Perran Moon

The British Industry Supercharger was launched in 2024 and provides support to Energy Intensive Industries to bring electricity costs for those strategically important UK industries closer in line with other major economies so that they remain competitive on the world stage. The measures save eligible businesses on average around £24 – £31 per MWh on their electricity costs. The British Industry Supercharger will be reviewed regularly.

The Department for Business and Trade (DBT) actively monitors support provided to companies operating across the critical minerals supply chain in comparable countries, including planning and permitting processes.

In the forthcoming Critical Minerals Strategy, DBT will outline further details of the Government’s approach to supporting the UK’s domestic mining, processing and recycling industries, and developing the UK’s competitive advantage.

In 2024, the UK exported an estimated £10 billion worth of critical minerals. This figure was calculated using HMRC trade statistics, and the definition of “critical minerals” comes from internationally comparable HS trade codes published by the US Geological Survey. This figure does not include the many downstream products that are produced using critical minerals.

A secure supply of critical minerals is vital for the UK's economic growth and security, industrial strategy, and clean energy transition. Building on the UK Critical Minerals Intelligence Centre’s updated criticality assessment, government will work hand in hand with industry to publish a new Critical Minerals Strategy this year. This new, targeted Critical Minerals Strategy will help secure our supply chains for the long term and drive forward the green industries of the future.

As part of the ongoing engagement, the government will engage with stakeholders to gather expertise and insights to shape our approach to securing critical minerals.

Our vision is to achieve a domestic battery supply chain by 2030 by accelerating the growth of domestic capabilities, collaborating with international partners, and enhancing international markets. The UK National Wealth Fund (NWF) announced in January an investment of £28m in Cornish Metals. This recognises the crucial role of a domestic supply of raw materials for electric vehicles and other technologies in the nation's transition to net zero.

We are also working on regulatory levers to incentivise reuse, repurposing, and recycling infrastructure for all battery chemistry types, including lithium-based technologies.

The Warm Homes: Social Housing Fund provides grant funding for social housing landlords to improve the energy performance of their properties.

Ground Source Heat Pumps and Shared Ground Loops are both eligible measures under the scheme. They are supported by both the ‘On-Gas-Grid Low Carbon Heating Incentive Offer’ and the ‘Off-Gas-Grid Low Carbon Heating Cost Cap Uplift’, which provide funding to support installations of low carbon heating technologies.

All measures installed under the scheme must be lodged onto the TrustMark Retrofit Portal, adhere to requirements within Publicly Available Specification (PAS) 2035, and be installed by an appropriately certified PAS or Microgeneration Certification Scheme installer which is TrustMark registered.

The Mining Remediation Authority are responsible for safely managing the effects of past coal mining and will request a risk assessment as part of the permit to drill phase and the heat access agreement application for projects with groundworks in or near to coal (including mine workings) to help ensure works are undertaken safely. Guidance on managing the risk of hazardous gases when drilling or piling near coal can be found on GOV.UK.

The Department for Energy Security and Net Zero is not currently exploring exempting Ground Source Heat Pumps from coal mining risk assessments.

The Government is considering various indirect support measures for the development of geothermal energy including regulatory approaches. However, a specific licensing regime like the Petroleum Exploration and Development Licence has not been established in the UK, and at this time the Government is not currently considering implementing a licencing regime for geothermal energy.

There is provision within the rules of ECO4 for shared ground loops to be delivered. ECO4 is not funded by government. Rather, the government requires energy suppliers to deliver energy efficiency measures to eligible households. The energy suppliers fund those measures and recoup the costs from their customers’ energy bills.

Inspection of multi-academy trusts is a complex proposal, and it is essential that we get it right to make the system fairer, more transparent and to enable direct intervention where necessary. The department is engaging with the education sector and working with Ofsted to support the development of our proposals.

We remain committed to bringing multi-academy trusts into the inspection system, as set out in the government’s manifesto.

The department has supported therapeutic continuity in a range of ways. Therapy which began in 2024/25 could continue into 2025/26 for up to 12 months under transitional funding arrangements. Applications may continue to be made for therapy lasting up to 31 March 2026. The eligibility criteria for the adoption and special guardianship support fund have remained stable, enabling children to continue receiving therapy. The department has also maintained the range of therapies which may be funded.

The equalities impact assessment will be deposited in the Libraries of both Houses as soon as possible.

Children and staff should be able to learn and work in safe, calm environments and good behaviour is essential to ensuring all pupils can benefit from a high-quality education.

To support schools the department has announced up to 90 new Attendance and Behaviour Hubs. These Hubs will be led by schools with excellent attendance and behaviour practice who will work closely with other schools to help improve their approach and drive-up standards of behaviour across our classrooms.

Around 500 schools every year will benefit from intensive, one to one support and a further 4,500 schools will benefit from a schedule of termly regional events including training, best practice sharing events and open days.

The department is committed to improving inclusivity and expertise in mainstream schools, including for pupils with social, emotional and mental health (SEMH) needs.

To strengthen inclusive practice, the department has commissioned evidence reviews from University College London to identify effective strategies for supporting children and young people (0–25) with different types of needs, including SEMH needs.

High-quality teaching is the most important in-school factor for improving outcomes. From September 2025, the new Initial Teacher Training and Early Career Framework (ITTECF) will set out a minimum training entitlement for new teachers, with significantly more content on adaptive teaching and special educational needs and disabilities (SEND), developed with input from SEND experts

To ensure it remains effective, the department will review the ITTECF in 2027. This will include a focus on teaching pupils with SEND.

The department also offers the Universal Services programme, which supports the school workforce in identifying and meeting the needs of children and young people with SEND, including those with SEMH needs.

The government will expand Mental Health Support Teams (MHSTs), so every child and young person has access to early support to address problems before they escalate. ​By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

To support education staff, the department provides guidance and practical resources on promoting pupils’ mental health and wellbeing, available here: https://mentallyhealthyschools.org.uk/whole-school-or-college-resources/.

The government is determined to break down barriers to opportunity for all young people and transform their life chances, including those in rural areas and the wider area of Cornwall.

Young people are entitled to participate in education and training up to age 18. Local authorities have statutory duties to support young people into education and training, including identifying and helping those who are currently not in education, employment or training (NEET). The department has published guidance to help local authorities identify young people at an increased risk of becoming NEET, based on characteristics such as a learning difficulty or disability, or poor school attendance, so they can be given extra support.

The government will establish a Youth Guarantee of support to access training, an apprenticeship, or help to find work for all 18 to 21-year-olds, to prevent them becoming excluded from the world of work at a young age. £45 million has been allocated to eight Mayoral Strategic Authority Trailblazers to develop the Youth Guarantee. The department will work with local areas on future expansion.

The government recognises that transport can be an issue for some young people, particularly in rural areas. The 16 to 19 Bursary Funding is allocated directly to schools and colleges to support financially disadvantaged young people who need additional support to help them with costs such as transport. Post-16 transport guidance requires local authorities to make the necessary transport arrangements or provide financial support to ensure young people can participate in education or training.

The government is determined to break down barriers to opportunity for all young people and transform their life chances, including those in rural areas and the wider area of Cornwall.

Young people are entitled to participate in education and training up to age 18. Local authorities have statutory duties to support young people into education and training, including identifying and helping those who are currently not in education, employment or training (NEET). The department has published guidance to help local authorities identify young people at an increased risk of becoming NEET, based on characteristics such as a learning difficulty or disability, or poor school attendance, so they can be given extra support.

The government will establish a Youth Guarantee of support to access training, an apprenticeship, or help to find work for all 18 to 21-year-olds, to prevent them becoming excluded from the world of work at a young age. £45 million has been allocated to eight Mayoral Strategic Authority Trailblazers to develop the Youth Guarantee. The department will work with local areas on future expansion.

The government recognises that transport can be an issue for some young people, particularly in rural areas. The 16 to 19 Bursary Funding is allocated directly to schools and colleges to support financially disadvantaged young people who need additional support to help them with costs such as transport. Post-16 transport guidance requires local authorities to make the necessary transport arrangements or provide financial support to ensure young people can participate in education or training.

The department is aware that speech, communication and language needs are a key driver of the increasing demand for education, health and care (EHC) plans, and that local authorities have experienced increased demand for EHC plans and of the pressure this places on workforce capacity.

The department, in partnership with NHS England, is delivering the ‘Early Language and Support for Every Child’ (ELSEC) programme. This is trialling new ways of working to better identify and support children with speech, language and communication needs in early years and primary schools by intervening early to reduce the need for an EHC assessment. This is being delivered through nine regional pathfinder partnerships within our special educational needs and disabilities and alternative provision change programme.

We also know that continuing to build the pipeline of speech and language therapists is essential. That is why we introduced the speech and language degree apprenticeship, which is now in its third year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.

The government is committed to funding evidence-based early language interventions in primary schools. The department has invested over £20 million in the Nuffield Early Language Intervention (NELI), which is an evidence-based programme for children needing extra support with their speech and language development.

The schools national funding formula (NFF) distributes core funding for 5-16 year old pupils in mainstream state-funded schools in England. The NFF allocates funding based on schools’ and pupils’ characteristics. In the current NFF, the vast majority of funding is allocated based on pupil numbers and characteristics.

It is not the purpose of the NFF to give every school the same level of per-pupil funding. It is right that schools with lots of pupils with additional needs – such as those indicated by measures of deprivation, low prior attainment, or English as an additional language – receive extra funding to help them meet the needs of all their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

The department does not fund schools based on their reserves or deficits. Schools who do find themselves in financial difficulty should contact their local authority if they are a maintained school and the department if they are an academy to see what additional support might be available.

The department always considers the impact of decisions on vulnerable children, including those with foetal alcohol spectrum disorder. The level of funding per child in 2025/26 will allow adoptive and kinship families to access a significant package of therapeutic support. Where needed, local authorities and Regional Adoption Agencies can use their own funding to increase the amount of therapy.

The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula (NFF) accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor. This recognises that some schools are necessarily small because they are remote and do not have the same opportunities to grow or make efficiency savings as other schools, and that such schools often play a significant role in the rural communities they serve.

All small and rural schools have benefited from the increase to core factors in the NFF in 2025/26 financial year, including the NFF lump sum, which is set at £145,100. This provides a fixed amount of funding that is unrelated to pupil-led factors. The lump sum is particularly beneficial to small schools more reliant on an element of funding that is not driven by pupil numbers.

Schools can attract additional funding through the sparsity factor in the NFF if they are both small and remote. Eligible primary schools attract up to £57,400, and all other eligible schools attract up to £83,400, in sparsity funding in the 2025/26 financial year. The department is providing £100 million in total through the sparsity factor in the 2025/26 financial year.

The government has indicated that it will take the time needed to consider changes to the high needs national funding formula (NFF) used by the department to allocate funding for children and young people with complex special educational needs and disabilities.

It is important that there is a fair education funding system that reflects differences in the level of underlying need across the country and directs funding accordingly to support improved outcomes for children and young people.

The Children and Families Act 2014 requires local authorities to publish a special educational needs and disabilities (SEND) local offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have special educational needs (SEN) or are disabled, including those who do not have education, health and care (EHC) plans.

The local offer has two key purposes:

• To provide clear, comprehensive, accessible and up-to-date information about the available provision and how to access it.
• To make provision more responsive to local needs and aspirations by directly involving disabled children and those with SEN and their parents, and disabled young people and those with SEN, and service providers in its development and review.

In developing and reviewing the SEND local offer, the local authority must work in collaboration with a wide range of partners. The SEND local offer must be co-produced with parents and young people, and information on their feedback and how it has been taken into account must be published. The local authority must also work with its statutory EHC partners, including schools, colleges and early years settings and the Integrated Care Service.

Special Educational Needs and Disabilities Information, Advice and Support Services (SENDIASS) offer information, advice and support for parents, carers children and young people with SEND. Under the Children and Families Act 2014 it is a legal requirement that all local authorities have a SENDIASS.

The department additionally supports participation by parents in local and national decision making, this has included £2.66 million in grant payments direct to local parent carer forums, and funding to maintain a national helpline providing advice and support for parents and carers.

The skills system is designed to enable close collaboration between government, employers and training providers to equip learners with the skills they need. We encourage employers to work with providers and the Institute for Apprenticeships and Technical Education (IfATE) and, in time, Skills England, to develop the necessary training to meet the needs of crucial clean energy sectors like floating offshore wind.

Training providers collaborate with IfATE and employers to ensure the training they deliver meets labour market needs. IfATE develops and maintains occupational standards which outline the skills and knowledge required for roles. Employers provide input on these standards, ensuring they reflect current industry requirements. The department supports these partnerships through its policy direction and funding.

Skills England will provide an authoritative assessment of national and regional skills needs in the economy now and in the future. It will also ensure that there is a comprehensive suite of apprenticeships, training and technical qualifications for individuals and employers to access, and which are aligned with skills gaps and the needs of employers.

Small and specialist higher education (HE) institutions provide a highly valuable role in nurturing talent and contributing to the UK’s academic, cultural and economic landscape.

The Office for Students (OfS) provides targeted funding to twenty small and specialist providers that they assessed as world leading. This is delivered through the Strategic Priorities Grant (SPG), which is funding that the government provides on an annual basis to support teaching and students in HE, including expensive-to-deliver subjects, such as science and engineering, and for students at risk of discontinuing their studies.

For this 2024/25 academic year, funding from the SPG for these small and specialist providers was maintained at £58 million. Funding for the 2025/26 academic year will be announced by the OfS, following government guidance, later this year.

I refer my hon. Friend, the Member for Camborne and Redruth to the answer of 25 February 2025 to Question 30538.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life and we will set out plans for reforming the SEND system later this year.

The mainstream schools’ national funding formula accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factors. These factors recognise that some smaller schools are remote, limiting their ability to grow or make efficiency savings. Such schools often play a significant role in the rural communities they serve, not least in their provision for pupils with SEND. Eligible primary schools attract up to £57,400, and all other schools up to £83,400, in sparsity funding in 2025/26.

The government will also take the time needed to consider changes to the funding formulae used by the department to allocate funding for schools and for children and young people with complex SEND.

I refer my hon. Friend, the Member for Camborne and Redruth, to the answer of 12 March 2025 to Question 35389.

In February, the Critical Minerals Association, in partnership with the Department for Business and Trade, will host a workshop focusing on the challenges and opportunities in developing skills for critical mineral domestic midstream and recycling capabilities. The workshop will bring together stakeholders from across the UK critical minerals value chain to identify actionable recommendations for how the government can best support skills and development.

Skills England refers to critical minerals in its September 2024 report ‘Driving growth and widening opportunities’, where it highlights the need for physical scientists and engineers to support the UK’s clean energy sectors. In the report, Skills England also commits to providing an authoritative assessment of skills needs, gathering insights from sector stakeholders including employers, sector-owning departments, and unions. This will inform priorities for technical education funding and decision-making. In November, Skills England undertook extensive engagement with over 700 stakeholders including employers in manufacturing and clean energy industries.

There is a range of skills products which help meet the skills needs of critical minerals industries, including apprenticeships and higher education courses. These include, for instance, degree apprenticeships in mine management and geoscience, as well as the level 2 material processing plant operator apprenticeship, which can be used for mining activities. The Camborne School of Mining also offers the UK’s only Bachelor of Engineering in mining engineering.

A top priority for the government is to drive high and rising education standards for children across the country. The department is reviewing mainstream free school projects to ensure that they continue to meet localised need for places, offer value for money and are not to the detriment of other schools in the local area.

Departmental officials have worked closely with Truro and Penwith Academy Trust and Cornwall local authority to gather the required information. No decisions have yet been taken.

Stakeholders are welcome to submit their views to the department. These will be taken into consideration before a final decision is made by Ministers.

The review is ongoing. The department will update all trusts and local authorities on the next steps in the new year.

We will also provide an update on the overall review in due course.

The department is committed to giving every child the best start in life, regardless of where and how they are educated. We cannot ignore the rising numbers of home-educated children and official data which shows that growing numbers of children have been moved into home education due to mental health concerns or lack of provision for special educational needs in their local schools.

Local authorities have legal duties to be satisfied that all children are receiving a suitable education. However, this duty is undermined by the fact that parents have no obligation to inform their local authority of their decision to home educate. This means that local authorities are unable to fulfil their duties. There is a risk that children are going under the radar and missing out on the education they deserve that will enable them to access the best opportunities in life.

For this reason, the government will use the Children’s Wellbeing Bill to require English local authorities to maintain registers of children not in school. Parents and certain out-of-school education providers will be required to provide information for those registers. This will help local authorities piece together a fuller and more accurate picture of those children who are receiving education otherwise than at school and target resources to locating and supporting those who are missing out on education. Local authorities will also have a duty to provide support to those home-educators who request it, which will act as an incentive for families to register.

The registers will contain information on those children who are registered on a school roll and are receiving education otherwise than at school. It will not include children who are on a school roll but failing to attend. The department is taking separate action on that important issue of persistent absence.

In terms of this new system of registration, parents can be assured that the registers will not be used to criminalise any parent who does not send their child to school. Parents who do not provide information for the registers will result in their local authority being unable to be satisfied that a child is not receiving a suitable education and so the local authority will need to proceed to a formal request for evidence about that education. If that evidence is not forthcoming, or is insufficient, this will usually lead to the local authority needing to issue a School Attendance Order. This is the same mechanism that exists in the current law; no change will be made.

The government takes the matter of data protection very seriously, including any threats to privacy and personal data. Local authorities will be legally restricted as to whom they may share register information with and for what purposes. The usual provisions of the UK-GDPR will apply to all data processing activities.

The department continues to work with local authorities on existing non-statutory registers and to collect data from those registers.