign “Every Lesson Shapes a Life”, with men in the focal role in our last two major TV campaigns.

Whilst the department does not have evidence to draw a direct link between gender of teachers and pupil outcomes, we are clear that schools should be an environment where all children feel a genuine sense of belonging.

The response to Written Parliamentary Question 100240 was published on 4 February 2026.

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.

Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.

We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.

The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.

Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.

We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.

The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.

Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.

We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.

The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

Responsible bodies, such as local authorities, academy trusts, and voluntary aided bodies, have a vital obligation in ensuring the safety and condition of school buildings. The department supports local authorities, academy trusts and other bodies responsible for keeping school buildings safe and operational by providing condition funding, guidance and advice.

Where there is a significant safety issue with a school building, which cannot be managed with local resources, the department provides additional support on a case-by-case basis.

With effective maintenance, most buildings continue to perform long after their intended design life and the department produces the ‘Managing Older Buildings’ guidance for settings to support them in relation to their care and management.

The Good Estate Management for Schools guidance contains a range of information that can help organisations to manage their school estate. The resource contains a range of information including strategic estate management, maintenance and health and safety compliance.

The department has considered a wide range of evidence in assessing the factors that contribute to variation in how higher education (HE) providers support students at risk of harm. This includes official statistics, coroners’ Prevention of Future Deaths reports, and other case reviews that highlight issues with processes, communication and access to services relevant to consistency of support.

Our assessment has further drawn on extensive engagement with providers, students, bereaved families, mental health experts and sector leaders, including through provider surveys and the HE mental health implementation taskforce, where those with lived experience have shaped priorities and workstrands.

Last year, we also published the first ever national review of HE student suicide deaths, which analysed more than 160 serious incident reviews and identified operational issues such as information sharing, case management and staff training as key drivers of inconsistency. We are now working with the taskforce and the sector to embed the review’s recommendations and to strengthen monitoring and institutional accountability.

The ‘Adoptee Voices’ publication enabled the department to hear directly from adoptees and about their experience of trauma and mental health provision, such provision must be informed by lived experience as well as clinical evidence. The department recently published a consultation, ‘Adoption Support that Works for All’, confirming that we are working in partnership with the Department of Health and Social Care to design their new pilot to improve mental health support for children in care and their families. This pilot will include support for adoptive families starting in one area and aims to test an integrated model of mental health support for children and families

Alongside this, we are expanding our investment in Regional Adoption Agency multi‑disciplinary teams, which bring together social care, health and education professionals to deliver a holistic package of assessment and support for adopted children and their families.

The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.

Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.

Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.

Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.

Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.

The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.

Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.

Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.

Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.

Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.

The Department for Education and the Student Loans Company (SLC) are undertaking work to improve the quality and consistency of demographic data held across their systems, to support the timely answering of parliamentary questions. Changes in the application process over time, including the transition to electronic applications, mean that demographic data held for earlier cohorts can be held differently across multiple SLC systems and repayment and interest calculations continue to include these early borrowers.

As a result, it is not currently possible to produce robust repayment figures broken down by British citizen status within the required timescales. Once this work is complete, the department expects to be able to provide more detailed information in response to such questions.

Article 25 of Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing Erasmus+: the Union Programme for education and training, youth and sport and repealing Regulation (EU) No 1288/2013 (“the Erasmus+ Regulation”) sets out the requirements for information, communication and dissemination which apply to the Erasmus+ programme.

Article 25 of Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing Erasmus+: the Union Programme for education and training, youth and sport and repealing Regulation (EU) No 1288/2013 (“the Erasmus+ Regulation”) sets out the requirements for information, communication and dissemination which apply to the Erasmus+ programme.

Article 25 of Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing Erasmus+: the Union Programme for education and training, youth and sport and repealing Regulation (EU) No 1288/2013 (“the Erasmus+ Regulation”) sets out the requirements for information, communication and dissemination which apply to the Erasmus+ programme.

The department is investing £21 million to train 400 more educational psychologists over two cohorts who started their studies in 2024 and 2025 as part of the Educational Psychology Funded Training scheme. This is in addition to the £10 million already being invested in the training of more than 200 educational psychologists who began their training in September 2023.

The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. Counts of entrants across all subjects from the 2019/20 to 2023/24 academic years are published in Table 52 of HESA’s student data for all UK providers, which are detailed below.

This data was published in January 2026.

HE providers are autonomous institutions independent from government. This means they are responsible for the decisions that they make regarding which courses they deliver.

The department is investing £21 million to train 400 more educational psychologists over two cohorts who started their studies in 2024 and 2025 as part of the Educational Psychology Funded Training scheme. This is in addition to the £10 million already being invested in the training of more than 200 educational psychologists who began their training in September 2023.

The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. Counts of entrants across all subjects from the 2019/20 to 2023/24 academic years are published in Table 52 of HESA’s student data for all UK providers, which are detailed below.

This data was published in January 2026.

HE providers are autonomous institutions independent from government. This means they are responsible for the decisions that they make regarding which courses they deliver.

The Condition Improvement Fund (CIF) was established in 2015.

From 2015/16 to 2025/26, 133 CIF-eligible schools and sixth form colleges in Surrey local authority have submitted 991 CIF applications. Of these, 110 schools secured funding for 378 projects.

Further information regarding successful CIF applications, including schools receiving funding, is available for the 2015/16 to 2025/26 rounds and is published on GOV.UK.

The Condition Improvement Fund (CIF) was established in 2015.

From 2015/16 to 2025/26, 133 CIF-eligible schools and sixth form colleges in Surrey local authority have submitted 991 CIF applications. Of these, 110 schools secured funding for 378 projects.

Further information regarding successful CIF applications, including schools receiving funding, is available for the 2015/16 to 2025/26 rounds and is published on GOV.UK.

All children and young people should have every opportunity to achieve and thrive, but too many face barriers holding them back. The upcoming Schools White Paper will set out our vision for a system that delivers educational excellence for every child and young person, no matter their background or circumstance.

Local authorities have a statutory duty to promote the educational achievement of previously looked-after children, including children adopted from state care, and must appoint a Virtual School Head to discharge this duty. All maintained schools and academies must appoint a designated teacher to provide advice and expertise on the needs of previously looked-after children on their roll. Previously looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child per year to support improved educational outcomes.

Through the Children’s Wellbeing and Schools Bill, we are committed to updating statutory guidance for Virtual School Heads, including strengthening sections on promoting the educational outcomes of previously looked-after children. In doing so, we will consider the findings of the report to ensure guidance reflects the experiences and needs raised by adoptees. This will support greater consistency and ensure good practice is shared across the system.