Damian Hinds

The department is providing schools and high needs settings with over £930 million in the 2025/26 financial year to support them with their increased National Insurance contributions (NICs) costs. This support is additional to the £2.3 billion increase to core school funding announced at the Autumn Budget 2024.

Schools will have flexibility in how they use funding through their NICs grant allocations to meet their overall cost increases as a result of the NICs changes.

The department expects local authorities to consider free school meal (FSM) provision for children and young people receiving education otherwise than at school (EOTAS) in accordance with Section 61 of the Children and Families Act 2014.  This is set out in our published guidance.

The department has not made a formal assessment of the proportion of children EOTAS who would be eligible for free meals and are receiving FSM or vouchers in place of FSM. We are clear, however, that local authorities should be considering food provision in line with our FSM guidance.

The free school meals (FSM) scheme provides nutritious school lunches to children who could otherwise not afford them. To support take-up, the department provides an Eligibility Checking System so that eligibility can be checked as quickly and straightforwardly as possible. The department is pressing ahead with an upgraded Eligibility Checking System which will allow parents to check their own eligibility, making it quicker and easier for both families and local authorities to register eligible children for FSM.

The department is aware of locally led approaches to boost take-up of free lunches. To support these approaches, we are working with the Department for Science, Innovation and Technology to explore options on data sharing that will make it easier to identify families who are eligible to make a claim. We expect to have these in place from spring next year, well ahead of the 2026 academic year.

Officials are also working with the Department for Work and Pensions to consider how enrolment may be supported through the Universal Credit claims process.

The department will monitor the impact of these policies and engage with local authorities to assess the impact that these changes are having on uptake of FSM.

Free school meal support is available to households receiving Universal Credit, and with an annual earned income of £7,400 or less.

This government’s ambition is to drive down poverty through our Child Poverty Strategy and cross-government work to support more parents into employment and to increase their working hours.

The evidence on the benefits of wraparound childcare to help parents work, and work more, is clear. Research shows 43% of non-working mothers report they would prefer to work if they could arrange good-quality, convenient, reliable and affordable childcare, and 54% of parents say they have problems finding formal childcare for their child that is flexible enough to fit their needs. As of February 2024, 76% of parents reported that the main reason that they used wraparound childcare was so that they or others in their household could go to or seek work. Parents who use a breakfast club report that its availability enables them to go to work.

This is why, through the free breakfast clubs programme and the wraparound childcare programme, the department is creating more before and after school childcare places.

We have procured an independent evaluator to conduct a robust evaluation of the wraparound programme, reporting in 2027. The evaluation seeks to understand the impact that expanded wraparound provision has had on the parental labour market participation and parental attitudes towards labour market participation and childcare use.

The breakfast club early adopters scheme will provide a test and learn phase, allowing the department to develop robust evidence of the impact of the programme and implement lessons learned ahead of national rollout, to maximise the positive impact on families.

As of February 2025, 341 (21%) of primary schools taking part in the National School Breakfast Programme (NSBP) are in the 10% most deprived neighbourhoods in England. Around 22% of primary schools in the 10% most deprived neighbourhoods in England were taking part in the NSBP as at February 2025.

The department has selected the schools of the breakfast club early adopter scheme to ensure there is a representative sample of primary schools nationally.

This government’s new breakfast clubs are about more than the food. They provide opportunities for children to play and socialise before the start of the school day, supporting children’s attendance and attainment, enabling them to thrive academically and socially.

This is why the department is committed to introducing free breakfast clubs in every school with primary aged children, with schools receiving funding to cover food, delivery and staffing costs. This goes far beyond the reach of the NSBP in all, and importantly, the most disadvantaged areas.

On average, schools on the breakfast club early adopter scheme will get over £21,000 more than schools on the current NSBP.

An average primary school, with 50% take-up, would receive over £23,000 for a full year for an early adopter breakfast club. The amount each school will receive will be based on the number of pupils who accessed the club and the characteristics of pupils.

The department has used existing programmes and costs to determine the funding rates, and this has been tested and refined with a number of schools. One function of the early adopters is to test how schools utilise the funding and understand what support schools need.

As of February 2025, 341 (21%) of primary schools taking part in the National School Breakfast Programme (NSBP) are in the 10% most deprived neighbourhoods in England. Around 22% of primary schools in the 10% most deprived neighbourhoods in England were taking part in the NSBP as at February 2025.

The department has selected the schools of the breakfast club early adopter scheme to ensure there is a representative sample of primary schools nationally.

This government’s new breakfast clubs are about more than the food. They provide opportunities for children to play and socialise before the start of the school day, supporting children’s attendance and attainment, enabling them to thrive academically and socially.

This is why the department is committed to introducing free breakfast clubs in every school with primary aged children, with schools receiving funding to cover food, delivery and staffing costs. This goes far beyond the reach of the NSBP in all, and importantly, the most disadvantaged areas.

On average, schools on the breakfast club early adopter scheme will get over £21,000 more than schools on the current NSBP.

An average primary school, with 50% take-up, would receive over £23,000 for a full year for an early adopter breakfast club. The amount each school will receive will be based on the number of pupils who accessed the club and the characteristics of pupils.

The department has used existing programmes and costs to determine the funding rates, and this has been tested and refined with a number of schools. One function of the early adopters is to test how schools utilise the funding and understand what support schools need.

As of February 2025, 341 (21%) of primary schools taking part in the National School Breakfast Programme (NSBP) are in the 10% most deprived neighbourhoods in England. Around 22% of primary schools in the 10% most deprived neighbourhoods in England were taking part in the NSBP as at February 2025.

The department has selected the schools of the breakfast club early adopter scheme to ensure there is a representative sample of primary schools nationally.

This government’s new breakfast clubs are about more than the food. They provide opportunities for children to play and socialise before the start of the school day, supporting children’s attendance and attainment, enabling them to thrive academically and socially.

This is why the department is committed to introducing free breakfast clubs in every school with primary aged children, with schools receiving funding to cover food, delivery and staffing costs. This goes far beyond the reach of the NSBP in all, and importantly, the most disadvantaged areas.

On average, schools on the breakfast club early adopter scheme will get over £21,000 more than schools on the current NSBP.

An average primary school, with 50% take-up, would receive over £23,000 for a full year for an early adopter breakfast club. The amount each school will receive will be based on the number of pupils who accessed the club and the characteristics of pupils.

The department has used existing programmes and costs to determine the funding rates, and this has been tested and refined with a number of schools. One function of the early adopters is to test how schools utilise the funding and understand what support schools need.

As of February 2025, 341 (21%) of primary schools taking part in the National School Breakfast Programme (NSBP) are in the 10% most deprived neighbourhoods in England. Around 22% of primary schools in the 10% most deprived neighbourhoods in England were taking part in the NSBP as at February 2025.

The department has selected the schools of the breakfast club early adopter scheme to ensure there is a representative sample of primary schools nationally.

This government’s new breakfast clubs are about more than the food. They provide opportunities for children to play and socialise before the start of the school day, supporting children’s attendance and attainment, enabling them to thrive academically and socially.

This is why the department is committed to introducing free breakfast clubs in every school with primary aged children, with schools receiving funding to cover food, delivery and staffing costs. This goes far beyond the reach of the NSBP in all, and importantly, the most disadvantaged areas.

On average, schools on the breakfast club early adopter scheme will get over £21,000 more than schools on the current NSBP.

An average primary school, with 50% take-up, would receive over £23,000 for a full year for an early adopter breakfast club. The amount each school will receive will be based on the number of pupils who accessed the club and the characteristics of pupils.

The department has used existing programmes and costs to determine the funding rates, and this has been tested and refined with a number of schools. One function of the early adopters is to test how schools utilise the funding and understand what support schools need.

The average expected duration of an apprenticeship in England is published in the apprenticeships statistics publication, which is available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e4c10266-a793-4c29-0de2-08dd5ccbf23a.

The ‘Apprenticeship evaluation 2023: learner, non-completer and employer surveys’ contains survey-based information on apprenticeship duration and off-the-job training hours undertaken, noting that proportions are given rather than averages: https://www.gov.uk/government/publications/apprenticeship-evaluation-2023-learner-non-completer-and-employer-surveys.

The last published estimate of average off-the-job training hours in England covers the 2018/19 academic year. See Table 3 in the ‘Further education and skills: November 2019 statistics’ publication here: https://assets.publishing.service.gov.uk/media/5ddd3bbd40f0b650d9ba9b15/FE_and_Skills_commentary_November_2019.pdf.

The publication of off-the-job training hours estimates was stopped from the 2019/20 academic year onwards after a review of their quality, particularly regarding the robustness of comparisons over time.

Equivalent information for Germany is not held by the department.

Schools typically offer a range of enriching opportunities, including trips, for pupils but it is for schools to decide what to offer in line with their curriculum and what works for the children and families they serve.

The department has not made an assessment of the impact of Low Emission Zones on the cost of school trips made by coach.

The department does not publish statistics on the other home nations besides England. The rates of school absence on the other home nations have been aggregated from the individual nations’ government websites.

The national school breakfast programme (NSBP) is a demand-led programme, established under the previous government. It is a food-only programme which does not include staffing costs. Eligible schools place breakfast food orders with the department’s supplier, Family Action, via their portal, rather than being allocated funding directly. Schools are charged 25% of food and delivery costs by the supplier, with the department covering the remaining 75% of the costs. Schools can therefore order as much food as they need on the system.

The department works closely with Family Action to monitor take-up of the programme by eligible schools, alongside monitoring school-level food and delivery costs. The number of schools on the scheme is relatively stable.

The national school breakfast programme (NSBP) is a demand-led programme, established under the previous government. It is a food-only programme which does not include staffing costs. Eligible schools place breakfast food orders with the department’s supplier, Family Action, via their portal, rather than being allocated funding directly. Schools are charged 25% of food and delivery costs by the supplier, with the department covering the remaining 75% of the costs. Schools can therefore order as much food as they need on the system.

The department works closely with Family Action to monitor take-up of the programme by eligible schools, alongside monitoring school-level food and delivery costs. The number of schools on the scheme is relatively stable.

Findings from the ‘School and college voice: February 2024’ report show that 28% of primary school leaders, excluding special schools, said their school does not offer childcare both before and after school. Of those offering childcare both before and after school, this includes paid for childcare and clubs with only limited spaces available. The department does not hold data on the duration of each existing breakfast club in England. The department’s new breakfast clubs are free, open to all pupils in the school, include food and are at least 30 minutes in duration.

The primary schools which will start delivering the government’s free breakfast clubs from the summer term as early adopters are a nationally representative sample of primary schools in England.

Findings from the ‘School and college voice: February 2024’ report show that 28% of primary school leaders, excluding special schools, said their school does not offer childcare both before and after school. Of those offering childcare both before and after school, this includes paid for childcare and clubs with only limited spaces available. The department does not hold data on the duration of each existing breakfast club in England. The department’s new breakfast clubs are free, open to all pupils in the school, include food and are at least 30 minutes in duration.

The primary schools which will start delivering the government’s free breakfast clubs from the summer term as early adopters are a nationally representative sample of primary schools in England.

The department does not collect information from schools about the number of school trips made or the mode of transport used. It does, however, provide guidance on health and safety on school trips. This guidance can be found here: https://www.gov.uk/government/publications/health-and-safety-on-educational-visits/health-and-safety-on-educational-visits.

The estimate that the government’s breakfast club programme will save parents £450 a year is based on the average fee charged for a breakfast club in England according to the childcare and early years survey of parents. Taking into account the amount parents currently pay for breakfast clubs, the department has calculated how much parents will save per year, on average, from the introduction of free, 30 minute clubs.

There are over 2,600 schools currently participating in the national schools breakfast programme (NSBP), which enables schools to purchase breakfast food at 25% of the cost, with 75% of the cost of food and delivery provided by government.

We have confirmed funding to support schools, including secondary schools, currently on the NSBP, and schools on the scheme will continue to receive the same level of funding and support already available to them until at least March 2026.

Decisions about future funding for breakfast clubs and the NSBP will be taken as part of the next phase of the spending review.

Schools which are part of the breakfast clubs early adopter programme will receive funding from April 2025 to cover food, delivery and staffing costs. The final amount each school will receive is dependent on take-up of the breakfast club and school characteristics. The department has used existing programmes and costs to determine the funding rates and this has been tested and refined with a number of schools.

The new breakfast club scheme uses a different funding model compared to the existing national school breakfast programme (NSBP), which only covers the cost of 75% of food. Under the existing programme, schools are required to contribute the remaining 25% for food, plus staffing and other overheads. The new scheme will provide substantially more funding than the NSBP.

One function of the early adopters is to test how schools utilise the funding and understand what support schools need to deliver their free and universal clubs.

Based on analysis of this existing provision, we are confident that the total funding will enable schools to meet the minimum expectations.

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.

As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.

As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.

As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.

These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.

Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.

Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, should be kept to a minimum and that schools should carefully consider whether any branded item is the most cost-effective way of achieving the desired result for their uniform. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.

These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.

Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.

Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, should be kept to a minimum and that schools should carefully consider whether any branded item is the most cost-effective way of achieving the desired result for their uniform. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.

These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.

Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.

Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, should be kept to a minimum and that schools should carefully consider whether any branded item is the most cost-effective way of achieving the desired result for their uniform. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

Research published by the department in 2021 on attainment by the end of key stage 4 found that a one-grade improvement in GCSE mathematics and English was associated with an increase of £14,579 and £7,266 in lifetime earnings respectively. The full report can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/993202/GCSE_Attainment_and_Lifetime_Earnings_PDF3A.pdf

That is why the department continues to ensure the highest standards of teaching to GCSE, requires 16- to 19-year-old students without level 2 in these subjects to continue studying them and fully funds adults through the adult skills fund statutory entitlement.

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the right hon. Member for East Hampshire directly and a copy of his reply will be placed in the Libraries of both Houses.

Following implementation of the qualified teacher status (QTS) measure in the Children’s Wellbeing and Schools Bill, when a teacher is recruited and commences employment with an academy, they will be required to have QTS or meet one of the exemptions set out in regulations. The proportion of the teachers who will meet one of these exemptions and therefore not require QTS will depend on the individual circumstances of the teachers being employed and recruitment decisions made by leadership teams in academies.

Each year, schools receive core funding from the department to cover their expenditures. The funding schools receive is not ringfenced for any specific form of expenditure and it is for each school to determine how this money will be best used to support their individual circumstances.

We do not keep records of schools or trust spending on legal advice in relation to complaints or any other legal matters.

All schools must have a written complaints procedure that tells complainants how they can make a complaint and how the school will handle it. This must be available on request to complainants.

The department does not wish to create significant additional burdens on schools by trying to collect detailed information on compliance with the national curriculum, which is not always straightforward to assess, and therefore does not hold data on schools’ curriculum provision.

A recent external survey indicates that 8 in 10 Multi-Academy Trust Chief Executives believe that this change will have no impact or could have a positive impact for their schools.

Ofsted plan to monitor the quality of schools which are under-performing on a regular basis. Regional Improvement for Standards and Excellence teams will also be checking on the implementation of the school’s improvement plan. If schools do not make sufficient improvement, the department’s default approach will be to structurally intervene. This approach is set out in the ‘School Accountability Reform – school profiles, improvement and intervention’ consultation.

The Teaching Regulation Agency (TRA) analyse and report on referral numbers within their Annual Report and Accounts published on GOV.UK. Referrals to TRA have increased from 1038 in 2022/23 to 1684 in 2023/24, and that increase has been driven by a rise in the number of referrals made by members of the public since the launch of the online referral system in March 2023.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.

RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.

The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.

Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.

In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.

RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.

The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.

Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.

In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.