Lord Weir of Ballyholme

The Office for Veterans’ Affairs, based in the Cabinet Office, administers a range of grant schemes for veterans organisations and charities. These cover support in areas such as health, housing, employment, and combating stress, and are typically available UK wide.

The OVA was established in 2019 and has become more established over time, meaning comparable figures for each of the last five years are not available. However, in 2023/24, over £6 million was awarded to veterans organisations and charities.

The latest information on the work of the Office for Veterans’ Affairs can be found here: https://www.gov.uk/government/organisations/office-for-veterans-affairs

The Office for Veterans’ Affairs, based in the Cabinet Office, administers a range of grant schemes for veterans organisations and charities. These cover support in areas such as health, housing, employment, and combating stress, and are typically available UK wide.

The OVA was established in 2019 and has become more established over time, meaning comparable figures for each of the last five years are not available. However, in 2023/24, over £6 million was awarded to veterans organisations and charities.

The latest information on the work of the Office for Veterans’ Affairs can be found here: https://www.gov.uk/government/organisations/office-for-veterans-affairs

The Government is conducting regular monitoring of the UK Internal Market Scheme and Northern Ireland Retail Movement Scheme and there are clear signs of new traders taking advantage of these new arrangements.

With respect to the UK Internal Market Scheme, as set out to the Northern Ireland Protocol Sub-Committee on 12 October, there are now more than 6,200 businesses registered - 2,200 of which (more than a third) are companies who were not members of the previous UKTS scheme. This list is dynamic, meaning more businesses moving goods in Northern Ireland will benefit over time.

With respect to the new Northern Ireland Retail Movement Scheme, the broader eligibility coupled with the certainty provided to businesses, mean that we have seen welcome signs of new traders taking advantage of the scheme. For example, wholesalers have written to customers noting that they are now able to “bring back some of your favourite products that we had to remove due to the previous Northern Ireland Protocol”. Consumers in Northern Ireland are also able to see the broader reach of the green lane, with for example shelf labelling in place in major food service outlets, which were excluded from the scope of the old grace periods.

The Government continues its extensive programme of engagement with businesses to identify any practical issues and ensure that the new Green Lane system continues to be implemented in a seamless manner.

We have guaranteed unfettered access for qualifying Northern Ireland goods moving directly from Northern Ireland to Great Britain and will extend these protections to qualifying goods moved via Ireland. Additionally, we will introduce new arrangements for traders moving food and feed on these routes, ensuring the benefits of unfettered access are more squarely focussed on Northern Ireland traders, while creating no new requirements. Details of these arrangements can be found in the Border Target Operating Model published on 29 August 2023. This reflects Northern Ireland’s integral place in the United Kingdom’s internal market.

The information requested falls under the remit of the UK Statistics Authority.

Please see the letter attached from the National Statistician and Chief Executive of the UK Statistics Authority.

The Lord Weir of Ballyholme

House of Lords

London

SW1A 0PW

19 July 2023

Dear Lord Weir,

As National Statistician and Chief Executive of the UK Statistics Authority, I am responding to your Parliamentary Question asking what the net fiscal transfers in public expenditure were for each region of the UK for each of the last five years (HL9356).

The Office for National Statistics (ONS) publishes an annual article named Country and Regional Public Sector Finances [1], which provides regional estimates of public sector expenditure, revenue, and net fiscal balance. The ONS does not currently have any regional net fiscal transfer data available but does produce measurements of net fiscal balance.

The Country and Regional Public Sector Finances publication includes net fiscal balance information on an International Territorial Level 1 (ITL1) basis. Net fiscal balance measures the difference between public sector expenditure and public sector revenue - a negative net fiscal balance represents a surplus, meaning a country or region is receiving more in revenue than its expenditure. A positive net fiscal balance represents a deficit, meaning a country or region is undertaking more expenditure than it is receiving in revenue.

There are two different measures of net fiscal balance depending on the measure of tax revenue derived from North Sea oil and gas, one based on the geographic location of oil and gas producers shown in Table 1, and one based on population shown in Table 2. The two tables show the net fiscal balance by country and region using these two different methods.

Yours sincerely,

Professor Sir Ian Diamond

[1] Country and Regional Public Sector Finances

Table 1: Net fiscal balance by country and region in the UK between financial year ending (FYE) March 2018 and FYE March 2022, in £ millions. North Sea oil and gas revenue measured on a geographic basis.

Source: Country and Regional Public Sector Finances

Table 2: Net fiscal balance by country and region in the UK between financial year ending (FYE) March 2018 and FYE March 2022, in £ millions. North Sea oil and gas revenue measured on a population basis.

Source: Country and Regional Public Sector Finances

We have provided for the application of the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) to all four parts of the UK, which includes Northern Ireland. CPTPP also takes into account the effects of the Windsor Framework by allowing the United Kingdom to take measures under the Windsor Framework designed to avoid a hard border on the island of Ireland and to protect the peace process. Manufacturers and exporters in Northern Ireland will benefit from CPTPP in the same way as exporters in England, Scotland and Wales.

We have provided for the application of the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) to all four parts of the UK, which includes Northern Ireland. CPTPP also takes into account the effects of the Windsor Framework by allowing the United Kingdom to take measures under the Windsor Framework designed to avoid a hard border on the island of Ireland and to protect the peace process. Manufacturers and exporters in Northern Ireland will benefit from CPTPP in the same way as exporters in England, Scotland and Wales.

We have provided for the application of the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) to all four parts of the UK, which includes Northern Ireland. CPTPP also takes into account the effects of the Windsor Framework by allowing the United Kingdom to take measures under the Windsor Framework designed to avoid a hard border on the island of Ireland and to protect the peace process. Manufacturers and exporters in Northern Ireland will benefit from CPTPP in the same way as exporters in England, Scotland and Wales.

Individual departments are in the process of assessing their REUL and developing proposals for whether they intend to revoke or reform each piece of legislation or preserve it from the sunset.

We will be ambitious but mindful of ensuring that businesses and stakeholders are engaged and consulted in the usual way on policy changes, whilst upholding commitments already given at the despatch box.

It is right that, 7 years after the British public voted to leave the EU, and 3 years since we formally left, that the programme to review, revoke and reform retained EU law is underway, and we take advantage of our new freedoms.

In response to the Winter 2019 School Snapshot survey, 49% of secondary schools reported that they had a strict policy prohibiting the use of mobile phones and 48% of secondary schools reported they had a policy permitting regulated use of mobile phones. The survey also showed that as many a 76% of primary schools had a strict policy where mobile phones could not be used during the school day with 21% of schools opting out of this question saying that mobile phones were not an issue at their school. Despite this, the department’s omnibus survey found that nearly one third (29%) of secondary school pupils reported that there had been pupils using mobile phones in all or most of their lessons in the past week when they were not supposed to in 2022/23, which is up from 21% in 2021/22.

Schools do not legally have to follow the non-statutory guidance but must show that they have given due weight to the guidance in developing their own mobile phone policy. This guidance will set expectations for schools, pupils and parents, while giving headteachers the clarity and autonomy to decide how they can best prohibit the use of mobile phones in a way that will work in their own schools. The department knows that the majority of headteachers already apply some restrictions on the use of mobile phones in their schools. Therefore, this guidance will provide clear advice and support for those headteachers, while demonstrating best practice to others and increasing consistency across all schools. The guidance makes clear that the department backs head teachers to enforce their policy prohibiting the use of mobile phones throughout the school day.

Should schools continue to raise issues with prohibiting the use of mobile phones in schools, the department will seek to introduce legislation at the earliest opportunity when Parliamentary time allows.

The guidance provided in ‘Mobile phones in schools’ clearly sets out that schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones. This should include prohibiting the ability to send and/or receive notifications or messages via mobile phone networks or the ability to record audio and/or video throughout the school day, including during lessons.

Where schools have a Bring Your Own Device (BYOD) scheme to facilitate the use of laptops or tablets for learning, such devices should be used in accordance with the school’s BYOD policy, as well as Information and Communications Technology acceptable use policy. BYOD policies used to facilitate learning, including researching subject content, should not include mobile phones.

In response to the Winter 2019 School Snapshot survey, 49% of secondary schools reported that they had a strict policy prohibiting the use of mobile phones and 48% of secondary schools reported they had a policy permitting regulated use of mobile phones. The survey also showed that as many a 76% of primary schools had a strict policy where mobile phones could not be used during the school day with 21% of schools opting out of this question saying that mobile phones were not an issue at their school. Despite this, the department’s omnibus survey found that nearly one third (29%) of secondary school pupils reported that there had been pupils using mobile phones in all or most of their lessons in the past week when they were not supposed to in 2022/23, which is up from 21% in 2021/22.

Schools do not legally have to follow the non-statutory guidance but must show that they have given due weight to the guidance in developing their own mobile phone policy. This guidance will set expectations for schools, pupils and parents, while giving headteachers the clarity and autonomy to decide how they can best prohibit the use of mobile phones in a way that will work in their own schools. The department knows that the majority of headteachers already apply some restrictions on the use of mobile phones in their schools. Therefore, this guidance will provide clear advice and support for those headteachers, while demonstrating best practice to others and increasing consistency across all schools. The guidance makes clear that the department backs head teachers to enforce their policy prohibiting the use of mobile phones throughout the school day.

Should schools continue to raise issues with prohibiting the use of mobile phones in schools, the department will seek to introduce legislation at the earliest opportunity when Parliamentary time allows.

The guidance provided in ‘Mobile phones in schools’ clearly sets out that schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones. This should include prohibiting the ability to send and/or receive notifications or messages via mobile phone networks or the ability to record audio and/or video throughout the school day, including during lessons.

Where schools have a Bring Your Own Device (BYOD) scheme to facilitate the use of laptops or tablets for learning, such devices should be used in accordance with the school’s BYOD policy, as well as Information and Communications Technology acceptable use policy. BYOD policies used to facilitate learning, including researching subject content, should not include mobile phones.

In response to the Winter 2019 School Snapshot survey, 49% of secondary schools reported that they had a strict policy prohibiting the use of mobile phones and 48% of secondary schools reported they had a policy permitting regulated use of mobile phones. The survey also showed that as many a 76% of primary schools had a strict policy where mobile phones could not be used during the school day with 21% of schools opting out of this question saying that mobile phones were not an issue at their school. Despite this, the department’s omnibus survey found that nearly one third (29%) of secondary school pupils reported that there had been pupils using mobile phones in all or most of their lessons in the past week when they were not supposed to in 2022/23, which is up from 21% in 2021/22.

Schools do not legally have to follow the non-statutory guidance but must show that they have given due weight to the guidance in developing their own mobile phone policy. This guidance will set expectations for schools, pupils and parents, while giving headteachers the clarity and autonomy to decide how they can best prohibit the use of mobile phones in a way that will work in their own schools. The department knows that the majority of headteachers already apply some restrictions on the use of mobile phones in their schools. Therefore, this guidance will provide clear advice and support for those headteachers, while demonstrating best practice to others and increasing consistency across all schools. The guidance makes clear that the department backs head teachers to enforce their policy prohibiting the use of mobile phones throughout the school day.

Should schools continue to raise issues with prohibiting the use of mobile phones in schools, the department will seek to introduce legislation at the earliest opportunity when Parliamentary time allows.

The guidance provided in ‘Mobile phones in schools’ clearly sets out that schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones. This should include prohibiting the ability to send and/or receive notifications or messages via mobile phone networks or the ability to record audio and/or video throughout the school day, including during lessons.

Where schools have a Bring Your Own Device (BYOD) scheme to facilitate the use of laptops or tablets for learning, such devices should be used in accordance with the school’s BYOD policy, as well as Information and Communications Technology acceptable use policy. BYOD policies used to facilitate learning, including researching subject content, should not include mobile phones.

Improving attendance remains a top priority for the department as regular school attendance is important for children’s educational progress, for their wellbeing, their safeguarding and for their wider development. Truancy is subset of absence; the largest cause of persistent absence is sickness.

In 2022, the department published stronger expectations of schools, trusts, governing bodies and local authorities in the ‘Working together to improve school attendance’ guidance. This guidance is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1099677/Working_together_to_improve_school_attendance.pdf.

The department now expects all schools to appoint a champion, and for local authorities and schools to agree individual plans for persistently absent children. In January 2024, the department launched 18 new attendance hubs, bringing the total to 32, which will see nearly 2,000 schools helped to tackle persistent absence across the country. These hubs will support schools responsible for the attendance of over a million pupils.

At the same time the department also announced an extra £15 million to expand one-to-one attendance mentoring over the next three years, to help 10,000 children struggling to attend school. To help identify children at risk of persistent absence and to enable early intervention, the department has established a timelier flow of pupil level attendance data through the daily attendance data collection. 88% of state funded schools are now signed up to this.

Across all phases, around 380,000 fewer pupils were persistently absent or not attending in 2022/23 than in 2021/22. Daily data for 2022/23 shows school absence of 9.3% in secondary schools, down from 10.0% absent or not attending school for covid related reasons in 2021/22. Further absence data from the school census is available here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england.

The overall effectiveness grade is an important part of the government’s accountability arrangements. It provides clarity for parents, and triggers support where it is needed to improve outcomes for children. In the absence of that grade, there would need to be an alternative basis for intervention, which would add complexity and risk the loss of transparency when decisions are made.

There is also an important read across to other sectors. Grades are used across Ofsted inspections, not just in schools, and are used by other inspectorates in some other public service inspectorates, including in health and adult social care.

Following the tragic death of Ruth Perry, the department is working with His Majesty’s Chief Inspector to look closely at the coroner’s findings. The department and Ofsted will make further changes beyond those already announced in June 2023 where these are needed to make sure that the inspection system supports schools and teachers.

Improving attendance is one of the department’s top priorities. The department has published the ‘Working together to improve school attendance’ guidance, encouraging all schools and local authorities to adopt the practices of the most effective schools. A link to the guidance can be found here: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance. All schools are now expected to publish an attendance policy and appoint an attendance champion. Local authorities are expected to meet termly with schools to agree individual plans for children at risk of absenteeism. The department’s attendance hubs now support 800 schools benefiting over 400,000 pupils.

The department has deployed 10 expert attendance advisers to work with trusts and all local authorities to review practices, develop plans to improve and meet expectations set out in the guidance.

To help identify children at risk of persistent absence and to enable early intervention, the department has established a timelier flow of pupil level attendance data through the daily attendance data collection. This also enables analysis to local authority level of trends in different types of absence by characteristics such as gender, ethnicity, children on free school meals, those with Special Educational Needs and Disabilities. The data is made available to schools, trusts and local authorities to pupil level via a secure interactive dashboard. 87% of schools subscribe to the tool to spot at risk pupils. ​Recent data show that the department is making progress, with around 380,000 fewer children persistently not in school in 2022/23 compared to 2021/22.

The department has also commissioned an attendance mentoring programme to build the evidence base on what works to improve school attendance. The programme is a £2.3 million pilot over three years across five Priority Education Investment Areas (Doncaster, Knowsley, Middlesbrough, Salford, Stoke-on-Trent), supported by a detailed evaluation. Findings from the first-year evaluation are expected to be published in early 2024.

The department holds data on pupil attendance and absence from two sources, the termly National Statistics derived from the School Census, and the Official Statistics in development derived from daily pupil attendance data.

Pupil absence rates for the 2018/19 academic year are only available on a termly basis, therefore the below table displays the latest termly comparison from the same source (School Census).

Source: School census, includes state-funded primary, state-funded secondary and special schools

The data used in this answer is published in the National Statistics release on pupil absence in schools in England, which is accessible at:

https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england.

The department also publishes weekly and termly official statistics in development on pupil attendance. These are derived from daily attendance data automatically submitted by management information systems for participating schools. These statistics are available at:

https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools.

Due to the timeliness of this data, and the data being based on a subset of schools, with around 87% coverage, these figures should be viewed as an early indicator for the termly school census based National Statistics shared above.

To support all students taking GCSE exams in 2024, the department has confirmed that students will not need to memorise the usual formulae and equations for GCSE mathematics, physics and combined science, as they must in a normal year. Ofqual is holding a consultation on this proposal to provide formulae and revised equation sheets, which closes on 30 November.

For schools that are directly affected by RAAC, the department has asked Awarding Organisations (AOs) to provide as much flexibility as possible within the confines of their processes and regulations, for example by granting extensions to deadlines for coursework or non-examined assessments and sensitively considering the timing of moderation visits. The department has asked AOs to agree such arrangements in advance so schools have as much certainty as possible and can plan their timetabling and teaching accordingly. The department encourages schools that are having specific difficulties in delivering coursework or assessments to contact the relevant AO as soon as possible, if they have not already done so.

An updated list of schools and colleges with confirmed cases of RAAC as at 16 October 2023 was published on 19 October 2023 and is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information. This link contains a summary of the number of schools and colleges with confirmed RAAC and the status of education in place at these schools and colleges at the specified date.

Every school or college with confirmed RAAC is assigned dedicated support from the department’s team of 80 caseworkers. Each school’s dedicated caseworker will support them to put in place a bespoke mitigation plan, and this will ensure that each school and college receives the support that suits their circumstances. The department has placed contracts with multiple suppliers of temporary accommodation to get to site quickly for emergency provision and is confident that it has sufficient supply of them to meet need. The department will support schools if there are any site-specific issues that need resolving in order to install temporary accommodation.

The department supports schools and colleges in a number of ways. This includes significant capital funding and providing guidance and support to help schools and responsible bodies manage their buildings effectively. On RAAC, the department will spend whatever it takes to keep children safe.

The government is funding the emergency work needed to mitigate the presence of RAAC, including installing alternative classroom space where necessary. All reasonable requests for additional help with revenue costs, like transport to locations or temporarily renting a local hall, are being approved. The government is funding longer-term refurbishment or rebuilding projects to address the presence of RAAC in schools. Schools and colleges will either be offered capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the school rebuilding programme. The department is working closely with responsible bodies to assess what the right solution is for each case.

An updated list of schools and colleges with confirmed cases of RAAC as at 16 October 2023 was published on 19 October 2023 and is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information. This link contains a summary of the number of schools and colleges with confirmed RAAC and the status of education in place at these schools and colleges at the specified date.

Every school or college with confirmed RAAC is assigned dedicated support from the department’s team of 80 caseworkers. Each school’s dedicated caseworker will support them to put in place a bespoke mitigation plan, and this will ensure that each school and college receives the support that suits their circumstances. The department has placed contracts with multiple suppliers of temporary accommodation to get to site quickly for emergency provision and is confident that it has sufficient supply of them to meet need. The department will support schools if there are any site-specific issues that need resolving in order to install temporary accommodation.

The department supports schools and colleges in a number of ways. This includes significant capital funding and providing guidance and support to help schools and responsible bodies manage their buildings effectively. On RAAC, the department will spend whatever it takes to keep children safe.

The government is funding the emergency work needed to mitigate the presence of RAAC, including installing alternative classroom space where necessary. All reasonable requests for additional help with revenue costs, like transport to locations or temporarily renting a local hall, are being approved. The government is funding longer-term refurbishment or rebuilding projects to address the presence of RAAC in schools. Schools and colleges will either be offered capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the school rebuilding programme. The department is working closely with responsible bodies to assess what the right solution is for each case.

An updated list of schools and colleges with confirmed cases of RAAC as at 16 October 2023 was published on 19 October 2023 and is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information. This link contains a summary of the number of schools and colleges with confirmed RAAC and the status of education in place at these schools and colleges at the specified date.

Every school or college with confirmed RAAC is assigned dedicated support from the department’s team of 80 caseworkers. Each school’s dedicated caseworker will support them to put in place a bespoke mitigation plan, and this will ensure that each school and college receives the support that suits their circumstances. The department has placed contracts with multiple suppliers of temporary accommodation to get to site quickly for emergency provision and is confident that it has sufficient supply of them to meet need. The department will support schools if there are any site-specific issues that need resolving in order to install temporary accommodation.

The department supports schools and colleges in a number of ways. This includes significant capital funding and providing guidance and support to help schools and responsible bodies manage their buildings effectively. On RAAC, the department will spend whatever it takes to keep children safe.

The government is funding the emergency work needed to mitigate the presence of RAAC, including installing alternative classroom space where necessary. All reasonable requests for additional help with revenue costs, like transport to locations or temporarily renting a local hall, are being approved. The government is funding longer-term refurbishment or rebuilding projects to address the presence of RAAC in schools. Schools and colleges will either be offered capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the school rebuilding programme. The department is working closely with responsible bodies to assess what the right solution is for each case.

It has not proved possible to respond to this question in the time available before Prorogation. Ministers will correspond directly with the Member.

The Government remains committed to ensuring that children and young people are not disadvantaged because of any future strike action. Cumulatively, over 25 million school days have been lost over ten strike days in schools alone. Disruption caused by strike action has only compounded the detrimental impact of the COVID-19 pandemic on children and young peoples’ education.

On Friday 20 October, my right hon. Friend, the Secretary of State for Education announced her intention to pursue Minimum Service Levels in education. In the first instance, the Department will look to proceed through voluntary agreement. The Secretary of State has written to education unions inviting them to discuss minimum service levels proposals in the hope an agreement can be reached on a voluntary basis.

If an agreement cannot be reached, the Secretary of State will use powers within The Strikes (Minimum Service Levels) Act 2023, which allows her to make regulations to set minimum service levels in education services in the event of strike action. At such a time, the Department will launch a consultation on how minimum service levels could be implemented. This will build on the consultation in higher education announced on 2 October 2023.

Either through voluntary agreements or legislation, the Department will introduce minimum service levels to protect children and students from disruption to their education during periods of industrial action.

The department regularly engages with the devolved administrations across a range of issues. On the Advanced British Standard, we have engaged at both official and Ministerial level following its announcement and look forward to continuing engagement through the formal consultation and beyond.

The department has also engaged with a number of groups following the announcement, including the Russell Group, the Association of Colleges and Universities UK, and look forward to ongoing engagement with universities and further education colleges on the Advanced British Standard through the formal consultation and beyond.

The department regularly engages with the devolved administrations across a range of issues. On the Advanced British Standard, we have engaged at both official and Ministerial level following its announcement and look forward to continuing engagement through the formal consultation and beyond.

The department has also engaged with a number of groups following the announcement, including the Russell Group, the Association of Colleges and Universities UK, and look forward to ongoing engagement with universities and further education colleges on the Advanced British Standard through the formal consultation and beyond.

In April, the Department set out the first steps the Government will take towards building an education system in which all young people study mathematics up to age 18. This included the appointment of an expert advisory group made up of experts from academia, industry and frontline provision to build the evidence on what mathematics knowledge and skills it is most important for young people to possess, and to advise the Prime Minister and the Department on the appropriate next steps.

Further to the response of 30 March, the department will substantially uplift the hourly rate paid to local authorities to increase hourly rates paid to childcare providers to deliver existing free entitlements offers. The department is providing £204 million of additional funding in 2023/24 and £288 million in 2024/25.

This funding is in addition to the £4.1 billion that the government expects to provide by 2027/28 to facilitate the expansion of the new free hours, and also sits on top of funding already announced for 2023/24.

This is new money, on top of the 2021 Spending Review announcement of additional funding of £180 million in 2023/24 and £170 million in 2024/25, compared to the 2021/22 financial year, and the further £20 million for 2023/24 announced on 16 December 2022.

The department is continuing to explore how we can support the sector to deliver the additional places that will be required. We will work closely with local authorities and providers to identify what needs to be in place to support this significant expansion in childcare provision, including capital requirements as well as workforce.

The government has accepted the School Teachers’ Review Body’s (STRB) recommendations for the 2023/24 teacher pay award in full. This means that teachers and head teachers in maintained schools in England will receive an award of 6.5%, the highest STRB award in three decades. The 2023/24 pay award completes the delivery of our manifesto commitment to raise starting salaries to £30,000. This will raise the status of the teaching profession and provide a pay offer that helps attract and retain the best teachers in the profession.

Back in March, the department set out its calculation that schools, on average, could afford a pay award of 4% from within existing funding. The department decided to fund the 2023 pay award from a lower affordability figure than that calculation: funding the costs of the pay award above 3.5%, on average, rather than above our 4% national affordability calculation. That matches the earlier figure in our written evidence to the STRB, which many schools used in their budget assumptions. Unions have confirmed that this ensures the pay award is properly funded.

The department is therefore providing additional funding equivalent to 3% of the pay award, or £525 million in the 2023/24 financial year and £900 million in the 2024/25 financial year. The estimated full cost of the 6.5% award, for all state-funded schools in England, would be £1.14 billion in the 2023/24 and £1.95 billion in 2024/25 financial years respectively.

Education is a devolved matter and there are different systems for supporting children with special educational needs and disabilities (SEND) in Scotland, Wales and Northern Ireland.

In England, a child or young person is eligible for an Education, Health and Care (EHC) plan if it is necessary for a local authority to make ‘special educational provision’ in accordance with such a plan. This test and other aspects of the decision-making process are set out in the Children and Families Act 2014. The statutory criteria for eligibility for EHC plans in England are not replicated in the other parts of the United Kingdom.

Departmental officials have regular dialogue with counterparts in the Devolved Administrations.