Department for Education

The government is committed to safeguarding children across all education settings, including extracurricular providers outside the statutory education and childcare system, referred to as out-of-school settings (OOSS).

All OOSS have a legal duty of care to ensure the safety of children attending their settings. To support providers to meet this duty, the department has published guidance and free accompanying e-learning outlining the safeguarding standards we expect them to meet.

The department has also published guidance for parents and carers to help them make informed decisions when choosing OOSS, which includes potential issues to watch out for and steps to take if concerns arise. These resources are regularly reviewed, including with key stakeholders such as safeguarding partners, sector representatives, and parent groups.

Whilst the department believes most OOSS offer enriching education in a safe environment, we want this to be true for all. That’s why the government launched a call for evidence on 29 May to better understand safeguarding practices in the sector and invite views on approaches for further strengthening safeguarding, including potential regulation. This closed on 21 September, and we are currently analysing responses. We will publish our response, including next steps, in due course.

The government is committed to safeguarding children across all education settings, including extracurricular providers outside the statutory education and childcare system, referred to as out-of-school settings (OOSS).

All OOSS have a legal duty of care to ensure the safety of children attending their settings. To support providers to meet this duty, the department has published guidance and free accompanying e-learning outlining the safeguarding standards we expect them to meet.

The department has also published guidance for parents and carers to help them make informed decisions when choosing OOSS, which includes potential issues to watch out for and steps to take if concerns arise. These resources are regularly reviewed, including with key stakeholders such as safeguarding partners, sector representatives, and parent groups.

Whilst the department believes most OOSS offer enriching education in a safe environment, we want this to be true for all. That’s why the government launched a call for evidence on 29 May to better understand safeguarding practices in the sector and invite views on approaches for further strengthening safeguarding, including potential regulation. This closed on 21 September, and we are currently analysing responses. We will publish our response, including next steps, in due course.

The department knows that parents have struggled to get the right support for their children, particularly through long and difficult education, health and care (EHC) plan processes. We want to ensure that local authorities complete EHC needs assessments promptly, and high quality plans are issued in line with statutory deadlines, so that children and young people can access the support they need.

The department continues to monitor and work closely with local authorities that have issues with EHC plan timeliness. Where there are concerns about a local authority’s capacity to make required improvements, the department will help them identify barriers and develop an effective recovery plan, including support from special educational needs and disabilities advisers where needed.

The department published an equality impact assessment for the Children’s Wellbeing and Schools Bill upon introduction of the Bill to Parliament. This was last updated 21 March 2025, to reflect changes to the Bill during its Commons passage.

This assessment was prepared by officials responsible for the measures in the Bill. Given the broad scope of this Bill, it is not possible to provide the number of hours spent preparing this document.

No external consultants were involved in the preparation of the equality impact assessment.

The department will continue to monitor the equalities impact of all policies as the Bill progresses through Parliament and update the published impact assessment.

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

The department does not specifically fund substitute provision. However, the overall core schools budget (CSB) is increasing by £3.7 billion in the 2025/26 financial year. Each school has the autonomy to allocate its budget to best meet the needs of its pupils and ensure they have the best opportunities in life. This may involve decisions concerning the hiring of supply staff, since schools, academies and local authorities are responsible for staff recruitment.

The department is also committed to helping schools get better value for their money when hiring supply staff. We are working closely with the Crown Commercial Service on their agency supply deal, which supports schools to obtain value for money when hiring agency supply teachers and other temporary school staff. The deal has established a list of preferred suppliers that schools can access, all of which will be transparent with schools about the rates they charge.

The department continues to conduct policy research into the supply market.

I refer my noble Friend to the answer of 23 October 2025 to Question 79113.

Single-sex spaces are protected in law and will always be protected by this government.

The department is currently reviewing the draft non-statutory guidance for schools and colleges on gender questioning children. My right hon. Friend, the Secretary of State for Education, has been clear that children’s wellbeing must be at the heart of this guidance and, as such, the government is looking carefully at the consultation responses, discussing with stakeholders and considering the relevant evidence, including the final report of the Cass Review which was published post-consultation, before setting out next steps.

Baroness Casey’s Audit into Group-Based Child Sexual Exploitation and Abuse highlighted a decline in child sexual abuse and exploitation within the department’s children in need data, which is published annually. We are undertaking work to better understand how children who experience child sexual abuse and exploitation are represented in both child in need assessment data and child protection data and will publish analysis by the end of the year.

This will include analysis of demographics, outcomes, trends, local area variation over time and analysis of serious incident notifications.

In the Industrial Strategy we recognised the critical role of universities as engines for innovation and skills and announced that the Strategic Priorities Grant will be more effectively targeted towards provision which supports future skills needs in the Industrial Strategy.

On the International Student Levy, we will set out further details including an impact analysis in the Autumn Budget. This will include setting out the amount of the levy and the way in which proceeds will be reinvested into our higher education and skills system through targeted means-tested maintenance grants for students studying courses that support our missions and Industrial Strategy.

Support for people with hearing impairments in higher education (HE) is guided by legal duties under the Equality Act 2010, with tailored provisions depending on the setting and the needs of the individual.

All education and training providers, including HE, and other related service providers, have a duty to make reasonable adjustments for disabled people, including those with hearing impairments, so they are not placed at a substantial disadvantage compared to non-disabled students.

Reasonable adjustments can include adapting teaching methods (providing materials in accessible formats or using assistive technology), modifying assessments (offering extra time or alternative formats), ensuring physical accessibility (ramps or accessible accommodation), and offering personalised support services (including note takers, interpreters, or mental health support).

In addition, Disabled Students’ Allowance is available for eligible HE students for the provision of more specialist support. This might include specialist equipment, travel costs and non-medical helpers such as British Sign Language interpreters or specialist notetakers for students who are deaf or have hearing loss.

Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.

Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).

Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.

Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.

Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.

Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.

Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.

Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.

Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.

Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).

Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.

Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.

Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.

Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.

Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.

Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.

Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.

Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).

Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.

Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.

Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.

Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.

Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.

Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.

Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.

Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).

Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.

Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.

Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.

Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.

Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.

Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.

It is the responsibility of those who run our schools, such as academy trusts and local authorities, to collect and record information about their buildings and to ensure they are safe, well-maintained and comply with relevant regulations. The department provides guidance on this in the ’Good estate management for schools’ guidance, which is available here: https://www.gov.uk/guidance/good-estate-management-for-schools.

The department has undertaken extensive work to address risks associated with structural materials in the estate. We have removed Intergrid and Laingspan buildings and have committed to removing reinforced autoclaved aerated concrete, or starting rebuilding schemes to replace affected buildings, by the end of this parliament.

The department is continuing this work through a £5 million research programme by leading material and engineering experts. This will identify if there are emerging structural safety risks in the post-war estate. We have regular discussions with relevant professional bodies and material specialists about evidence regarding the safety of construction types and materials.

The government is committed to tackling the stigma, discrimination, and poor outcomes experienced by care-experienced young people. We believe the most effective way to address this is by raising awareness of the challenges they face, which will be achieved through introducing corporate parenting responsibilities across government departments and relevant public bodies.

By placing a duty on government departments and relevant public bodies, the corporate parenting duty will create a culture shift to support improved outcomes for young people in the care system and those with care experience.

The legislation captures the bodies that we believe have the biggest impact on the lives of children in care and care leavers, including departments and bodies linked to educational attainment, employment support, and the criminal justice system. The government does not have plans to amend legislation to make care experience a protected characteristic.

The impact of the measures in the Children’s Wellbeing and Schools Bill on business, equalities and child rights has been evaluated and is accessible at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The government is committed to tackling the stigma, discrimination, and poor outcomes experienced by care-experienced young people. We believe the most effective way to address this is by raising awareness of the challenges they face, which will be achieved through introducing corporate parenting responsibilities across government departments and relevant public bodies.

By placing a duty on government departments and relevant public bodies, the corporate parenting duty will create a culture shift to support improved outcomes for young people in the care system and those with care experience.

The legislation captures the bodies that we believe have the biggest impact on the lives of children in care and care leavers, including departments and bodies linked to educational attainment, employment support, and the criminal justice system. The government does not have plans to amend legislation to make care experience a protected characteristic.

The impact of the measures in the Children’s Wellbeing and Schools Bill on business, equalities and child rights has been evaluated and is accessible at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The government is committed to tackling the stigma, discrimination, and poor outcomes experienced by care-experienced young people. We believe the most effective way to address this is by raising awareness of the challenges they face, which will be achieved through introducing corporate parenting responsibilities across government departments and relevant public bodies.

By placing a duty on government departments and relevant public bodies, the corporate parenting duty will create a culture shift to support improved outcomes for young people in the care system and those with care experience.

The legislation captures the bodies that we believe have the biggest impact on the lives of children in care and care leavers, including departments and bodies linked to educational attainment, employment support, and the criminal justice system. The government does not have plans to amend legislation to make care experience a protected characteristic.

The impact of the measures in the Children’s Wellbeing and Schools Bill on business, equalities and child rights has been evaluated and is accessible at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The government is committed to tackling the stigma, discrimination, and poor outcomes experienced by care-experienced young people. We believe the most effective way to address this is by raising awareness of the challenges they face, which will be achieved through introducing corporate parenting responsibilities across government departments and relevant public bodies.

By placing a duty on government departments and relevant public bodies, the corporate parenting duty will create a culture shift to support improved outcomes for young people in the care system and those with care experience.

The legislation captures the bodies that we believe have the biggest impact on the lives of children in care and care leavers, including departments and bodies linked to educational attainment, employment support, and the criminal justice system. The government does not have plans to amend legislation to make care experience a protected characteristic.

The impact of the measures in the Children’s Wellbeing and Schools Bill on business, equalities and child rights has been evaluated and is accessible at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

We must take urgent action to substantially increase foster care numbers. The government is delivering a regional programme for fostering recruitment and retention to streamline the process for prospective carers. There are ten regional fostering recruitment hubs, covering over 60% of local authorities in England. The hubs will continue to rollout the Mockingbird Programme, which offers peer-support to foster carers and children in their care.

Foster care is one of my top priorities as Minister for Children and Families, and we will need to go further and faster with recruiting and retaining more carers. We are prioritising fostering in our reform of children’s social care, as evidenced by the announcement of an additional £40 million investment over the next two financial years. This will benefit thousands of fostered children. We will set out more detail on our planned investments and reforms for fostering in due course.

The ‘Get Britain Working’ White Paper introduced the Youth Guarantee, ensuring every 18 to 21 year-old in England can access education, training, an apprenticeship, supported internships or help to find work. The department is working to make this inclusive for young people with special educational needs and disabilities (SEND).

The Youth Guarantee trailblazer scheme is providing £45 million funding for eight mayoral combined authorities from spring 2025. The Youth Guarantee trailblazers are testing focused support for vulnerable groups such as care leavers, young people with SEND and young people educated in alternative provision settings. This focused support includes mentoring, confidence building, coaching and financial management skills. This testing will inform the future rollout of the Youth Guarantee.

The department is taking several other steps to help those with SEND access the Youth Guarantee, including:

• Introducing a new Foundation Apprenticeship and shorter more flexible apprenticeships to reduce entry barriers for young people with SEND.
• Increased wraparound and personalised support to improve mental health and employability support for school leavers.
• Continuing to invest to build the capacity and quality of Supported Internships by providing up to £12 million to March 2026. This includes a pilot testing supported internships with young people with SEND but who do not have education, health and care plans.

The Post-16 Education and Skills White Paper commits to ‘building a system that leaves no learner behind’ by joining up skills and employment systems, expanding flexible training options, and guaranteeing access to education or work pathways for all, including those at risk of becoming not in education, employment, or training.

The government recognises the importance of continuity and stability throughout a looked-after child’s life.

Under the care planning, placement and case review guidance and regulations, and Section 22c of the Children Act 1989, social workers, with the support of the local authority’s virtual school head, must minimise disruption to a child’s education. School changes should be minimised, and necessary transitions carefully planned and supported. Where change is unavoidable, their Personal Education Plan should outline arrangements to minimise disruption to education, especially during exam periods.

The department is supporting local authorities to recruit foster carers and committed an additional £25 million, on top of a previously announced £15 million, to support further recruitment. We also recognise the need to support foster carers properly, in order to retain the carers we already have. Ensuring foster carer sufficiency is vital to enabling local authorities to provide local fostering homes, and keep children close to their school and community.

The department is working at pace through these decisions to try and give all local authorities updates as soon as possible. We continue to be committed to ensuring that all children with special educational needs and disabilities receive the support they need to achieve and thrive.

The independent Curriculum and Assessment Review’s final report and recommendations will be published imminently. The government’s response will be published alongside this.

The government has increased school funding by £3.7 billion in the 2025/26 financial year, a 6% increase on 2024/25 levels, and committed to a further increase of £4.2 billion through the 2025 Spending Review. This additional funding will provide an above real terms per pupil increase on the core schools budget and support us to transform the special educational needs and disabilities (SEND) system.

With regards to colleges, £8.5 billion of 16 to 19 programme funding has been invested during the 2025/26 academic year. Published allocations show that 16 to 19 funded institutions in Norfolk have been allocated approximately £112 million in 16 to 19 total programme funding.

In North West Norfolk, mainstream school funding per pupil through the dedicated schools grant averages £6,343 (excluding growth and falling rolls funding) in the 2025/26 financial year. The precise funding individual schools receive will depend on how Norfolk local authority decide to distribute the funding they receive.

The department regularly engages with the higher education (HE) sector to ensure T Levels are recognised as excellent preparation for higher study. We encourage the sector to accept T Levels on an equivalent basis to A levels by assigning them UCAS points in line with three A levels. For example, the highest overall T Level grade, Distinction*, is awarded the same number of points as three A*s at A level. T Level progression into HE is increasing year on year, as we are seeing more subjects become accessible to T Level graduates, with prestigious courses such as medicine now open to T Level learners in some institutions. Whilst thousands of T Level students go on to HE each year, not all providers give full clarity on their entry requirements. We are working closely with the sector to address this and continue to inform the sector on the merits of T Levels as a qualification of choice.

The department regularly engages with the higher education (HE) sector to ensure T Levels are recognised as excellent preparation for higher study. We encourage the sector to accept T Levels on an equivalent basis to A levels by assigning them UCAS points in line with three A levels. For example, the highest overall T Level grade, Distinction*, is awarded the same number of points as three A*s at A level. T Level progression into HE is increasing year on year, as we are seeing more subjects become accessible to T Level graduates, with prestigious courses such as medicine now open to T Level learners in some institutions. Whilst thousands of T Level students go on to HE each year, not all providers give full clarity on their entry requirements. We are working closely with the sector to address this and continue to inform the sector on the merits of T Levels as a qualification of choice.

Through our Plan for Change, the government is committed to giving every child the best start in life. On 28 August 2025, we confirmed over £600 million for the holiday activities and food (HAF) programme for the next three financial years. This equates to just over £200 million each year.

This multi-year commitment gives parents and providers certainty that clubs will be available over what can otherwise be an expensive holiday period, ensuring that children and young people continue to benefit from enriching holiday experiences and nutritious meals. The programme also opens up work opportunities for parents on low incomes to support their families.

We will be releasing further details about the HAF programme by the end of the year, including updated local authority guidance.

Tackling absence is central to the government’s mission to break down barriers to opportunity. Thanks to the efforts of schools and local authorities, attendance is moving in the right direction. Children attended over 5.3 million additional days in the 2024/25 school year compared to the 2022/23 school year, with over 140,000 fewer pupils persistently absent.

The ‘Working together to improve school attendance’ guidance sets out a support-first approach, ensuring penalty notices are used only when appropriate.

The national framework for penalty notices, introduced in August 2024 following national consultation, is designed to improve consistency and fairness across the country. Penalty notices must be considered on an individual basis, preventing schools from having blanket rules. Schools or local councils may choose to issue a ‘notice to improve’ instead of a penalty notice as a further offer of support before a penalty notice is issued.

The department is monitoring the impact of these reforms alongside wider attendance measures, including regional improvement for standards and excellence Attendance and Behaviour Hubs and Attendance Mentors, which are helping to drive improvements.

Through the Post-16 education and skills white paper, the department is committed to enabling local and strategic authorities, schools, and further education (FE) providers to more effectively identify, track and share data about young people. These measures aim to prevent young people falling out of education/training and becoming not in education, employment, or training, and look to ensure that those without a post-16 study plan are automatically allocated a place at a local college or FE provider.

We will provide £1.2 billion of additional investment per year in skills by 2028-2029. This investment will enable us to support 1.3 million learners each year. This significant investment will ensure there is increased funding to colleges and other 16-19 providers to maintain real terms per-student funding in the next academic year to respond to the demographic increase in 16 to 19-year-olds. This will enable the recruitment and retention of expert teachers in high value subject areas, and interventions to retain top teaching talent.

The department is committed to supporting all schools to harness the transformative potential of technology. By setting digital and technology standards, developing support services, including our plan technology for your school service, and investing in connectivity, we aim to help all schools to have essential digital infrastructure in place.

Funding under the Connect the Classroom programme is targeted at schools in greatest need, ensuring public investment delivers the most impact.

The department is currently finalising internal budgeting processes and will announce any updates on future funding via GOV.UK.

This government welcomes international students who meet the requirements to study in the UK and enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK.

Higher education (HE) providers in the UK received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students and research and development.

Our world class HE sector attracts high quality students from across the globe and can offer a fulfilling and enjoyable experience to international students from around the world.

The Post-16 education and skills white paper sets out the government’s commitment to building a world-class skills system, one that breaks down the barriers to opportunity, meets the needs of students and employers, drives economic growth, and improves lives across the country.

The landmark Children’s Wellbeing and Schools Bill, a key part of the government’s Plan for Change, represents the most transformative piece of child protection legislation in a generation, including wholesale reform of the children’s social care system and the introduction of measures to improve information sharing between education, police, health, justice and social workers to stop vulnerable children falling through the cracks.

While the department is looking closely at the impact of the legal changes made in Wales and Scotland in relation to reasonable punishment, we have no plans to legislate at this stage.

The statutory guidance 'Keeping Children Safe in Education' states that all school staff should be alert to the potential need for early help for young carers and requires designated safeguarding leads to be trained to understand and respond to their needs, ensuring young carers are supported to thrive in school.

We have no plans to introduce a registration scheme for young carers. Local authorities have a statutory duty to identify young carers who may need support and undertake a needs assessment where support may be needed, or upon request.

To further improve visibility and support, young carers were added to the school census as a distinct group in 2022/23. This has increased their visibility in the school system, providing valuable demographic data and insights into their educational outcomes.

Further, Ofsted’s new education inspection framework references young carers when assessing the impact of a school’s work on attendance, behaviour, personal development and wellbeing of disadvantaged pupils.

Three meetings have taken place between officials and Schools of Sanctuary during the 2024/25 academic year. One meeting was to discuss school admissions policy and processes, and two were to hear about the work of the organisation.

The department responded to the Fourth Report of the Session 2024-25 of the Education Committee, Children’s Social Care in September 2025. This includes our response to recommendation 29: ‘The Department for Education must put in place a national fostering strategy to complement the existing strategies for adoption and kinship care. As part of this, it should consult on introducing a national register of foster carers and review the financial support available to ensure that it is adequate to meet their needs.’

Foster care is one of my top priorities as Minister for Children and Families, and we need to go further and faster with recruiting and retaining more carers. We are prioritising fostering in our reform of children’s social care, as demonstrated by the announcement of an additional £40 million investment over this financial year and the next two financial years. This will bring benefits to thousands of fostered children. We will set out more detail on our planned investments and reforms for fostering in due course.

The Education Select Committee published the findings on 17 October 2025, the findings can be found here: https://committees.parliament.uk/publications/49799/documents/266904/default/.

Student parents are eligible for the universal 15 hours of free early education which is available to all 3 and 4-year-olds regardless of family circumstances. Students who work in addition to studying may be eligible for 30 hours free childcare if they meet the income requirements.

The government recognises the value of parents continuing in education and provides a range of support for students in higher education to support them with childcare. Further information on the childcare offers available to parents can be found at: https://www.beststartinlife.gov.uk/.

The government introduced new support packages for students starting postgraduate master’s degree courses from the 2016/17 academic year onwards and postgraduate doctoral degree courses from 2018/19 onwards. These loans are not based on income and are intended as a contribution to the cost of study. They can be used by students according to their personal circumstances to cover the costs of fees and living costs including childcare. The new support packages have provided a significant uplift in support for postgraduate students while ensuring the student support system remains financially sustainable.

Student parents are eligible for the universal 15 hours of free early education which is available to all 3 and 4-year-olds regardless of family circumstances. Students who work in addition to studying may be eligible for 30 hours free childcare if they meet the income requirements.

The government recognises the value of parents continuing in education and provides a range of support for students in higher education to support them with childcare. Further information on the childcare offers available to parents can be found at: https://www.beststartinlife.gov.uk/.

The government introduced new support packages for students starting postgraduate master’s degree courses from the 2016/17 academic year onwards and postgraduate doctoral degree courses from 2018/19 onwards. These loans are not based on income and are intended as a contribution to the cost of study. They can be used by students according to their personal circumstances to cover the costs of fees and living costs including childcare. The new support packages have provided a significant uplift in support for postgraduate students while ensuring the student support system remains financially sustainable.

Child sexual abuse is an abhorrent crime that no child should ever have to endure. We recognise the lifelong impact it can have on victims and survivors and remain committed to strengthening our response to this abuse.

The department holds regular meetings with Surrey County Council to discuss a wide range of topics including child protection and safeguarding. While we do not comment on if individual cases have been raised, we are aware of the serious concerns raised following the conviction of Stephen Ireland and continue to work closely with local authorities to ensure robust safeguarding practices are in place.

In addition, the government published its progress update on tackling child sexual abuse on 9 April, which responds to the 20 recommendations from the final report of the Independent Inquiry into Child Sexual Abuse. Work is underway on several key recommendations, including legislating for mandatory reporting and establishing a child protection authority with a consultation set to be published before the end of 2025.

​​The department has not issued any guidance, formal or informal, to further education colleges or local authorities encouraging them to restrict direct applications from electively home educated children.

​Home educating parents can supplement their child’s education through attendance at part-time further education courses, as part of securing an efficient, full-time and suitable education for their child. The department supports parents’ right to exercise this choice, and this position will not change with the implementation of the Children’s Wellbeing and Schools Bill.

​Decisions regarding the availability of such courses are at the discretion of each college, who may make decisions based on factors such as available capacity and resources, and may liaise with their local authority as part of this. Funding for part-time courses below level 3 is available to colleges so long as the 14-16 funding arrangements detailed in the funding rates and formula guidance are followed.

​To support implementation of Bill measures, the department will issue statutory guidance to aid local authorities and parents.​

The department launched an 8 week consultation on 25 September 2025 on the subject of reducing the subsidy for Ofsted inspection fees. The consultation document is publicly available and sets out how Ofsted-inspected private schools will be affected by the proposed fee increases.

The department is introducing technical excellence colleges (TECs) to specialise in training skilled workforces which industry needs in growth-driving priority sectors. Ten construction TECs were appointed in August 2025, with one in each of the nine English regions and the tenth with a cross-regional remit. The department has engaged with North East Mayoral Combined Authority and Tees Valley Combined Authority throughout the process of appointing Sunderland College as the CTEC for the North East. Additionally, officials have engaged more widely with strategic authorities, trade bodies such as the Construction Industry Training Board, and membership organisations such as the Association of Colleges. The department will take a similar approach with the selection of the next wave of TECs in defence, clean energy, advanced manufacturing and digital and technologies.

The selection process for these TECs will start by the end of 2025, with delivery planned to begin from April 2026. Further details will be published in due course.

The government is committed to providing enriching opportunities for students and young people to experience other countries and cultures, including through trips and exchanges with key partners such as Australia.

The department monitors participation in schemes such as the Turing Scheme, the UK government’s global programme for students to study and work abroad. The scheme has helped tens of thousands of UK students to study and work abroad, including in Australia, and is now in its fifth year.

Schools are best placed and have the flexibility to decide on the activities they provide to deliver a rounded and enriching education to suit their pupils’ needs. This includes cycling training programmes such as Bikeability. Physical education is a foundation subject in the national curriculum and compulsory at all four key stages.

The department welcomes the opportunity for continued collaboration with Bikeability to create sustainable improvements in physical activity for young people. For example, through active travel and promoting the overall wellbeing benefits of physical activity, including through cycling.