Tag: Department for Education

The press release issued by the Department for Education on 16 April 2026.

New government guidance and practical advice launched on primary school offer day to help families get children ready for school, backed by language support.

Families will receive new support from today to help children prepare for school, as the government rolls out a package of measures from primary school offer day through to the first day in September.

The move comes as over a third (37%) of children are starting school without the basic skills they need for the classroom, with teachers and charities finding many children arriving in Reception unable to use the toilet independently, communicate clearly or follow simple instructions.

As part of the government’s mission to get a record number of children school ready, the guidance published today – on primary school offer day – will provide parents with a clear idea of what good support looks like from schools and early years settings to help their child transition into Reception.

For the first time, new guidance sets out how schools, nurseries, and childminders should work together as one system around families to get children ready for Reception – making clear that Offer Day is the starting gun for children beginning their school education.

It sets three key building blocks for a smooth start: strong relationships with families, close partnership working between schools, nurseries and childminders, and early identification of children’s needs, including SEND.  It includes practical examples to follow, like home visits and stay and play sessions, giving families the opportunity to visit their new school, or for teachers to visit children in their early years setting.

The package is backed by continued investment in the Nuffield Early Language Intervention (NELI) programme until 2029, and comes as a new national campaign, fronted by award-winning teacher and rapper MC Grammar, gives parents simple ways to practise key skills at home.

Minister for Early Education Olivia Bailey MP said:

Starting school is a huge milestone – for children and parents. I remember getting my own children ready for their first day, excited and hoping they’d walk through the door feeling confident.

From the moment families receive their school place, they should feel supported with simple, practical ways to help their child build confidence, independence and the skills they need for the classroom.

By bringing schools, nurseries, childminders, and families closer together, we can make sure every child gets off to a strong start – arriving at school feeling settled and ready to learn.

The NELI programme helps children who need extra support with speech and language to catch up during Reception. It has already been shown to deliver strong results, with an evaluation finding that it boosts language skills by an additional four months for children on the programme compared to those that aren’t, or up to seven months for children from more deprived backgrounds.

The new campaign shows that school readiness is about everyday skills like communication, independence and confidence – not just uniforms or academic ability. It features a new ‘Steps for School’ song by MC Grammar highlighting key skills from getting dressed and using the toilet to listening, speaking and following instructions.

Jacob Mitchell, known as MC Grammar, said:

As a former teacher and a dad with children already at school – and one starting next year – I know how much practicing simple skills early can boost confidence when it’s time to start Reception.

With our new ‘Steps for School’ song, we’re giving families a fun, memorable way to build those everyday skills that will help set children up for a smooth start in September.

Lee Parkinson, primary school teacher and education content creator Mr P, said:

Preparation for school is about those small, meaningful interactions that begin at home.

I’ve seen first-hand the difference these everyday routines can make alongside the care and learning children get in childcare and early years settings, giving them the reassurance they need to thrive.

I always remind parents it’s never too early to start. Even families with 2–3-year-olds can build confidence and independence through everyday chatting, playing and reading.

With family life getting more challenging for many, this work forms part of a wider push to make life easier for parents and give children the best start.

This government is bringing together support from pregnancy through to starting school, including through the rollout of Best Start Family Hubs in every local authority, offering parenting advice, health services and help with children’s development, alongside the first ever guidance to help families manage screen time at home.

The press release issued by the Department for Education on 12 April 2026.

High-sugar and deep-fried food taken off the menu in new plans to overhaul school dinners amid health crisis facing children, helping to tackle obesity.

Millions of children will benefit from healthier, more nutritious, tasty meals at school as the government today [Monday 13th April] sets out its plans to overhaul the School Food Standards for the first time in over a decade.

One in three children are leaving primary school overweight or obese, while tooth decay from diets high in sugar is the leading cause of hospital admissions for kids aged 5 to 9 – all while sugary treats and deep-fried food continue to feature on school menus.

The move comes after parent polling revealed three quarters are concerned by the food their children are eating. The government is tackling this head on – with our proposals including limiting food and drinks high in fat, salt and sugar and putting more fruit, vegetables and wholegrains on every child’s plate.

Today’s consultation launches as over 500 new Free Breakfast Clubs begin to open their doors this month, offering places up to 142,000 children. We have already rolled out free breakfast clubs in 750 schools – helping save parents up to £450 a year and gaining up to 95 hours precious time back a year.

The new standards have been developed alongside nutritionists and public health experts and will apply to all breakfasts and lunches served by schools. Under the plans, schools will no longer be able to offer unhealthy ‘grab and go’ options like sausage rolls and pizza every day, while deep fried food will be banned completely. Fruit will also need to be served instead of sugar-laden treats for the majority of the school week.

Sample menus include a colourful range of tasty, health-packed meals – including spaghetti Bolognese, Mexican style burritos, cottage pie with root-veg mash, jerk chicken with rice and peas and roasted chickpea, vegetable and mozzarella wrap.

The government has today launched a nine‑week consultation on the healthier options with parents and children, alongside a new national enforcement mechanism to monitor the new standards and ensure they are applied consistently.

These changes are supported by food campaigners, charities and nutritional experts including Bite Back, Tom Kerridge, Chefs in Schools, Emma Thompson and Henry Dimbleby. Many schools are already leading the way with delicious, nutritious meals that children love – proof that higher standards are both achievable and popular. But while many are already serving healthy school dinners, these new standards level the playing field so that every child – no matter where they live – gets good-quality food at school.

Education Secretary Bridget Phillipson said:

Today we are launching the most ambitious overhaul of school food in a generation, and it is long overdue.

Every child deserves to have delicious, nutritious food at school that gives them the energy to concentrate, learn and thrive – meals that children will actually recognise and enjoy, backed by robust compliance so that good standards on paper become good food on the plate.

From our Free Breakfast Clubs to extending Free School Meals to over half a million more children, this means good-quality food from the moment children arrive at school to the end of the day.

Health Minister Sharon Hodgson said:

Children are consuming twice the recommended amount of free sugar and offering more nutritious meals at school is a great way of ensuring they eat healthier food.

We’re determined to reduce the child obesity epidemic and the new School Food Standards represent another piece in a jigsaw of measures designed to help raise the healthiest generation of children ever.

This delivers on change parents and campaigners have been calling for. New polling shows 74% of parents have at least one concern about their child’s nutrition – from too much sugar (43%) and too many fatty foods (24%), to not enough fruit and vegetables (30%).

The new School Food Standards also include new dedicated breakfast standards to ensure every child begins their day with food that sets them up to learn and thrive.

To ensure schools follow the new standards, the government is committed to developing a robust national enforcement system including monitoring schools’ compliance. Full details will be announced this September, with enforcement in place from September 2027.

The government also wants every school to appoint a lead governor to be responsible for school food, as well as asking every school to publish their food policy and menus online. With 50% of parents in England saying they don’t get enough information about what their child is being served, this means parents, pupils and communities can hold schools to account.

Dame Emma Thompson, Actor and Food Foundation Ambassador said:

I am absolutely thrilled that the government is changing the School Food Standards to make sure that every child has delicious, nutritious school food that they deserve.

School meals are a golden opportunity to support children’s health, learning and wellbeing — and getting this right means children across the country can truly thrive. This is a landmark moment for families, for the NHS, and for the future of our young people.

Jamie Oliver, Chef and Campaigner said:

Twenty years ago, dog food had higher standards than school dinners. I’ve been banging the drum ever since because I refuse to accept our kids being fed anything less than proper, nourishing meals.

School food is the UK’s most important restaurant chain. From September, during term-time schools will provide two-thirds of a child’s daily diet – a massive opportunity to improve health at scale. My Good School Food Awards prove that world-class meals are possible right now, and every child deserves that same quality.

So, I’m delighted this government is now updating and enforcing these standards.

Henry Dimbleby, former government food tsar, author of the Independent National Food Strategy and co-founder of Bramble Partners and Leon, said:

Today we have a rare chance to reset school food: wider access to free school meals, higher standards – with proper monitoring to help schools improve what ends up on the plate. September can mark the start of a new normal, where every child can count on a lunch that is both delicious and nutritious, and every parent can have real confidence in what’s being served.

Done right it will boost children’s health, their academic outcomes and their chances of success in later life. But it will only work if the government sticks to the timetable set out today – and if schools and caterers are backed to deliver, and held to it.

Naomi Duncan, Chief Executive at Chefs in Schools, one of the lead partners of the School Food Project said:

We are pleased to see the first update to school food standards in over a decade, and a commitment to monitoring that means these measures will have real impact. Suggested changes will see a shift towards more freshly prepared and delicious meals that are packed full of nutrition. More fruit and veg and fibre will be served so that young people get all the goodness they need to grow up healthy and thrive.

To make the most of this opportunity and ensure our young people are getting the lunch they deserve, we’re also hugely excited to announce the philanthropy funded School Food Project. This coalition of the UK’s leading food and education organisations, including Bite Back, Chefs in Schools, Jamie Oliver Group, School Food Matters and The Food Foundation have joined forces to offer schools practical support to transform school food and improve food education.

There will be a phased approach for some changes in secondary schools – giving schools time to develop recipes, update menus and train staff. However, schools who are ready to adopt the new standards are encouraged to do so straight away.

Hilary Priest, Headteacher at The Grove School in Devon, said:

At The Grove, we believe a healthy mind and a healthy body go hand in hand, and that starts with what children eat.

We’re incredibly proud to be the first school in Devon to partner with Chefs in Schools, who are doing remarkable work to transform school food across the country. Every meal here is freshly prepared on site, with a daily choice of main or alternative, a varied salad bar, fresh fruit and water always available.

We’re changing our whole school culture around food — from the curriculum to the kitchen garden, where children will grow produce for their own meals and meet the local producers who supply us. By offering healthy, tasty meals every day, we’re showing children that good food is something to enjoy, explore and be proud of.

Today’s announcement builds on the government’s extension of Free School Meals to every child from a household in receipt of Universal Credit from September 2026 — reaching over half a million more children and lifting 100,000 out of poverty. Together, these reforms represent the biggest expansion of school food provision in a generation.

Additional supportive commentary:
Anna Taylor, Executive Director, The Food Foundation, said:

With government announcing higher school food standards, which will also be monitored, and rolling out universal breakfast clubs and wider access to free school meals, the huge potential of school food to nourish and energise the next generation is finally being recognised. This must be the moment the whole sector pulls together to make school food delicious and nutritious, and embed food education into the school day. We have a unique opportunity to initiate a seismic shift in child health, and we are excited to drive this forward with our partners at the School Food Project.

Stephanie Slater MBE, Founder and Chief Executive of School Food Matters:

This is a truly exciting moment for school food. Government’s move to update the school food standards will strengthen the extension of free school meals and the continued roll-out of universal primary breakfast clubs. This has the potential to revolutionise access to delicious, nutritious and sustainable food for children and young people across the country.

We’re proud to be part of the School Food Project, working in partnership to help schools turn government ambition into reality. Through our Young Marketeers programme, we’ll introduce children to the joys of growing fresh fruit and vegetables, and our Nourish programme will support schools to take a whole school approach to food, creating lasting change in school food culture and putting children’s nutrition and wellbeing first.

Thomasina Miers, Wahaca co-founder, Masterchef winner, and Chefs in Schools Trustee said:

In the schools I’ve visited, I’ve seen children eagerly eating food that would hold its own in any restaurant — made from scratch, with skill and care, on a school budget. This is not a pipe dream. It’s happening right now. The School Food Project exists to make sure every child gets that — not just the lucky ones. Kids are our future. Let’s feed them like it.

D’Arcy Williams, CEO of Bite Back, said:

We welcome this consultation — it’s a long-overdue step towards improving the food young people rely on every day. But the scale of the challenge cannot be ignored. It is deeply worrying that so many children are consuming too much sugar, and that three quarters of parents are concerned about what their children are eating.

The reality is that the system hasn’t been working. We have standards that are meant to protect children’s health, but without proper monitoring and accountability, they haven’t been consistently enforced. That’s allowed a grab-and-go culture to take hold in many schools — where speed and convenience often come at the expense of nutrition.

Our recent Grab and Go research shows how this plays out in practice. With short lunch breaks, long queues and limited healthier options, young people are being pushed towards quick fixes that leave them hungry, tired and unable to focus in lessons.

The government’s ambition to create the healthiest generation ever is the right one. But it will only be achieved if these new standards are properly implemented and enforced, and if the reality of how young people eat during the school day is fully addressed. This is a real opportunity to reset the system — and we must get it right.

Head chef, Russ Ball, at Pokesdown Community Primary School in Bournemouth said:

I’ve always believed that great school food doesn’t have to cost the earth – by cooking seasonally from scratch and buying smart, we serve over 300 fresh, nutritious and delicious meals that the children love every day, within budget.

For me, it’s never just about what’s on the plate. It’s about taking children on a journey with food – from growing it in the garden to learning about the food and eating together and encouraging each other to try new things. In the five years of being a chef here, we have seen uptake in school lunches triple, with pupils more energised to learn and excited to try new foods.

That is why I am delighted to welcome these new school food standards – every child deserves food that fuels them, excites them and teaches them something along the way.

Katharine Jenner, Executive Director, Obesity Health Alliance:

Schools should be a place that actively supports children’s health. Strengthening school food standards, so children can enjoy affordable, tasty and nutritious meals, is a vital and welcome step.

Right now, children are surrounded by unhealthy food at almost every turn — not just at school, but also online, on the high street, at home and beyond. Action cannot stop at the school gates — it is needed across the wider food environment to truly give every child the best start in life.

Brad Pearce, Chair of The School Food People said:

The School Food People welcome’s the Governments review of the School Food Standards. Our members are focussed on creating the healthiest generation ever and this can only be achieved by having robust standards, which are monitored and funded appropriately to support and protect sustainable services. We will work with Government to ensure the views of providers, suppliers, schools, and MATs are understood – so that we can support a system that focusses on children’s health, wellbeing and readiness to learn.

Frank Young, Chief Executive of Parentkind said:

There should be no place for junk food in schools. We monitor what happens in the classroom because we have high expectations for learning so we are right to take the same approach with healthy meals. That’s why parents overwhelmingly back this approach.

Taking tough action to stamp out junk food will help children to learn and tackle widespread childhood obesity.

Barbara Crowther, Children’s Food Campaign Manager for Sustain said:

Current school food standards have reached their use-by date. They no longer reflect the scientific evidence on the harms of high sugar, low-fibre diets and risks associated with high consumption of meat and ultra processed foods both for children’s health and the planet. This consultation is a golden opportunity to raise the bar. We urge government and schools to be bold and ambitious in setting new standards, so that our schools can become beacons of a healthier and more sustainable food system, and our children can grow up healthy wherever they live and learn.

Sustain’s parent ambassador, Mandy Mazliah (she/her). Parent of 3 children, 15, 14 & 10. Based in East Cambridgeshire.

I’m pleased the government is reviewing school food standards. As a mum of three, I’ve been shocked by how often options like doughnuts, sausage rolls and sugary or ultra-processed foods dominate. This is a real opportunity to improve what children are eating by cutting sugar and ultra-processed foods while increasing vegetables, whole foods and plant-based options. Our children need good quality food to fuel their learning and ensure that they can live healthy lives.

Sustain’s parent ambassador, Gemma Mcfarlane (she/her). Parent of 2 children, 17 and 14. Based in East Sussex.

I welcome the School Food Standards consultation, it’s a positive and much-needed step. Parents are frustrated that it’s still too easy for students to fill up on less healthy options like tray bakes and fizzy drinks instead of balanced meals. I’d like to see limits on these, alongside more sustainable options and better support in schools to help children make healthier decisions. Families see first-hand how food impacts children, so it’s vital our voices are heard. I really hope the government will listen to parents like me.

Emma Balchin, Chief Executive, National Governance Association:

NGA welcomes the proposed updates to the school food standards, recognising the vital importance of ensuring every child has access to high-quality and nutritious food during the school day. We know that our schools and trusts play an instrumental role in supporting pupils to develop healthy habits and behaviours that extend into adulthood, with good nutrition underpinning both wellbeing and readiness to learn.

We also welcome the role these standards play in addressing issues of food insecurity in England, which currently affects millions of children in this country. This comes alongside government rollout of free breakfast clubs and expansion of free school meal eligibility – initiatives NGA have championed, as part of a joined-up approach to improving children’s health, wellbeing and access to education.

Governing boards have long been ensuring the food standards are met as part of their crucial compliance role, and we will be engaging with the Department throughout this consultation to further explore how boards can best support this worthy ambition.

Reema Reid, Headteacher Hollydale Primary school, Southwark, said:

For many children, a nutritious meal at school is not simply an addition to their day—it is a necessity. Free school meals ensure that pupils arrive in classrooms ready to learn, able to concentrate, and supported in both their physical and emotional wellbeing. Without this provision, too many children face the barriers of hunger, reduced focus, and diminished educational outcomes.

In communities where families are experiencing financial hardship, free school meals act as a safeguard. They help to reduce inequality, remove stigma, and provide every child with a fair opportunity to succeed. Importantly, they also support families under pressure, offering reassurance that their children will receive at least one healthy, balanced meal each day.

From my 25 years’ experience in education, I have seen first-hand how access to nutritious food directly impacts behaviour, engagement, and attainment. Schools such aat Hollydale that prioritise food provision are not only nurturing healthier pupils but are also creating environments where children can truly thrive.

Investing in free school meals is, therefore, an investment in equity, in education, and in the future of our multicultural society.

The press release issued by the Department for Education on 7 April 2026.

Interest on Plan 2 and 3 student loans will be capped at 6%, instead of RPI+3%, to provide borrowers with certainty in an uncertain world.

The government is capping the maximum interest rates on Plan 2 and 3 student loans at 6% from 1 September, for the 2026/27 academic year, delivering stability and protections for graduates from escalating student loan interest. 

This measure will protect students and graduates in England and Wales from the potential of inflation pressures due to the situation in the Middle East. Graduates will not pay the price for a war which the UK has no direct involvement in. 

This reform removes the risk of any temporary increase in inflation causing loan balances to compound at an unsustainable rate and is in line with actions taken in the past to secure stability in the student finance system. 

Graduates with Plan 2 loans currently pay interest rates of between RPI and RPI plus 3%, depending on their earnings. Current students on Plan 2 and Plan 3 also attract an interest rate of RPI +3% while they are studying.

Interest on Plan 2 and 3 student loans will be capped at 6% instead of RPI+3% to protect borrowers. This will ensure no Plan 2 or Plan 3 borrower faces an interest rate of above 6%, protecting them from any short-term increase in RPI due to global shocks, such as temporary spikes in oil prices, outside the government’s control. The government is clear this is not our war and the UK will not be dragged into conflict, but the impacts will affect the future of our country. 

It follows changes this government has already made to the student finance system we inherited to improve it and make it fairer for students, graduates and taxpayers. This includes increasing the repayment threshold for Plan 2 loans to £28,470 in April 2025 – its first increase since 2021 – and we have increased it again on 6 April this year, to £29,385.

The government is continuing work to make the student finance system fairer for students, graduates and taxpayers. 

Minister for Skills, Jacqui Smith, said: 

We know that the conflict in the Middle East is causing anxiety at home, and while the risk of global shocks is beyond our control, protecting people here is not. 

Capping the maximum interest rate on Plan 2 and Plan 3 student loans will provide immediate protection for borrowers, supporting those who are most exposed within this already unfair system. 

We’re acting now to defend against the consequences of far-away conflicts in an uncertain world. More broadly, we’re bringing back maintenance grants and continuing to look at the broken Plan 2 system we inherited, and the wider student finance system, to make it fairer for students, graduates and taxpayers.

The Prime Minister has outlined plans to protect the UK public from the impacts of the conflict in the Middle East, including cutting energy bills, extending the cut to fuel duty, supporting those exposed to heating oil rises and taking back control of our energy security, by investing in clean British energy. 

The government is making this change ahead of student loan interest rates being confirmed for the coming 2026/27 academic year. The interest that applies to student loans is fixed by academic year, from 1 September to 31 August the subsequent year, using the RPI value for the year to March prior (in this case, March 2026). 

The student finance system also protects lower-earning graduates, with repayments determined by incomes and outstanding loans and interest being written off at the end of repayment terms. This write-off is a deliberate investment in our people and the economy.

Since 2024, we have been committed to supporting the aspiration of anyone who can and wants to attend higher education. We have reintroduced targeted, means-tested maintenance grants from the 2028/29 academic year, providing students from low-income households with up to £1,000 extra support that will not need to be repaid to ensure those from the poorest families receive more support without increasing their debt. We have also set an ambitious target of two thirds of young people taking a gold standard apprenticeship, higher-level training or heading to university by the age of 25.

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

Right to maintain contact with siblings to be strengthened in law for children in care via amendment to Children’s Wellbeing and Schools Bill.

Children in care will be better supported to build and maintain relationships with their brothers and sisters under new measures brought forward in law by the government, making life better for vulnerable children and ensuring they have the opportunity to get on in life.

All local authorities in England and Wales will be required to promote and facilitate contact for children in care who are separated from their siblings. This change puts sibling contact on an equal footing with parental contact —recognising the vital role these relationships play in providing stability, continuity and emotional support.

Currently, sibling relationships are not prioritised as much as parent relationships for children in care by local authorities. Many care-experienced people have talked about the difficulties of losing contact with siblings as a result of being placed in care, and the long term impact this can have.

The new legislation will ensure that local authorities will do all they can to provide sibling contact, even if, for instance, they are living a long way away from each other. This includes half and step siblings.

It will apply unless it is not in children’s best interests, such as in cases of violence or abuse or where social workers have other concerns about wellbeing.

Children’s Minister Josh MacAlister said:

It’s a travesty that children in care can end up losing contact with their brothers and sisters when they go into care, and we want that contact to be maintained wherever possible for the sake of their emotional stability and their futures.

Every child’s circumstances are different, but this amendment is aimed at making life better for more vulnerable children and giving them the best possible start in life.

Chris Hoyle, who was in the care system as a child, said:

After being initially separated, being reunited with my brother in the same foster placement changed my life. My brother is the longest relationship I have ever had, by some distance. How do you define the value of that? How do you put a price on still being in contact with the person who loved you first? I can’t. 

Jonny is a rock in my life. A 6’2 rock who supports the wrong football team. He keeps me grounded in my identity and provides a safety net that has lasted a lifetime.

The Department for Education once called us ‘The Hoyle Brothers’. We are a package deal thanks to the bravery of senior staff who decided that sharing a bedroom was not worth losing something that cannot be bought.

Wherever it is safe and possible, the relationships of siblings in care should be a priority. Those relationships can last a lifetime and are priceless.

Parice, who has experienced the care system, said:

Sibling relationships are often built on a strong foundation of support, offering both emotional reassurance and practical help throughout life.

For those who have experienced the foster care system, these bonds can be especially significant, providing a vital sense of belonging in times of uncertainty. Shared history and memories create a unique connection, alongside similarities that can feel unlike any other relationship.

The amendment to the Children’s Wellbeing and Schools Bill was welcomed in the House of Lords on Wednesday 25 March, following continued discussions with stakeholders and parliamentarians. Final confirmation is expected following further debate in the House of Commons after Easter.

This change forms part of the government’s wider work to reform children’s social care and ensure that every child has the opportunity to grow up in a stable, loving environment.

This includes work to reduce care placements far from home, and allocating £10.8 million for an expansion of Regional Care Co-operatives to enable better placement planning for children in care.

The DfE is also supporting more siblings in care to stay together with ambitious plans to create 10,000 more foster care places, backed by a total investment of £88m, including £25m to expand existing foster carers’ homes so they can foster more children, including sibling groups. 

This is on top of £2.4 billion of investment in the Families First Partnership Programme to help keep families together through early intervention, a pilot for financial support for kinship carers, and reforms to support for adoptive families.

Cathy Ashley, Chief Executive of Family Rights Group, said:

Growing up alongside brothers or sisters is a fundamental part of childhood that so many of us take for granted. Yet, for too long, our care system has overseen a quiet injustice that the wider public rarely sees: breaking the links between siblings, often when they need one another the most. 

By tabling this amendment, the Government is finally righting this historic wrong. When we provide young people with the right scaffolding, we set them up for a lifetime of success, and sibling bonds are the very foundation of that support. This is a victory for care-experienced young people to ensure our system actively protects the relationships that matter most.

Anela Anwar, Chief Executive of Become, said:

We’re delighted the government has agreed to change the law to better protect relationships between children in care and their siblings.

Too often, children are separated from their brothers and sisters, with little done to maintain those relationships. This change will strengthen duties on local authorities to keep siblings connected and better protect these vital bonds.

The amendment is part of the government’s landmark Children’s Wellbeing and Schools Bill which is the most transformative piece of child protection legislation in a generation and will put children at the centre of education and social care.

The government will continue working with the sector to support implementation, share best practice, and ensure children across the country benefit from stronger, more stable care arrangements.

The press release issued by the Department for Education on 19 February 2026.

Children’s progress put first as government ends runaway independent special school fees.

Thousands more children with SEND will get the support that helps them achieve and thrive under new government action to end spiralling independent special school costs and reinvest funding where it makes the biggest difference to pupils’ life chances. 

It comes ahead of the Government’s schools white paper, which will be a golden opportunity to change the course of children’s lives for the better, moving away from a one size fits all approach to one where every child belongs and where high standards and inclusion are two sides of the same coin.

Independent special schools charge an average of £63,000 per child per year – more than twice the £26,000 cost of a state special school. Yet there is no evidence children do any better. Over 30% of these schools are backed by private equity firms, with public money intended for children and young people with the most complex needs instead flowing into private profit.

For the first time, clear national price bands and strengthened standards will ensure every specialist placement delivers real progress for children – not higher bills for councils – ending the postcode lottery that families have faced in securing high-quality SEND support.

Demand for SEND support has risen sharply in recent years, driving an over-reliance on expensive independent special school placements. Today’s measures will reset the specialist sector so that funding is focused on what matters most – high-quality education, better progress and stronger life chances for children. 

And for those children who we know can thrive in mainstream schools with the right support, new research shows that children with SEND perform half a grade better at GCSE than their peers in special schools.

Education Secretary, Bridget Phillipson said:

For too long, families have faced a postcode lottery – fighting for support that depends on where they live, not what their child needs. That ends now.

We’re cracking down on providers who put profit before children. New standards and proper oversight will ensure every independent special school placement delivers real outcomes for children – not unreasonable bills for local authorities.

This is about building a system where every child with SEND can achieve and thrive, at a school that’s right for them and delivers the life chances they deserve.

Under the plans: 

• New national price bands will end unjustified fee variation for the same provision, giving councils the confidence to challenge poor value placements. 
• New statutory SEND-specific standards will ensure every independent special school delivers consistent, high-quality support and clear outcomes for pupils. 
• Full cost transparency will show exactly how public money is spent. 
• Local authorities will have a formal say on new or expanding independent provision so places are created where children actually need them. 

Where special schools are the right setting for children with the most complex needs, the new framework will ensure places are high-quality, locally planned and financially sustainable. 

Cllr Louise Gittins, Chair of the LGA, said:

It is good the Government has set out plans to regulate independent special schools and measures to control costs.

While in some cases an independent school can be the best place for a child to attend, it is wrong that when councils’ own costs are soaring that some providers are setting unreasonably high prices and making significant profits from state-funded placements.

To reduce the reliance on independent special schools, we look forward to the Government’s Schools White Paper ensuring more children with SEND get the care and support they need in schools and other mainstream settings. 

These measures complement work already underway to create an inclusive education system, including £3.7 billion to deliver 60,000 specialist places in mainstream schools and £200 million to train all teachers and teaching assistants to support pupils with SEND. 

This forms the foundations of the government’s reform plans, centred around the belief that children with SEND can thrive in mainstream settings with the right support.

For example, when looking at comparable pupils with EHCPs, the data shows that not only are those in mainstream schools considerably more likely to be entered into GCSE exams, but those who are, achieve around half a GCSE grade higher in English and maths than their peers in special schools. 

That’s a half a grade which could mean the difference between a pass or fail at one of the most important academic milestones. 

The forthcoming Schools White Paper will build on these reforms, setting out further action to strengthen oversight, improve inclusion and ensure public funding is directed to the support that delivers the best outcomes for children and young people.

The press release issued by the Department for Education on 13 February 2026.

A new package of support will help early years settings strengthen their workforce and improve outcomes for children from the very start.

Early years staff across the country will be supported to upskill and qualify as teachers through new paid degree apprenticeships, as the government marks the close of National Apprenticeship Week and continues its work to raise the quality of early education and improve children’s life chances.

The new early years teacher degree apprenticeship will allow 400 staff to earn while they learn, gaining the skills to teach in nurseries and early years settings, improving the quality of early education children receive in the years that matter most. 

By raising skills and creating clear routes to higher pay, the programme will help make early years a more attractive and rewarding profession, supporting recruitment and retention for the staff who are central to giving children the best start in life.

High-quality early education and childcare makes a lasting difference to a child’s life. The evidence is clear that the better trained the staff in nurseries and early years settings are, the more children benefit.

Research show that providers with graduate-level early years staff deliver better outcomes for children. For every 10% increase in settings employing a graduate, the proportion of children reaching a good level of development rises by around 1.2%. 

Backed by a £3.2 million grant to support employers, the programme will contribute £9,000 per apprentice each year to cover training costs. The government will also provide an additional £8,000 per apprentice to help employers cover backfill, training and National Insurance costs, so that no provider is left out of pocket. 

Department for Education data shows those with degree-level qualifications in early years typically earn around £5.50 more per hour than those trained to A-level standard, underlining how apprenticeships can boost pay while strengthening quality across the sector. 

The announcement comes as part of National Apprenticeship Week, when employers, providers and government showcase how apprenticeships unlock opportunity, build skills and drive economic growth. Department for Education analysis estimates apprentices will contribute £25 billion to England’s economy across their working lives. 

Minister for Early Education Olivia Bailey said: 

These degree apprenticeships give early years staff the chance to build skilled, well-paid and rewarding careers while continuing to do the vital work they do every day for children and families.

High-quality early education can change the course of a child’s life. When we back the people who guide children through those first crucial years, we help build their confidence, prepare them for school and set them up to thrive in the years ahead.

Backing progression and better pay in early years is good for families, good for the workforce and good for our country.

Completing the apprenticeship gives early years staff the skills and status to lead learning, not just support it, meaning they can work within higher staff-to-child ratios and progress into better-paid, senior roles across early years settings. 

The £8,000 support grant will be paid to training providers, who will pass the funding directly on to early years settings employing the apprentice. 

Sophie Hayter, Qualification Lead at Kido Nurseries and Pre-Schools said: 

This is a significant and welcome step forward for our sector. By investing directly in the professional development of early years practitioners and providing funding to settings to support, the government is recognising the vital importance of highly skilled educators in shaping children’s earliest experiences.  

This funding not only strengthens workforce quality and sustainability, but also ensures more children can benefit from graduate-level expertise during the most critical stage of their development.

This investment is part of the government’s Best Start in Life strategy and supports its long-term ambition to have an Early Years Teacher in every setting, helping address the current shortfall of graduate-level staff across the sector. 

It follows the announcement of a record £9.5 billion investment delivering affordable and high-quality childcare places for families all over the country. Working parents can now save up to £7,500 a year through expanded funded hours, supported by clearer guidance to ensure families are not hit with unexpected charges. Funding rates are also increasing above inflation to help nurseries and childcare providers maintain quality as access expands.  

More widely, the government is using apprenticeships to unlock opportunity and tackle skills shortages across the country, with a series of announcements this week reinforcing its commitment to high-quality training and clear routes into work. 

The government has unveiled a series of further measures during National Apprenticeship Week to expand opportunities across the country. 

As part of the government’s education estates strategy announced this week, construction firms working on school building projects will have to show that they are providing opportunities for apprenticeships and T Level students, creating around 13,000 new opportunities.  

Further measures announced during National Apprenticeship Week include new pilots to match ‘near miss’ applicants with similar apprenticeship opportunities in their area, alongside a new online platform giving young people clearer, more accessible information about apprenticeships and career outcomes. 

The press release issued by the Department for Education on 12 February 2026.

Guidance for gender questioning children is clear schools should take a careful approach when a child asks to social transition.

Schools and colleges will soon have clear and pragmatic guidance instructing them that they must take a very careful approach when a child asks to socially transition.

Legal duties will be absolutely clear after government embeds guidance within Keeping children safe in education, the established statutory safeguarding framework schools are expected to follow.

Backed by Baroness Cass, whose review warned that strong evidence about the impact of social transition remains limited, the guidance says children’s wellbeing and safeguarding must be at the centre of every decision and schools cannot take a one size fits all approach.  

It clearly sets out that single sex spaces must be protected. Without exception, no child should be made to feel unsafe through inappropriate mixed sex sport, and there should be no sharing of school and college toilet facilities over eight years old or mixed sex sleeping arrangements on trips.  

It is also vital that schools and teachers are aware of any child’s birth sex to be able to take appropriate action where needed, so the guidance will also make clear that this must be accurately recorded in school and college records.  

Education Secretary Bridget Phillipson said:  

Parents send their children to school and college trusting that they’ll be protected. Teachers work tirelessly to keep them safe. That’s not negotiable, and it’s not a political football.  

That’s why we’re following the evidence, including Dr Hilary Cass’s expert review, to give teachers the clarity they need to ensure the safeguarding and wellbeing of gender questioning children and young people.   

This is about pragmatic support for teachers, reassurance for parents, and above all, the safety and wellbeing of children and young people.

The guidance also provides much needed clarity by determining schools should always consider any clinical advice the family has received and seek parents’ views unless there is a genuine safeguarding reason not to.

School leaders and unions including Star Academies and the Sixth Form College Association have backed the clear red lines set out in the proposed guidance to protect all children and young people.  

KCSIE is kept under regular review to make sure it is meeting the need of schools, colleges and families, allowing for further changes as new evidence emerges.

It is already used by teachers and schools and colleges every day – and the latest iteration includes strengthened guidance and guardrails on issues central to our children’s safety from violence and harassment to online risks and mental health.

Dr Hilary Cass, Author of the Cass Review, said: 

The safety and wellbeing of the child must be at the heart of any decision when a young person is questioning their gender. Schools, parents and government share this fundamental responsibility. 

Integrating this guidance within Keeping Children Safe in Education ensures this. It places this work alongside other duties to protect children, on a clear statutory footing, with proper accountability for all involved. 

The updated guidance is practical and reflects the recommendations of my review, giving schools much needed clarity on their legal duties so they can support children with confidence.

Sir Hamid Patel CBE, Chief Executive of Star Academies, said:  

This gender questioning guidance offers a considered and practical framework for schools and colleges navigating the complexities around gender-questioning children.   

It rightly prioritises transparency with parents and a cautious, evidence-informed response to complex issues.  

By setting out clear expectations and red lines within Keeping Children Safe in Education, it helps schools and colleges to navigate sensitive situations while ensuring that all children and young people are protected, respected, and supported. 

Pepe Di’Iasio, General Secretary of the Association of School and College Leaders, said:

We welcome the publication of guidance on supporting gender questioning children.

Schools and colleges have done a very good job in dealing with this complex and sensitive issue over the course of many years, striving to create inclusive environments for all their young people. But they have had to do so amid an often-polarised public debate.

We have long called for clear, pragmatic and well-evidenced national guidance to support them in this area and we are pleased to have reached this point.

Paul Whiteman, general secretary at school leaders’ union NAHT, said:

We welcome the publication of this guidance for consultation, as there is a clear need for greater clarity about how schools should manage this sensitive issue and support their pupils.

Placing this within existing safeguarding guidance ensures that the key principles of safeguarding children underpin the approach schools take. It is important to remember that individual children and young people are at the heart of this, and schools remain focused on ensuring that every child in their care is safe and treated with compassion and humanity.

Bill Watkin, Chief Executive of the Sixth Form Colleges Association, said:

Sixth form colleges make every effort to safeguard the welfare and dignity of all students, as well as to provide welcoming, inclusive environments for those who identify as trans or are questioning their gender.

The major additions proposed today by DfE to the statutory safeguarding guidance will allow them to continue to do that with greater confidence, ending a long period of uncertainty about how to apply broad legal principles to the day-to-day reality on the ground in colleges.

We are particularly pleased that DfE has addressed many of our questions and concerns about previous draft guidance, including by acknowledging that the best approach will vary by student age and stage.

Polly Harrow, DfE Further Education Student Support Champion; Vice-Principal Kirklees College:

The consultation on Gender Questioning guidance within KCSIE will be welcomed by the FE sector. The guidance is useful for all educators and gives clear information and advice on an issue that needs clarity and sensitivity.

I would urge practitioners to take the opportunity to comment, as the final guidance will be invaluable for supporting our work in this space.

Leora Cruddas CBE, Chief Executive of the Confederation of School Trusts said:

This is an important area, where schools need to follow the law while responding sensitively to individual circumstances.

This updated guidance gives clarity, but also the flexibility to demonstrate respect and care for pupils and families.

Working together we can help ensure all pupils are properly safeguarded.

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

Safe AI tutoring tools co-created with teachers to be available to schools by the end of 2027, helping to close the attainment gap.

Up to 450,000 children from disadvantaged backgrounds could benefit from safe AI powered tutoring tools providing personalised, one-to-one learning support – levelling the playing field for those who cannot afford private tutors.

The government’s mission is to break down barriers to opportunity so every child, regardless of background, can achieve and thrive. Currently, too many disadvantaged children are lagging behind their peers with just one in four achieving a pass in English and maths at GCSE at grade 5 or above, compared to over half of their peers.

Evidence shows that one to one tutoring can accelerate a pupil’s learning by around five months, but access to tutoring is deeply unequal, with children from wealthier families far more likely to benefit. The government is running a tender for industry to co-create AI tutoring tools with teachers, with the goal of bringing these tools to a similar level of quality, so that we can offer, at scale, the kind of personalised one to one support often only available to a privileged few.

By adapting to individual pupils’ needs, the tools could provide extra help when they get stuck and identify where they need more practice to master their lessons, with the potential to help them catch up with their peers.

From Summer term this year, there will be teacher-led co-creation of AI tutoring tools with industry. The tools will then be available to schools by the end of 2027. From years 9 – 11 alone this means the tools could support up to 450,000 children a year on free school meals to access one to one tutoring.

Under the plans the government will work alongside teachers, AI labs and leading tech companies to robustly test AI tutoring tools, so they are safe and work for pupils, including the most disadvantaged, and school staff. This includes ensuring they work in tandem with the National Curriculum to build on children’s learning in class.  

The tools will help drive up standards by complementing high-quality face-to-face teaching – not replacing it – offering targeted support to students who need it most while also pushing the most able pupils to go further, so every child can achieve and thrive.

Education Secretary, Bridget Phillipson, said:

Our mission is to break the link between background and destiny, and we’re working hand-in-hand with teachers to make that a reality. AI tutoring tools have the potential to transform access to tailored support for young people, taking tutoring from a privilege of the lucky few, to every child who needs it – so all children can achieve and thrive.

But AI tools are only helpful in education if they are safe and support learning – and that is a non-negotiable. We will ensure tutoring tools are designed with teachers and rigorously tested, so they enhance pupils’ learning and keep our children safe online, never replacing the human connection that only great teachers can provide.

Technology Secretary, Liz Kendall, said:

Every child should have an equal shot at success, no matter their background – but in reality, too many disadvantaged children are falling behind their peers in school.

We’re determined to close that gap. That’s why we are going to work with teachers and tech experts to make safe, smart AI tutoring tools available to schools by the end of 2027 – providing extra help for kids who couldn’t otherwise afford it.

Alongside the high quality, face-to-face teaching of our brilliant educators, this will help level the playing field for hundreds of thousands of children from disadvantaged backgrounds to make the most of their education by removing the barriers that get in the way.

Trials of the AI tutoring tools will begin later this year with children in secondary schools across the country, drawing on first-hand experience from teachers. Their expertise and feedback will ensure the tools are at their most effective, with evidence gathered from trials then informing their wider use.

Robust benchmarks will also be developed so parents and teachers can be confident that AI tools for use by pupils are high quality, reliable and most importantly safe.

Teachers and school staff will be supported with clear, practical training developed with the education sector, so they have the skills, knowledge, and confidence to use AI safely and effectively.

The announcement today builds on the measures announced last week to ensure opportunities to harness the benefits of AI and technology in education can be maximised and protect young people from online harms including:

• Launching a consultation on children’s social media use and banning phones in schools to protect young people’s wellbeing and ensure safer online experiences.
• Developing the first-ever guidance on screen use for under-fives to offer parents practical support on balancing screens with play, speaking and reading.
• A £23 million investment to expand the government’s EdTech Testbeds pilot programme – enabling more than 1,000 schools and colleges to test AI tools and assistive technology, supporting teachers from primary school onwards by saving them time and reducing workloads.
• Updated safety standards that will ensure tech companies meet the high bar the government expects when developing tools for use in education, with a focus on tackling emerging risks like AI affecting learning, emotional and social development.

The press release issued by the Department for Education on 8 January 2026.

New academy trust inspections to boost transparency for parents and strengthen outcomes for children.

Millions of children will benefit from a stronger, fairer and more transparent school system as the Government sets out plans to introduce inspection of multi-academy trusts.

The Education Secretary has today tabled an amendment to the Children’s Wellbeing and Schools Bill, to give parents and communities greater confidence that schools are part of strong, supportive trusts focused on improving outcomes for every child.

The measure delivers on the commitment made in the government’s manifesto to bring multi academy trusts into the inspection system.

High-quality academy trusts play a vital role in raising standards and widening opportunity for children. Educating most pupils in England, they oversee key decisions that shape children’s education – from curriculum to staffing.

Trust inspection will ensure those decisions are subject to clear, independent scrutiny, while recognising, celebrating and backing strong trusts so every child benefits from the highest standards, wherever they live or go to school.

Education Secretary Bridget Phillipson said:

Every child no matter their background should be able to achieve and thrive, and strong schools working together through high quality trusts help make that possible.

That collaboration must be matched by clear, fair accountability. Trust inspection will recognise excellence, support improvement and ensure no child is overlooked, especially those with the greatest needs.

This is national renewal in action – public services working together, rooted in communities and focused on improving outcomes so every child, wherever they grow up, is set up for success.

Trust inspections will focus on leadership, governance and impact – including how effectively trusts improve schools, provide high quality education, support staff, use resources and promote pupil wellbeing. The approach will celebrate excellence, support improvement and recognise trusts that play a wider system role by helping all children and schools across communities to succeed.

The Bill will also introduce new powers of intervention to step in when trusts are not meeting acceptable standards including moving academies to stronger trusts, whilst also offering a route of recognition and celebration of those that are transforming outcomes for pupils.

Cathie Paine, CEO of REach2, said:

We welcome the move toward trust‑level inspections. Trusts play a huge role in improving education and driving greater equity, so it makes sense to look at how they work as a whole.

The key will be making sure this is done proportionately and in a way that reflects the different sizes and approaches across the system. If we get that balance right, it won’t just strengthen accountability – it will give a clearer picture of how trusts support schools, add value and, most importantly, how we can make things better for every child.

It’s also a great chance for trusts to learn from each other and share what works, which can only make the system stronger.

These reforms are part of the Government’s drive to raise standards and renew public services. Groups of schools working together in strong, community-centred partnerships are one of the most effective and sustainable ways to secure better outcomes for children.

That is why strong collaboration between schools, in particular high quality school trusts, will play a pivotal role in delivering our vision in the forthcoming Schools White Paper – helping to raise standards across the system and ensuring every child has the opportunity to succeed regardless of their background, needs or where they live.