Tag: Department for Education

The press release issued by the Department for Education on 17 June 2026.

Local areas to begin increasing access to speech and language therapists, occupational therapists and educational psychologists from September 2026.

More children and young people with SEND will get specialist support without needing a diagnosis, as the government begins rolling out a new Experts at Hand service across England backed by new £1.8 billion investment.

Every local area will now begin expanding access to speech and language therapists, occupational therapists, specialist teachers and educational psychologists who will work directly alongside mainstream schools, early years settings and colleges, helping staff identify needs earlier and put support in place more quickly.

The new Experts at Hand teams will bring specialist expertise out of waiting lists and into the communities where children learn, ensuring families can access support closer to home rather than having to navigate a complex system before help becomes available.

The move marks the start of the government’s plans to transform support for children and young people with special educational needs or disabilities (SEND), ending a postcode lottery that has left too many families fighting for support and waiting months or years to receive it.

Today, the government is kickstarting that rollout by publishing guidance for local areas and appointing a national panel of experts to help shape the future system to ensure better support for children and young people with SEND in every classroom.

Education Secretary Bridget Phillipson said: 

I’ve heard from families who spent years fighting for support their child should simply have received. We are taking decisive action to tackle this issue.

From September, every local area will start to increase access to speech therapists, educational psychologists, occupational therapists and specialist teachers working directly in mainstream schools. 

Our new expert panel will help set a new national standard for SEND support, shaped by the people who work with children every day. This is about rolling out the right help, in the right place, without having to fight for it.

Health Minister Preet Kaur Gill said:

Every child deserves the right support to learn and thrive – and they deserve that from day one.

The Experts at Hand service will bring expert health and education professionals into our schools, colleges and early years settings so they can work directly with children and the staff who know them best.

This is a fundamental shift in how we support children and young people with SEND, and I’m proud that our joint work across government is already beginning to improve things for families across England.

Jessie Roux, who appeared on The Traitors this year, said:

Early childhood is a key stage where confidence, communication and self-belief are formed, so early support really matters. I want children to feel seen, included and supported, because every child has different needs and it’s so important that we make reasonable adjustments to support them properly.

When I was growing up, there wasn’t much understanding or representation around stammering, and I do wish there had been more support like this in schools. I really believe it’s important that both children and parents feel supported, rather than isolated.

I recently visited a school with the Education Secretary – it was amazing to meet the children. They were so brave and inspiring. It was really lovely to see how much the teachers care.

The panel brings together leading figures from mainstream and specialist education, health, academia and parental engagement to oversee the development of National Inclusion Standards and Specialist Provision Packages.

Co-chaired by Tom Rees and Dr Anne Gordon, it will ensure reforms are informed by the best available evidence and expertise from across education, health and care.

The panel will also engage with stakeholders to make sure their recommendations are informed by a wide range of views and lived experience. A parental engagement group to support the panel’s work will also be established immediately.

The National Inclusion Standards will set out what good support looks like across the country, giving schools and colleges clearer expectations and helping ensure children receive consistent support regardless of where they live.

For children and young people with the most complex needs, we are proposing Specialist Provision Packages that will underpin education, health and care plans (EHCPs), setting out clearly the support they should expect to receive, from specialist teaching and therapies to communication aids and assistive technology.

The wider reforms will be taken forward through the Education for All Bill, subject to the outcome of our consultation on the proposed reforms, including proposals for a new legal duty to put an Individual Support Plan in place for every child and young person with SEND, ensuring they have a clear route to support and access to high-quality education, health and care wherever they live.

Tom Rees, CEO of Ormiston Academies Trust, said: 

I’m delighted to be co-chairing this panel alongside colleagues who bring such deep experience and expertise from across the education and health sectors. 

We want to build better, more evidence-informed approaches to support children and young people, and to give confidence to parents and practitioners. The panel’s work will help to make this a reality.

Anne Gordon, Head of Clinical Innovation Research, New Hospital Programme, NHS England, said: 

I look forward to working with expert colleagues to support children and young people get the support they need to thrive.  Bringing health and education closer together, and working in partnership around what works, is a really exciting opportunity to lay the groundwork for continuing to build best evidenced services.

Ben Bastin, Chair of Natspec and Head of Treloar College, said: 

I am excited to join the panel at such a pivotal time for SEND reform. I look forward to bringing both my personal and professional experience of specialist provision and the transition to adulthood to ensure these changes support children and young people in a more inclusive 0 to 25 system.

Alison Stewart, Deputy Director of Children’s Services, Merton and Wandsworth, said: 

I am really excited to be part of the Expert Panel and look forward to be part of this important work considering specialist provision packages and national inclusion standards.

Katherine Walsh, Director of Inclusion at River Learning Trust, said: 

It is a privilege to join the panel and bring my experience in SEND and inclusive school leadership to help shape an ambitious, equitable system for all learners.

I look forward to working collaboratively with colleagues to determine and champion evidence-informed strategies, ensuring every child and young person with SEND has access to the high-quality provision and opportunities they deserve to thrive.

Mark Vickers MBE, CEO of Olive Academies Trust, said: 

It is a privilege to join the expert panel. The development of the National Inclusion Standards and the Specialist Provision Packages mark an important step forward, and I welcome the opportunity to help shape recommendations that will improve the experiences and outcomes of children and young people with SEND.  

Building on my work with DfE’s Expert Advisory Group for Inclusion, I look forward to supporting the transition toward a single, unified school system that is focused on meeting the needs of every child and young person. 

James Waller, Headteacher of Sunningdale School in Sunderland, said: 

I’m really pleased to be contributing to the panel at such an important time for our sector, bringing frontline experience into the discussion.

There is a clear opportunity here to bring together evidence, practice and lived experience to shape approaches that work in practice and make a real difference for children and young people with SEND right across the country.

Professor Courtenay Norbury, Vice Dean for Research, Faculty of Brain Sciences and Professor of Developmental Disorders of Language and Communication at University College London, said: 

I’m looking forward to working with colleagues on developing evidence-based support programmes for young people with special educational needs so they can develop the skills they need for school success, wellbeing and future participation in society.

Dr Karen Guldberg, Professor of Autism Studies and Head of the School of Education at the University of Birmingham said: 

I am excited to contribute to the National Inclusion Standards and Specialist Provision Packages, which will be key in empowering schools and staff to create inclusive, supportive learning environments where all children and young people can thrive.

The press release issued by the Department for Education on 11 June 2026.

New push to get qualified nursery teachers into England’s most deprived communities so nurseries can offer more childcare places, helping families save money.

More qualified nursery teachers will be attracted to England’s most deprived communities with £4,500 bonuses – ensuring tens of thousands more children get the best start in life.

The move will also help more families access their funded childcare entitlement, worth up to £8,000 a year, by giving nurseries the qualified staff they need to open more places.

Fewer than one in ten nursery staff currently hold a graduate teaching qualification – yet evidence shows that the more highly qualified the staff, the better the outcomes for children.

The extra cash bonus will help recruit and retain the best teachers in the communities that need them most, raising the quality of teaching for every child who walks through the door.

The first wave launches today in 10 areas – including Sandwell, Middlesbrough and Rochdale – with expansion to 30 communities later this year. Areas were selected based on deprivation, teacher shortages and school readiness levels.

Just 58% of children in the most deprived communities reach the desired level of development by the end of reception, compared to 77% in the least deprived areas. This targeted scheme puts more qualified staff into the communities that have been left behind – levelling the playing field for every child.

Today’s announcement exceeds the government’s initial pledge – backing nursery teachers across 30 communities, up from the 20 areas first announced last July – delivering on the Education Secretary’s core belief that background should never mean destiny

Education Secretary Bridget Phillipson said:

It shouldn’t matter if you’re born in Sandwell or Middlesbrough, in Rochdale or Rotherham – every child deserves the best teachers, with the best tools at their disposal, to give them the very best start in life.

These measures will help nurseries attract and keep more qualified staff — so they can deliver the funded childcare that saves families up to £8,000 a year in the communities that need it most.

Alongside the bonus, new partnership grants will for the first time fund nurseries, childminders, and schools to formally work together. Staff will be able to visit each other’s settings, share teaching approaches and build stronger links with families so children arrive at school confident and ready.

18 new hubs of excellent nursery teaching have also been confirmed today – doubling the network to 36 across England. The Early Years Stronger Practice Hub programme is designed to bring the best nurseries and childminders together to share what works and will host specialist advisors and leads in early language, maths and personal, social and emotional development, delivering tailored training to early years educators so the highest quality teaching and practices reach more children in more communities.

Further work will follow, including a consultation on how to raise the status and recognition of early years teachers, removing barriers to increased pay in relevant settings.

This work is part of the mission to get tens of thousands more children school-ready by 2028, combining efforts to upskill the workforce through the Early Years Teacher Degree Apprenticeship and attract new nursery staff via the Do Something Big campaign.

It will also help families with 30 hours of funded childcare, worth up to £8,000 a year, helping with the cost of living while expanding places through new school-based nurseries in the communities that need them most.

ENDS

Additional quotes

Executive Director of the Early Education and Childcare Coalition Sarah Ronan said:

When disadvantaged children start school 4.7 months behind their better off peers, it’s right that we do everything we can to close that gap as early as possible. Research shows us that graduate teachers can have a positive impact on child development particularly for those at risk of being left behind.

We welcome this incentive to attract more graduates to work in communities where they can make a difference and change lives and we are particularly pleased to see the Government offer this bonus in even more areas. The expansion of Stronger Practice Hubs is also welcome. A well-trained and supported workforce is the most important lever we have in driving outcomes for children. An investment in early years professionals is an investment in our children.

The press release issued by the Department for Education on 10 June 2026.

The government is on track to meet its manifesto promise that every school and college will have access to mental health support teams by the end of 2029.

Nearly six million children and young people can now access mental health support in their school or college – giving them the tools and resilience they need to stay in education and thrive as adults.

This is around 800,000 more pupils than last year, with support teams now working in almost 11,800 schools and colleges across England. 

These teams are already making a clear difference. Nine in ten schools and colleges say they are improving children’s mental health and wellbeing, while seven in ten report improved attendance — helping keep pupils in school and on track for their futures. 

The link between absence and lost opportunity is stark, with persistently absent pupils earning around £10,000 less by age 28. With around one million 16- to 24-year-olds not in education, employment or training – and poor mental health a major barrier – this is a key challenge holding young people back. 

This reflects findings in the Milburn Review, which shows early mental health support is too often hard to access, with many young people only receiving help at crisis point. It also highlights a damaging cycle where poor mental health drives disengagement, and disengagement in turn worsens mental health. 

By bringing support into schools, these teams are helping break that cycle early – ensuring children get the right support at the right time. Now, nearly 80% of secondary schools have access to a mental health support team, providing timely, practical help as pressures on young people continue to grow. 

Education Secretary, Bridget Phillipson, said:  

As young people navigate the pressures of school and growing up, having the right support around them is crucial — which is why I am proud that today, six million children across England can access a mental health expert in their school. 

These teams are giving children the tools to manage life’s challenges, stay in school and achieve — and the evidence shows it is working. That is how we break down barriers so every young person, no matter their background, can get the most out of their education and ultimately, their childhood.

Shannel Duncan, Lead Family Support and Deputy Safeguarding Lead at Tollgate Primary School, said:  

Our MHST therapist has had a hugely positive impact on students’ mental health and wellbeing – providing early support and a safe space for young people to talk openly, improving their awareness of coping strategies and emotional resilience.  

Through workshops, one-to-one sessions and close collaboration with staff and families, the MHST has created a more supportive and inclusive school environment where students feel listened to, valued and better equipped to manage challenges in and outside of school.  

Their continued support is invaluable – ensuring students have ongoing access to timely advice and intervention, building confidence and supporting long-term emotional health across our whole school community.

This builds on the recruitment of an additional 8,500 mental health support workers since June 2024, part of the government’s 10 Year Health Plan commitment to deliver more mental health care in the community. Frontline workers, clinicians and mental health experts are also being invited to shape a once-in-a-generation cross-government mental health strategy, driving a fundamental shift towards prevention.   

Secretary of State for Health and Social Care, James Murray, said:  

For far too long, some children and young people have faced mental health challenges without support which has had a detrimental impact on their wellbeing and education.  

This government said we would transform mental health care, and today’s announcement shows we’re making great progress. Millions of children now have access to vital mental health support in schools, ensuring they will get the best start in life, while building upon our achievement of recruiting 8,500 more mental health workers across children’s and adult services three years ahead of schedule.”   

The government is going further to transform outcomes for young people, including: 

• Free breakfast clubs are now reaching millions of children across England, with evidence showing a softer start to the day helps pupils feel calmer, less stressed and ready to learn.  
• While attendance and behaviour hubs across the country are targeting the schools with the greatest need, helping drive standards in the classrooms where change is needed most.   

The press release issued by the Department for Education on 26 May 2026.

Education Secretary writes to the CMA to examine the childcare market and launches a free tool helping families find childcare and budget for costs.

Government is standing up for parents facing eye-watering childcare costs including non-refundable deposits and basics like nappies and suncream. 

The Education Secretary has written to the independent Competition and Markets Authority (CMA) as part of new government action to tackle hidden childcare fees hitting families. 

While funded hours are meant to be free, too many parents report being asked to pay extra to secure a place including upfront deposits, compulsory add-ons, or additional hours to access their entitlement. 

These practices undermine the value of 30 hours of free childcare and add to the pressure on working families. Nearly three quarters (72%) of parents say they are using savings to cover extra charges, while more than one in four (27%) say cost remains the biggest barrier to accessing the childcare they need. 

A new free cost of living tool will also help parents make the most of the childcare offer, from finding local provision to planning and getting exactly what they are entitled to. 

Government support is already massively reducing costs, with eligible families saving an average of £8,000 a year per child and more than 500,000 families now benefiting from funded hours. 

Education Secretary Bridget Phillipson said: 

I grew up in a family that knew what it meant to count every penny. I am so proud of the crucial difference that 30 hours funded childcare makes to family finances, saving £8,000 a year per child on average. 

The vast majority of nurseries and childminders have been brilliant in helping us deliver, but I will not accept the small minority letting families down and stopping them get what they were promised.

The government has also asked the CMA to do more to investigate the role private equity and other ownership models are playing in the childcare market, including whether they are working in the interests of families or driving up costs and creating risks for those who depend on their local nursery. 

The new cost of living tool also includes a trial of a new map of local childcare. Launching first in Bristol, South Gloucestershire and Bath and North East Somerset, the map will help families find funded childcare near them while promoting local nurseries and childminders to more parents. Families nationwide will be able to use it later this year. 

This work sits alongside a wider government drive to make life simpler and more affordable for families. The newly launched GOV.UK Chat – a new AI tool that allows parents to ask questions in plain English and get instant answers about what support they could have – means help is now available at any time of day. 

The press release issued by the Department for Education on 20 May 2026.

£96 million to be allocated to create tens of thousands of placements on building sites across the country to plug skills gaps and boost housebuilding.

Tens of thousands of placements will be created for aspiring construction workers in a £96 million boost to train new talent and build more homes.  

Funding is set to be allocated across the country on Friday (22nd) to provide hands-on learning and boost employability for learners who start their construction courses from this September.  

The construction industry is facing significant shortages, with the latest Office for National Statistics figures showing that there are over 35,000 job vacancies – over half of which are due to a lack of required skills. 

It comes as the government hits a major milestone in helping to bring vocational education on par with academic. It has published a plan to support schools and colleges to transition from legacy qualifications at the same level, including BTECs, to a  clearer  system of V Levels, T Levels and A Levels from 2027 as options after GCSEs, along with two new qualifications for lower attaining students to support them to progress beyond GCSEs. 

New subjects have been announced for the second year of delivery in 2028 that will help to address skills shortages and boost key industries such as housebuilding. These subjects include construction design, bricklaying and plumbing. The plan also includes detailed rollout timelines, and advice on content development to help providers transition. 

Together, these plans  are central to the Prime Minister’s ambition to ensure two thirds of young people are in a gold standard apprenticeship, higher  training or university by the age of 25, boosting priority sectors including housebuilding, and driving economic growth as part of national renewal.  

Skills Minister Jacqui Smith said:  

We’re removing the snobbery from hands-on learning and putting it on par with academic to break down barriers for young people to get rewarding jobs. 

Our landmark vocational  qualifications and placements  will  create  a strong pipeline of workers  by  equipping  young people with the real-world skills that employers need and that will fuel the jobs of the future.

Announced in the Post-16 Education and Skills White Paper, V Levels will sit alongside A levels and T levels. Equivalent to one A Level, they will allow students to mix and match academic and vocational subjects if they do not yet know where they want to specialise.  

For 16-year-olds who are not ready to progress beyond GCSEs due to lower attainment, there are two new qualifications: 

• Occupational Certificates: two-year courses for those who want to get into work or an apprenticeship but need support to achieve English and Maths GCSEs. 
• Foundation Certificates: one-year courses for students who want to progress to A-Levels, T Levels or V Levels but need extra support to pass their GCSEs. 

New subjects available from 2028 include: 

• V Levels in construction design, engineering design and engineering manufacturing. 
• Two new T Levels in sport and social care – part of the largest expansion for students who want to specialise in sector-facing studies since the qualifications began. 
• Occupation Certificates in bricklaying, painting, plumbing, accounts and finance, and adult care worker. 
• Foundation Certificates in engineering, health, legal services, and social care. 

A new sector-led group, ‘Qualification Practitioners’, has been created to lead the way for the sector, shaping and sharing best practice as providers transition to the new qualifications. Providers will be required to have robust transition plans to support staff, students, and employers through the change. 

New guidance has also been published removing the red tape around T Level industry placements. This includes scrapping the limits on the percentage of remote hours a student can do or how many employers they work with. This helps more young people to access premium placements and empowers businesses to offer placements that work for everyone.   

East Lancashire Learning Group is one of the Qualification Pioneers. Principal and CEO Lisa O’Loughlin said: 

These Post 16 qualification reforms are one of the greatest steps forward our sector has seen in decades, and I am incredibly proud that we are helping to lead the way as a Pioneer college.  

I believe these reforms will be transformational. They will create clearer pathways, stronger links with employers and a far more responsive education system that reflects the needs of our economy and communities.  

Most importantly, they will give learners the confidence, skills and opportunities they deserve to succeed.

Post-16 and Skills Specialist at ASCL Claire Green said: 

We welcome this implementation plan which provides colleges and sixth forms with much-needed detail in preparing for these major changes to the qualification system over the next few years.

We’re very pleased that the new system retains vocational qualifications – now clearly badged as V levels – alongside A levels and T levels. This was vital in providing students with a choice of pathways and maximising post-16 opportunities.

The timelines outlined bring valuable clarity as the sector navigates the transition to the reformed system and signal the government’s commitment to working collaboratively with providers and sector experts. The challenge now is to make sure that the new system works well for all our learners, fills skills gaps, and ultimately reduces the number of young people who are not in education, employment, or training.

Chief Executive of Land based Colleges & Universities Aspiring to Excellence Alex Payne said:

We welcome the timetable set out for the development of these ambitious reforms. It is positive to see the breadth of engagement with the sector and to see views shared by members reflected in this document.

We look forward to continuing to work with the department to deliver a robust offer for the sector.

CEO of The Careers & Enterprise Company John Yarham said:

We welcome the Government’s implementation plan, which provides vital clarity and direction on 16–19 qualifications. Careers education is the gateway to the skills system, and the plan rightly recognises the fundamental importance of ensuring that educators and careers professionals are equipped to support young people in understanding, engaging with, and confidently pursuing the opportunities available to them.

It is also important to recognise the vital role employers play in shaping these reforms and in inspiring young people to take up different pathways. We look forward to continuing to work with Government and partners nationally and locally through our network of Careers Hubs to help ensure every young person can take their best next step.

Chief Executive of the Association of Colleges David Hughes said:

It’s good to see this plan offer a lot of detail about the implementation of the new qualifications system for young people.

It’s a complex change process for colleges and their staff over the next few years, and this plan will help colleges to make more informed decisions about what is right for their students and communities.

We all want to make this new system work for every young person, giving them the choice of options which motivate and inspire them and lead onto further learning and great lives and careers.

The press release issued by the Department for Education on 18 May 2026.

Education Secretary calls on global leaders to join International Alliance to deliver opportunity for all children with SEND.New international alliance to support children with SEND.

Children and young people with special educational needs were at the forefront of discussions at the launch of the Education World Forum today, as the Education Secretary launched a new International SEND Alliance.

She called on countries to join a new alliance of nations to share experiences and proven approaches, and agree clear action plans with a shared mission to deliver opportunity for all children with SEND.

The government has always been clear in its ambition to put inclusion and high standards at the heart of a decade of improvement to education in England, and in Bridget Phillipson’s opening speech, she set out her plan to take this beyond British shores.

This comes on the final day of the government’s consultation on its own bold reforms for children with SEND – backed by £4 billion to ensure every child gets the right support, in their local school, at the earliest possible stage, without having to fight for it.

In her speech, Education Secretary Bridget Phillipson said:

I am proud to announce that I will convene an International SEND Alliance in 2027, a coalition of countries, coming together across a series of summits, to chart a common path forward. 

Under a shared mission to deliver opportunity for all children with SEND around the world, 

[…] our countries will compare experiences, share what works, and agree clear action plans that governments can take forward. 

So, I urge all countries here today to join us, let’s come together on this shared challenge, so we can learn from one another, and build education systems of excellence and inclusion, fit for the 2030s and beyond.

The alliance will meet at major UK-hosted international education events including Bett in January, the next Education World Forum in May, and the International Summit on the Teaching Profession to chart a path forward by learning from one another.

Already, countries across the world are taking innovative approaches to support children with SEND.

For example, in Norway, early intervention is written into law – teachers are trained to spot and respond to needs before problems escalate, keeping children who can thrive there in mainstream classrooms.

Here in England, the Education for All Bill, announced in this week’s King’s Speech, will deliver high-quality education, health and care in every community from 2029 – including a new legal duty to put an Individual Support Plan in place for every child with SEND.

The Education Secretary continued:

In this government we see inclusion and high standards as what they are, not enemies but friends, not in conflict but in concert, one strengthening the other. 

We are building a system in which children grow up together, go to their local school together, achieve and thrive together […] Because all children benefit from that inclusive approach, not just children with SEND.

And our country will benefit too. By drawing from a deeper and wider pool of talent, we’ll make our country not just fairer but stronger. 

By sending our children to school together, we’ll make our country not just stronger but kinder […] Because we can’t have a strong and inclusive society without a strong and inclusive education system.

The new legislation will focus on:

• Providing early support, strong protections and fairness and ensuring children get the support they need quickly through new legal duties to put an Individual Support Plan (ISP) in place for every child and young person with SEND and National Inclusion Standards.
• Clearer protections for children with the most complex needs through reformed EHCP processes, Specialist Provision Packages and stronger oversight of Independent Special Schools.
• Managing a smooth transition to the new system that is centred on fairness through clear transitional protections, including a triple lock to ensure no child loses effective support as the system changes. 

When a Bill is announced in the King’s Speech, this is confirming the government’s intention to legislate, it is not the introduction of legislation – and the government is clear this process will not get ahead of the development of reforms through its landmark public consultation.

The press release issued by the Department for Education on 15 May 2026.

Government announces first 130 universities and colleges approved to offer new bite-sized courses, with applications opening this September.

Adults balancing responsibilities such as work and childcare will now have a new route into university and college thanks to radical reforms to create a new, more flexible student finance system.

From September 2026, for the first time ever people will be able to access student finance for shorter, flexible, bite-sized courses, known as “modules”, as well as traditional university degrees. 

Today the government has confirmed the first 130 universities and colleges approved to offer the new smaller courses through the system, which people will be able to apply for this September. 

The change is part of the Lifelong Learning Entitlement, as set out in the government’s Post-16 Education and Skills White Paper last year, with people now able to see the universities and colleges across the country where they will be able to use the new funding system.

Traditionally, higher and further education has been built around full-time degrees and qualifications taken straight after school or college. But that doesn’t work for the many people who need to fit study around life commitments or want to return to learning later down the line to upskill.

The funding of these new smaller courses mean people can gain qualifications over time, rather than needing to complete a rigid three-year full-time degree in one go, which previously locked thousands of people out of learning. 

The modules on offer will focus on subjects that will tackle skills shortages, including economics and computing, engineering and architecture, as well as health and social care.

These plans are central to the Prime Minister’s ambition to ensure two‑thirds of young people are in a gold‑standard apprenticeship, higher training or university by the age of 25, helping to close skills gaps, cut the number of young people not in education, employment or training, and drive economic growth as part of our national renewal. 

Skills Minister Jacqui Smith said:

Financial support should be available whether you want to do a degree, take a short course, or retrain later in life. Our changes will make that happen, with the option to access student finance in any stage of life.

Whether it’s fitting study around a job, retraining for a completely new career, juggling childcare, or getting qualifications later in life, the new Lifelong Learning Entitlement will open up new opportunities for thousands more people to build the careers they want and get on in life.

Applications for student finance will open in September 2026, for anyone starting courses or the new modules from January 2027.

Under the new system, people will be able to access funding equivalent to four years of post-18 study, currently worth up to £39,160. 

This money can be used flexibly across the new modules, shorter courses or full degrees over the course of their working lives. 

Eligible students will also be able to apply for maintenance support to help with living costs and funding will be provided in smaller amounts linked to the size of the course being studied, rather than only through full academic years.

People who already have a degree may still be able to access the new funding, either if they have remaining student finance available in their pot or want to retrain in certain priority subject areas. 

Alex Stanley, National Union of Students Vice President said:

Everyone should be able to study in the way that works best for them. For some that is going to university at 18, for others a changing job market might mean getting new qualifications at 40.

We welcome the flexibility that the Lifelong Learning Entitlement allows, especially through the modular study. Higher education plays a vital role in our society, and we hope that this funding shift will allow more people study, gain new qualifications and invest in their future.

Professor Dave Phoenix, Vice-Chancellor of The Open University, said:

As pioneers of flexible learning, The Open University has long focused on reaching learners where and how they need to study. The Lifelong Learning Entitlement provides a real opportunity to deliver a post-18 education system for the 21st Century, one that better reflects how people, live learn and work today.

It has the potential to truly stimulate lifelong learning, by enabling institutions to build more flexible, modular pathways both into and through higher education, enabling people to train, retrain and upskill throughout their lives.

Realising that potential will depend on ensuring the system works in practice for learners, employers, and further and higher education providers alike and require providers to challenge themselves as to what the future could look like.

The press release issued by the Department for Education on 14 May 2026.

New fund aims to make fostering more accessible and support more people to become carers, as part of wider drive to create 10,000 new foster places.

Thousands more children and young people will benefit from stable, loving homes as the government launches a new £12.4 million Fostering Innovation Fund to make foster care more accessible and inclusive across England.

The Fund will help fostering around modern lifestyles and household structures, by updating models of foster care, which set out how care should be delivered. 

For too long, foster care has been provided on the assumption that people need to be in traditional, married relationships with only one carer working full time to be successful. The Department for Education reforms aim to attract a younger and more diverse mixture of carers as well as improving the experience of fostering for existing carers.

The new fund will support the modernisation of the foster care system, enabling more flexibility in how care is provided, without compromising on safeguarding standards. Fostering helps to give vulnerable young people the best possible start in life, breaking the link between background and opportunity.

The funding will be allocated to Regional Care Co-operatives and fostering hubs, which are operated by Local Authorities. They will be collaborating with a range of partners, potentially including children’s charities and commercial providers to develop and trial innovative new models of foster care 

Children’s Minister Josh MacAlister said:

Every child deserves the chance to grow up in a safe and loving home, and I’ve been truly inspired by the foster carers I have met who make that happen.

This investment will help us bring fostering into the 21st century, moving on from outdated assumptions about who can foster and how care should be offered and opening it up to a wider range of people.

This will help us recruit more carers, and change more children’s lives by giving them a stable home.

Innovation in the fostering sector is already being driven forward in many parts of England. For example, a foster carer with four years’ experience in Manchester was previously limited to one placement due to space constraints in her home. With a £7,800 grant provided through the local Room Makers scheme run by Greater Manchester Combined Authority, she reconfigured her home and will soon welcome siblings.

Other new forms of care being trialled by some organisations include respite or weekend-only fostering, whereby children spend time with foster carers at weekends or for shorter periods during a week. This can support other forms of long-term care, such as a child in a residential care home or being looked after by extended family members.  

These innovative approaches can improve outcomes for children and families and make fostering more appealing to a wider range of people.

Launched during Foster Care Fortnight, the Fund will help Fostering Hubs and Regional Care Cooperatives to expand successful fostering programmes and trial new ways of supporting foster families and children.

This includes opportunities to form partnerships between organisations so they can more effectively test and develop new approaches.

Sara Fernandez, CEO at NOW Foster, said:  

At Now Foster, we believe fostering should be something many more people can see themselves being part of. Children in care need safe, stable and loving homes, and they also need a village of trusted adults who can stay alongside them as they grow up. We love seeing people step in as Weekenders, building long-term relationships with children when they might not otherwise be able to foster full-time.

These relationships can bring consistency, joy and love to children, while also offering vital support to full-time carers. They also give people a way to build their confidence, skills and understanding of fostering, should they want to foster more in the future. By making fostering more flexible and accessible, we can open the door to more people offering the kinds of enduring relationships that can change a child’s life.

Andy Elvin, CEO of TACT, said:  

TACT is delighted by the investment the government are making in foster care. We are equalled thrilled by the attention the Minister is paying fostering and the pace at which he is acting to address longstanding issues in the sector which have been largely ignored in the past decade. Fostering is more than providing a home, it is about providing a future, about showing up when it matters most & about being there for the long term.

Fostering is a commitment and it is heartening that the commitment shown by tens of thousands of foster carers day in , day out in the UK, is now being matched by the Government. This is not just about investing in fostering, it’s about investing in the children in our communities who need it the most.

Dame Carol Homden, Coram CEO, said:  

This investment is a timely and clear acknowledgment of the strength and potential of a fostering sector that is already rich with creativity, commitment and practical innovation.

What is particularly encouraging is the opportunity this fund creates for local authorities, independent fostering agencies and wider partners to work together more intentionally, as collaboration is essential if we are serious about improving outcomes for children in care. 

The investment forms part of the government’s wider plans to reform and expand foster care, creating 10,000 additional foster care places over the course of this Parliament.

The fund was first announced in February as part of the government’s Fostering Action Plan, which set out measures to make fostering more flexible, improve support for carers, and update local authority decision-making processes on who can become a foster carer.

The funding will support projects designed to improve outcomes for children and young people, including initiatives aimed at preventing children from entering residential care unnecessarily and helping them remain in family-based settings wherever possible.

The launch forms part of wider activity planned during Foster Care Fortnight, to raise awareness of fostering and encourage more people to consider becoming foster carers.

Successful applicants to the fund are expected to be announced later this summer following the close of the application process.