Department for Education

The department expects to hold a public consultation on proposals for the curriculum and assessment system later this year, following publication of the government response to the Curriculum and Assessment Review final report in November 2025.

As part of the review process, the department will consider what content may be relevant on resilience, including citizenship, democracy, media and digital literacy.

As part of schools’ duty to teach a broad and balanced curriculum, all pupils will continue to study core subjects such as English, mathematics and science, while allowing choices around these core subjects, so that young people can follow broader interests.

We want every young person to benefit from high-quality academic and technical routes that support progression into further study, training and skilled employment. Our reforms to the curriculum and to technical education will help young people develop the knowledge, skills and experiences they need to succeed in work, life and lifelong learning.

We are in the early stages of developing technical education routes from age 14, with rollout intended to begin in some areas from September 2028.

The new routes will include the introduction of new Vocational GCSEs, which will sit alongside existing GCSEs, combining academic excellence in the core subjects of English, maths, and science, with rigorous, vocationally focused qualifications of equal parity and esteem. The intention is to widen young people’s choices, supporting more coherent progression to a range of academic and technical post-16 options.

As part of schools’ duty to teach a broad and balanced curriculum, all pupils will continue to study core subjects such as English, mathematics and science, while allowing choices around these core subjects, so that young people can follow broader interests.

We want every young person to benefit from high-quality academic and technical routes that support progression into further study, training and skilled employment. Our reforms to the curriculum and to technical education will help young people develop the knowledge, skills and experiences they need to succeed in work, life and lifelong learning.

We are in the early stages of developing technical education routes from age 14, with rollout intended to begin in some areas from September 2028.

The new routes will include the introduction of new Vocational GCSEs, which will sit alongside existing GCSEs, combining academic excellence in the core subjects of English, maths, and science, with rigorous, vocationally focused qualifications of equal parity and esteem. The intention is to widen young people’s choices, supporting more coherent progression to a range of academic and technical post-16 options.

As part of schools’ duty to teach a broad and balanced curriculum, all pupils will continue to study core subjects such as English, mathematics and science, while allowing choices around these core subjects, so that young people can follow broader interests.

We want every young person to benefit from high-quality academic and technical routes that support progression into further study, training and skilled employment. Our reforms to the curriculum and to technical education will help young people develop the knowledge, skills and experiences they need to succeed in work, life and lifelong learning.

We are in the early stages of developing technical education routes from age 14, with rollout intended to begin in some areas from September 2028.

The new routes will include the introduction of new Vocational GCSEs, which will sit alongside existing GCSEs, combining academic excellence in the core subjects of English, maths, and science, with rigorous, vocationally focused qualifications of equal parity and esteem. The intention is to widen young people’s choices, supporting more coherent progression to a range of academic and technical post-16 options.

I refer my hon. Friend, the Member for Crawley to the answer of 26 June 2026 to Question 33578.

The department and the Office for Students (OfS) are aware of reports relating to discussions between universities and BAE Systems on student protests.

Universities are responsible for ensuring that their disciplinary, security and governance arrangements are lawful, and that their duties to secure freedom of speech within the law, including lawful protest, are met. Decisions affecting lawful speech or protest should be reached independently, proportionately and in accordance with the law.

The government believes that both BAE Systems and other defence companies should be welcomed onto campuses on occasions such as careers fairs and that students and staff have the right to protest lawfully about their activity.

V levels are designed to require the same length of commitment as an A level: 360 guided learning hours, taken over two years. V levels are designed to enable assessments to be taken across both years one and two of the qualification. If students complete assessments in the first year, they will receive a results transcript from the relevant awarding organisation showing details of their attainment. This is in line with practice for current vocational qualifications. There are no plans to issue a separate one-year award. We aim to encourage as many students as possible to complete the full two-year course, in order to support progression to higher-level study and skilled employment

The government considers the current household income assessment the fairest and most consistent way to target living cost support at undergraduate students whose families are least able to support them.

For the 2026/27 academic year, when two or more students in the same family are in higher education (HE), the student finance system takes this into account when calculating maintenance support.

Under the current split contributions policy, where household income exceeds £42,875, the same household contribution is shared across those students, rather than being applied separately. Some households supporting more than one student in HE can therefore receive more maintenance support than a household on the same income supporting only one student.

Under the Lifelong Learning Entitlement, split contributions will not apply to eligible new students starting courses or modules on or after 1 January 2027. Removing split contributions will therefore create a more consistent and streamlined approach to maintenance support across all students, regardless of household income, study intensity or mode of study.

Maintenance support will continue to be based on household income, with the highest levels of support targeted at students from the lowest-income households. Eligible students will also continue to be able to access other forms of student support, subject to meeting the relevant eligibility criteria.

The government will continue to keep the student finance system under review to ensure it remains fair, sustainable and focused on those with the greatest financial need.

The Student Loans Company (SLC) is operationally independent, so it is their responsibility to assess the merits of different options when making decisions on the delivery of functions.

The department understands the SLC did assess the potential merits of continuing in-house delivery of its infrastructure and operations function prior to the decision to contract out the service and found that this did not provide the best value for money.

Where a child with selective mutism requires individualised speech and language therapy or specialist mental health support beyond the Experts at Hand offer, local authorities and Integrated Care Boards will remain responsible for jointly commissioning appropriate provision and ensuring that established clinical and statutory referral routes remain available. Experts at Hand should complement rather than replace existing statutory and specialist services.

Local partnerships will be expected to align Experts at Hand with services such as Mental Health Support Teams through a joined-up ‘team around the setting’ approach, to ensure children and young people are referred promptly to the right level of expertise.

Local areas will be responsible for planning and monitoring delivery in line with local need and workforce capacity. Nationally, the department will continue to monitor growth in relevant health and education specialist workforces.

Additionally, support will be delivered through the National Inclusion Standards. These will include universal whole-school approaches to support inclusion alongside targeted support for children and young people, including those with selective mutism and associated conditions. This will be supported by up to £15 million by 2028 to strengthen the evidence base and develop the standards.

Specialist provision packages will also provide comprehensive, evidence-based support for children and young people with the most complex needs.

The special educational needs and disabilities (SEND) and inclusion in-house training materials, published in September, are the first part of a wider programme of SEND professional development being rolled out over the next two years. Along with the introduction of the National Inclusion Standards and the Experts at Hand programme, the SEND professional development programme will support staff to deliver a more inclusive mainstream environment.

The materials support staff to understand how high-quality, inclusive teaching approaches and classroom techniques can support a range of needs, including those with selective mutism. The materials have been developed with sector experts, practitioners and professional development leads. The department will continue to gather feedback to inform and improve future materials.

A new SEND training offer for early years is also live, providing new online training to help all early years practitioners strengthen inclusive practice and better support children with SEND.

The department has received Suffolk County Council’s Best Start Family Hubs (BSFH) delivery plan and officials are reviewing the authority’s proposals to ensure they align with the expectations of the programme and support improved outcomes for children and families.

Decisions about the number, location and configuration of family hubs and related services are matters for local authorities, subject to their statutory duties assessment of local need. BSFH funding does not require authorities to maintain a particular number of Family Hubs. Where a local authority proposes changes to existing provision, the department will work with them to ensure that BSFH funding is used to enhance, expand and reshape existing services so that families experience an improved and strengthened offer, rather than maintain existing provision.

Non-maintained special schools are approved by my right hon. Friend, the Secretary of State for Education, under section 342 of the Education Act 1996 and provide specialist education for children and young people with special educational needs.

Non-maintained special schools are distinct from independent special schools.

The government intends for the proposed specialist provision packages national cost framework to apply to new state-funded education health and care placements in special schools. The government has separately set out proposals to ensure local authorities can pay a reasonable price for placements in independent special schools. Non-maintained special schools will not be in the scope of this measure.

The government’s consultation ‘Special educational needs and disabilities reform: putting children and young people first’ has now closed. The department is carefully reviewing all responses alongside feedback received through over 200 engagement events held during the 12-week consultation period.

The contract for the National Centre for Family Hubs ended on 30 September 2026.

Over the summer, the department undertook an open and competitive procurement exercise to secure a Best Start in Life Implementation Partner. This exercise has now been completed.

The Implementation Partner will provide support to local authorities at individual local authority, regional and national level to improve outcomes for children and families. Further details of the support offer will be communicated to local authorities shortly.

The contract for the National Centre for Family Hubs ended on 30 September 2026.

Over the summer, the department undertook an open and competitive procurement exercise to secure a Best Start in Life Implementation Partner. This exercise has now been completed.

The Implementation Partner will provide support to local authorities at individual local authority, regional and national level to improve outcomes for children and families. Further details of the support offer will be communicated to local authorities shortly.

The government is committed to ensuring that families can access joined-up support through Best Start Family Hubs (BSFH). The department’s guidance sets minimum expectations for services that are not receiving additional investment through the programme.

Local authorities are responsible for shaping delivery to reflect local needs. How they deliver these wider-service expectations is for them to determine. All local authorities have published Best Start in Life local plans and developed BSFH delivery plans explaining how programme funding and activity will deliver against programme expectations.

The department supports and monitors BSFH delivery against the guidance through these plans, local authority data returns and regular engagement with local authorities. A national evaluation will also assess whether the programme is achieving its intended outcomes and help inform future delivery.

The UK’s financial contribution to Erasmus+ is calculated under the formula in the Trade and Cooperation Agreement, with GDP as the primary determinant. Through negotiations, the government secured a 30% discount on the UK’s contribution for 2027. EU students undertaking mobilities to the UK are funded through their own National Agency and contribution to the Erasmus+ budget.

Erasmus+ is much broader than student exchanges. It also provides mobility opportunities across schools, vocational education and training, adult education, youth and sport, as well as funding a range of partnership and policy development projects. The government considers the agreed financial terms to represent a fair balance between the UK’s contribution and the benefits of participation.

Decisions about how family services are configured are for local authorities, which must act in line with their statutory duties and respond to local needs.

Best Start Family Hubs funding does not require authorities to maintain a particular number of Family Hubs. Instead, funding is intended to support the enhancement, expansion and transformation of services, ensuring that families benefit from a stronger, more accessible and better integrated offer. This includes delivery through both Best Start Family Hubs and Best Start Network Sites, which extend the reach of support by providing services through trusted community locations.

The aim is to improve access to services, strengthen integration across the wider system and ensure support is available in ways that best reflect local circumstances. Where authorities propose changes to existing provision, the department will work closely with them to ensure funding is used in line with programme expectations and delivers a demonstrably improved service.

The table below shows non-UK student enrolments between 2020/21 and 2024/25:

Source: https://www.hesa.ac.uk/data-and-analysis/students/where-from.

The government has been clear that while we welcome international students who meet the requirements to study in the UK, higher education providers sponsoring international students play an important role in ensuring our immigration system is not exploited or abused.

Moreover, providers should not be overly reliant on international student recruitment as an income source. The Office for Students (OfS) has identified reliance on international student fee income as a risk to financial sustainability. It has made clear that providers will need to change their business models to protect their financial health.

The OfS is responsible for managing the sector's finances and the department continues to work closely with the OfS to better understand the sector’s financial landscape.

The department does not routinely collect or hold information on the number of postgraduate students who have childcare responsibilities.

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 to be 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.

The department does not routinely collect or hold information on the number of postgraduate students who have childcare responsibilities.

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 to be 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.

The government recognises that estranged students suffer from financial barriers to study, are more likely to suffer negative effects from high cost of living, work more paid hours whilst studying compared with other student groups and have higher rates of course withdrawal.

Students who are estranged from their parents are treated as independent students, which means their entitlement to loans for living costs is based on their own household income rather than that of their parents.

This means that most estranged students will qualify for the maximum loans for living costs, which are increasing in line with forecast inflation every academic year from 2026/27 onwards.

From the 2028/29 service year, we are reintroducing maintenance grants of up to £1,000 per year for full-time students from low-income households, such as estranged students who are studying courses aligned with the government's missions and Industrial Strategy.

Evidence of estrangement is needed to ensure that students receive their correct entitlement to student support. Students can either submit a Confirmation of Estrangement Form or a supporting statement to Student Finance England, both of which must be completed by an independent third party with good standing in the community.

The step-by-step application process for estranged students, together with a link to the Confirmation of Estrangement Form, is set out in detail on GOV.UK and is available at: https://www.gov.uk/government/publications/applying-for-student-finance-as-an-estranged-student/applying-for-student-finance-as-an-estranged-student. The government reviews guidance and the application processes on an ongoing basis.

The government recognises the importance of ensuring that young people are well supported as they transition between school, further education, training and employment. All schools and colleges are required to provide independent careers guidance and support informed choices about post-16 and post-18 pathways to help young people make decisions about their next steps in education, training and work. For young people with special educational needs and disabilities (SEND), support through the SEND system can continue up to age 25 where appropriate, helping them prepare for further learning, employment and adulthood.

The government is already taking further action on transition through its Post-16 Education and Skills White Paper, which sets out reforms to improve the join up of skills and employment support, strengthen pathways into further education, training and work, and reduce the numbers of young people who are not in education, employment or training. As part of our commitments, we are enhancing the role of schools in supporting successful transitions so that every pupil leaves school with a planned destination. Furthermore, we will consider Alan Milburn’s full recommendations in the autumn as we shape the next phase of reform. The department will continue to work across government and with local partners to support successful transitions for young people and improve their opportunities and outcomes as they move into further learning and employment.

Mainstream school funding is increasing by 2.6% per pupil between the 2025/26 and 2026/27 academic years, and high needs funding for children and young people with complex needs is continuing at an increased level of over £12 billion in 2026/27, following an increase of 11% in 2025/26.

The Schools White Paper sets out additional funding for both schools and local authorities to drive forward reform of the special educational needs and disabilities (SEND) system. The department is committed to prioritising early intervention and is increasing financial support, with £4 billion being invested over the three years of the 2025 spending review period.

Within the £4 billion investment to reform the SEND system, the department will provide additional funding through an Inclusive Mainstream Fund to boost inclusive practice in schools, colleges and early years settings, investing over £500 million per financial year over the next three years, and a a new training package, backed by £200 million of new funding, to ensure that all teachers, educators, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with SEND.

The department is also providing £1.8 billion for local partnerships over the next three years, including local authorities and Integrated Care Boards, to work together to develop a new ‘Experts at Hand’ offer. This new offer is designed to strengthen the capability of mainstream education settings by providing access to universal and targeted support from key services and health and to specialist education practitioners.

It is for local authorities to determine the transport and travel support necessary to enable young people, including those with special educational needs and disabilities (SEND), to participate in education or training. Local authorities must publish an annual post-16 policy statement setting out these arrangements.

The department recognises that transport costs can be a significant concern for families and local authorities should clearly explain the support they provide, how decisions are made and the routes for applications, complaints and appeals.

Through the government’s SEND reforms, the department’s target is for more children and young people to have their needs met through high-quality, inclusive provision closer to home. Improving the availability and consistency of local provision should enable more young people with SEND to access suitable education locally, thereby reducing the need for some to travel longer distances and incurring additional costs.

Information on the state-funded school workforce in England is published annually in the ‘School workforce in England’ statistical release, available on GOV.UK. The release includes published statistics on teachers’ qualifications.

The tables below provide the additional breakdowns requested in these questions for the 2012/13 to 2025/26 academic years, covering the number of teachers, the regional breakdown and the proportion of state-funded primary schools with at least one such teacher. Figures are provided separately for music, drama and art. Qualifications in dance cannot be separately identified in the School Workforce Census qualifications data. Data for the 2026/27 academic year will be collected later this term and published next summer.

Headcount number of state primary school teachers with a degree-level (or higher) qualification in music, drama or art between 2012/13 and 2025/26

Proportion of state primary schools with at least one teacher with a degree-level (or higher) qualification in music, drama or art between 2012/13 and 2025/26

Headcount number of state primary school teachers with a degree-level (or higher) qualification in music, drama or art by region between 2012/13 and 2025/26

Source: School Workforce Census

Note: state primary schools includes states nursery schools

Information on the state-funded school workforce in England is published annually in the ‘School workforce in England’ statistical release, available on GOV.UK. The release includes published statistics on teachers’ qualifications.

The tables below provide the additional breakdowns requested in these questions for the 2012/13 to 2025/26 academic years, covering the number of teachers, the regional breakdown and the proportion of state-funded primary schools with at least one such teacher. Figures are provided separately for music, drama and art. Qualifications in dance cannot be separately identified in the School Workforce Census qualifications data. Data for the 2026/27 academic year will be collected later this term and published next summer.

Headcount number of state primary school teachers with a degree-level (or higher) qualification in music, drama or art between 2012/13 and 2025/26

Proportion of state primary schools with at least one teacher with a degree-level (or higher) qualification in music, drama or art between 2012/13 and 2025/26

Headcount number of state primary school teachers with a degree-level (or higher) qualification in music, drama or art by region between 2012/13 and 2025/26

Source: School Workforce Census

Note: state primary schools includes states nursery schools

Information on the state-funded school workforce in England is published annually in the ‘School workforce in England’ statistical release, available on GOV.UK. The release includes published statistics on teachers’ qualifications.

The tables below provide the additional breakdowns requested in these questions for the 2012/13 to 2025/26 academic years, covering the number of teachers, the regional breakdown and the proportion of state-funded primary schools with at least one such teacher. Figures are provided separately for music, drama and art. Qualifications in dance cannot be separately identified in the School Workforce Census qualifications data. Data for the 2026/27 academic year will be collected later this term and published next summer.

Headcount number of state primary school teachers with a degree-level (or higher) qualification in music, drama or art between 2012/13 and 2025/26

Proportion of state primary schools with at least one teacher with a degree-level (or higher) qualification in music, drama or art between 2012/13 and 2025/26

Headcount number of state primary school teachers with a degree-level (or higher) qualification in music, drama or art by region between 2012/13 and 2025/26

Source: School Workforce Census

Note: state primary schools includes states nursery schools

Ofsted annually publishes information on the location of children's homes as part of its role in the registration and inspection of children's homes. The latest information is available at: https://www.gov.uk/government/statistics/childrens-social-care-in-england-2026/main-findings-childrens-social-care-in-england-2026.

The department takes an active role as steward of the children's social care placements system to ensure children can access the right homes, in the right places, to meet their needs.

Regional Care Cooperatives (RCCs) are being established to shape the market by pooling demand and acting to bring together local authorities, health partners and youth justice services to plan future need, commission placements and create new care provision where needed.

This shifts the system away from reactive purchasing and towards long-term planning, larger scale commercial agreements and increasing RCC led provision, achieving better value for money and outcomes for children in care.

Schools have the flexibility to organise and deliver a broad, balanced and challenging PE curriculum. The department expects schools to use their autonomy and local community knowledge when considering their pupils’ needs and interests to determine an inclusive PE and sporting offer.

This government is committed to ensuring equal access to sport for all children and young people and recognises the importance of identifying and tackling the numerous barriers to participation. Data shows that, on average, girls are less active than boys and that boys are more likely to say they enjoy taking part in exercise and sports. Further details can be found at: https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2025-12/Active%20Lives%20Children%20and%20Young%20People%20Survey%20-%20academic%20year%202024-25%20report--.pdf?VersionId=IVi8OQWOGdjAiHq7IIuzIQv1JPiojXdz.

The new PE and School Sport Partnerships Network will build strong partnerships between schools, local clubs and national governing bodies, identifying and breaking down barriers to PE, sport and physical activity for children who are less active, with a specific focus on girls to improve activity levels for all pupils.

The department’s defibrillator programme provided over 20,000 devices to eligible schools and was the largest distribution of defibrillators to date. Defibrillators are designed to be simple and safe to use without prior training and to talk the user through step-by-step instructions at the point of use.

As part of the rollout, the department provided awareness videos showing how simple defibrillators are to use and encouraged schools to share these videos in staff meetings and school assemblies, where appropriate.

The department's approach focused on building awareness and confidence in the use of defibrillators rather than introducing mandatory training or accreditation requirements. The devices will provide school staff with the confidence and reassurance that they have the tools to help save a life in an emergency.

All state-funded schools are required to teach first aid as part of the relationships, sex and health education curriculum, including cardiopulmonary resuscitation (CPR) and the use of a defibrillator for pupils aged over 12.

All state-funded schools in England are required to teach first aid as part of the mandatory relationships, sex and health education (RSHE) curriculum. This includes basic first aid for primary school children, for example dealing with common injuries, such as head injuries. Pupils in secondary schools are taught further first aid, including how to administer CPR, the purpose of defibrillators and when defibrillators might be needed.

Schools retain flexibility over how to deliver first-aid teaching, including whether to use external organisations or practical demonstrations, provided teaching is age-appropriate and suitable for pupils. The department continues to work with stakeholders, where appropriate, to strengthen the relevance and effectiveness of RSHE provision.

The department’s defibrillator programme provided over 20,000 devices to eligible schools and was the largest distribution of defibrillators to date. Defibrillators are designed to be simple and safe to use without prior training. The devices provide clear audio and visual instructions to guide users through each step at the point of use. As part of the rollout, the department provided awareness videos showing how simple defibrillators are to use and encouraged schools to share these videos in staff meetings and assemblies, where appropriate.

I can confirm that a response to the correspondence of 5 June 2026 from the hon. Member for Henley and Thame and Sean Gaul of Oxfordshire County Council was sent on 21 October.

To qualify for automatic home fee status in England, a person must generally be settled and have three years ordinary residence in the UK and islands (Channel Islands and Isle of Man) prior to the first day of the first academic year of the course. There are some exceptions to this for persons granted international protection or under dedicated resettlement routes, such as Ukraine.

The UK government is committed to supporting students from Gaza with fully funded scholarships to take up places at UK universities where they have been unable to travel due to the conflict. Support is targeted at students holding fully funded and verifiable scholarships, including Foreign, Commonwealth and Development Office-funded Chevening Scholarships, ensuring that tuition fees and living costs are met by eligible financial sponsors in line with the immigration rules. Students also undergo the necessary visa processes, including biometric and security checks, prior to travel.

To qualify for automatic home fee status in England, a person must generally be settled and have three years ordinary residence in the UK and islands (Channel Islands and Isle of Man) prior to the first day of the first academic year of the course. There are some exceptions to this for persons granted international protection or under dedicated resettlement routes, such as Ukraine.

The UK government is committed to supporting students from Gaza with fully funded scholarships to take up places at UK universities where they have been unable to travel due to the conflict. Support is targeted at students holding fully funded and verifiable scholarships, including Foreign, Commonwealth and Development Office-funded Chevening Scholarships, ensuring that tuition fees and living costs are met by eligible financial sponsors in line with the immigration rules. Students also undergo the necessary visa processes, including biometric and security checks, prior to travel.

The department recognises the importance of ensuring that transport arrangements enable young people with special educational needs and disabilities (SEND) to access education and training.

Local authorities are responsible for determining what post-16 transport and financial support is necessary and must have regard to the department’s statutory guidance. In doing so, councils must act reasonably, consider all relevant matters and specifically consider the needs of young people with SEND.

Local authority transport policy statements must clearly explain how a young person or parent can appeal if they disagree with a transport decision, as well as the further avenues of complaint available if they remain dissatisfied after the local process has been completed.

The department undertakes annual compliance checks of local authority transport policy statements and keeps the statutory guidance under review. The department has not undertaken a specific assessment of the consistency or adequacy of arrangements made by local authorities for collecting and considering evidence of financial hardship.

The department recognises the importance of ensuring that transport arrangements enable young people with special educational needs and disabilities (SEND) to access education and training.

Local authorities are responsible for determining what post-16 transport and financial support is necessary and must have regard to the department’s statutory guidance. In doing so, councils must act reasonably, consider all relevant matters and specifically consider the needs of young people with SEND.

Local authority transport policy statements must clearly explain how a young person or parent can appeal if they disagree with a transport decision, as well as the further avenues of complaint available if they remain dissatisfied after the local process has been completed.

The department undertakes annual compliance checks of local authority transport policy statements and keeps the statutory guidance under review. The department has not undertaken a specific assessment of the consistency or adequacy of arrangements made by local authorities for collecting and considering evidence of financial hardship.

The department recognises the importance of ensuring that transport arrangements enable young people with special educational needs and disabilities (SEND) to access education and training.

Local authorities are responsible for determining what post-16 transport and financial support is necessary and must have regard to the department’s statutory guidance. In doing so, councils must act reasonably, consider all relevant matters and specifically consider the needs of young people with SEND.

Local authority transport policy statements must clearly explain how a young person or parent can appeal if they disagree with a transport decision, as well as the further avenues of complaint available if they remain dissatisfied after the local process has been completed.

The department undertakes annual compliance checks of local authority transport policy statements and keeps the statutory guidance under review. The department has not undertaken a specific assessment of the consistency or adequacy of arrangements made by local authorities for collecting and considering evidence of financial hardship.

The department recognises the importance of ensuring that transport arrangements enable young people with special educational needs and disabilities (SEND) to access education and training.

Local authorities are responsible for determining what post-16 transport and financial support is necessary and must have regard to the department’s statutory guidance. In doing so, councils must act reasonably, consider all relevant matters and specifically consider the needs of young people with SEND.

Local authority transport policy statements must clearly explain how a young person or parent can appeal if they disagree with a transport decision, as well as the further avenues of complaint available if they remain dissatisfied after the local process has been completed.

The department undertakes annual compliance checks of local authority transport policy statements and keeps the statutory guidance under review. The department has not undertaken a specific assessment of the consistency or adequacy of arrangements made by local authorities for collecting and considering evidence of financial hardship.

The government is clear that sexual harassment and sexual violence have no place in higher education. The findings of the Office for Students’ (OfS) sexual misconduct survey are deeply troubling and underline the importance of effective prevention, reporting and support.

Universities are autonomous bodies and are responsible for their own student behaviour codes of conduct, and for taking action through their disciplinary procedures. However, there is regulatory oversight from the OfS’ Harassment and Sexual Misconduct Registration Condition, which requires registered providers to publish accessible, comprehensive policies and properly resourced arrangements to prevent and respond to harassment and sexual misconduct. Providers must also train their students and staff in consent and bystander intervention and have effective procedures for reporting and investigating incidents.

This regulatory action is designed to reduce the incidence of harassment and assault. The department is arranging to monitor the impact of the OfS' requirements and identify examples of effective practice.

The government is clear that sexual harassment and sexual violence have no place in higher education. The findings of the Office for Students’ (OfS) sexual misconduct survey are deeply troubling and underline the importance of effective prevention, reporting and support.

Universities are autonomous bodies and are responsible for their own student behaviour codes of conduct, and for taking action through their disciplinary procedures. However, there is regulatory oversight from the OfS’ Harassment and Sexual Misconduct Registration Condition, which requires registered providers to publish accessible, comprehensive policies and properly resourced arrangements to prevent and respond to harassment and sexual misconduct. Providers must also train their students and staff in consent and bystander intervention and have effective procedures for reporting and investigating incidents.

This regulatory action is designed to reduce the incidence of harassment and assault. The department is arranging to monitor the impact of the OfS' requirements and identify examples of effective practice.

The government is clear that sexual harassment and sexual violence have no place in higher education. The findings of the Office for Students’ (OfS) sexual misconduct survey are deeply troubling and underline the importance of effective prevention, reporting and support.

Universities are autonomous bodies and are responsible for their own student behaviour codes of conduct, and for taking action through their disciplinary procedures. However, there is regulatory oversight from the OfS’ Harassment and Sexual Misconduct Registration Condition, which requires registered providers to publish accessible, comprehensive policies and properly resourced arrangements to prevent and respond to harassment and sexual misconduct. Providers must also train their students and staff in consent and bystander intervention and have effective procedures for reporting and investigating incidents.

This regulatory action is designed to reduce the incidence of harassment and assault. The department is arranging to monitor the impact of the OfS' requirements and identify examples of effective practice.

The government is clear that sexual harassment and sexual violence have no place in higher education. The findings of the Office for Students’ (OfS) sexual misconduct survey are deeply troubling and underline the importance of effective prevention, reporting and support.

Universities are autonomous bodies and are responsible for their own student behaviour codes of conduct, and for taking action through their disciplinary procedures. However, there is regulatory oversight from the OfS’ Harassment and Sexual Misconduct Registration Condition, which requires registered providers to publish accessible, comprehensive policies and properly resourced arrangements to prevent and respond to harassment and sexual misconduct. Providers must also train their students and staff in consent and bystander intervention and have effective procedures for reporting and investigating incidents.

This regulatory action is designed to reduce the incidence of harassment and assault. The department is arranging to monitor the impact of the OfS' requirements and identify examples of effective practice.

It is for local authorities to determine the transport and travel support necessary to enable young people, including those with special educational needs and disabilities (SEND), to participate in education or training. Local authorities must publish an annual post-16 policy statement setting out these arrangements.

The department recognises that transport costs can be a significant concern for families and local authorities should clearly explain the support they provide, how decisions are made and the routes for applications, complaints and appeals.

Through the government’s SEND reforms, the department’s target is for more children and young people to have their needs met through high-quality, inclusive provision closer to home. Improving the availability and consistency of local provision should enable more young people with SEND to access suitable education locally, thereby reducing the need for some to travel longer distances and incurring additional costs.