Tag: Department for Education

The press release issued by the Department for Education on 7 August 2025.

School attendance in England has surged, with 5 million more days in classrooms and 140,000 fewer persistently absent pupils.

Children across England are returning to school in record numbers, with over 5 million more days in classrooms this year – signalling the biggest year-on-year improvement in attendance for a decade.

New figures show more than 140,000 fewer pupils are persistently absent compared to last year, as the government’s relentless focus on tackling the inherited school attendance crisis begins to pay dividends.

Of those, 45,000 are young people from deprived backgrounds, reflecting particular improvement among disadvantaged children.

The dramatic improvement means teachers have saved over 10,000 days that would have been spent helping absent pupils catch up, freeing them to focus on delivering excellent education to whole classes.

Spending more time in school boosts learning outcomes for children, but it’s also about making friends and having new experiences, helping them to achieve and thrive. It also has a huge impact on children’s future chances in life.  With a single day out of school costing an estimated £750 in lost earnings across the course of a career for a typical student, this year’s progress alone will protect over £2bn in pupils’ future earnings and building the skilled workforce needed to drive economic growth.

The attendance breakthrough demonstrates the start of a fundamental shift in classrooms across the country, with attendance improving in all regions, as more children get back into the habit of attending every day.

The department is already making progress through our Plan for Change and this year has delivered major upgrades to school and LA-level data. This puts AI-powered reports into the hands of schools so they can benchmark their attendance against schools in similar circumstances to tackle attendance issues head on, alongside significantly expanding our pilot mentors scheme to directly target young people who need more support.

This builds on the government’s wider approach to tackle the root causes of absence, including rolling out free breakfast clubs in every primary school, expanding access to mental health support in schools, and ensuring earlier intervention for pupils with special educational needs.

Education Secretary, Bridget Phillipson said:

The record improvement in school attendance shows we are turning the tide on a crisis that saw a generation go missing from England’s schools.

Getting children back in classrooms, where they belong, is non-negotiable if we are to break the unfair link between background and success so we can build a fairer country – a cornerstone of our Plan for Change.

When we tackle attendance head-on, everyone benefits – pupils get the consistent education they deserve, teachers can focus on driving up standards, and we build the stronger workforce our economy needs.

With fewer children missing crucial learning, pupils are more likely to develop the consistent study habits, knowledge and social skills that will serve them whether they progress to apprenticeships, colleges or universities.

The attendance gains sit alongside for the government’s mission to ensure 75% of five-year-olds reach key development milestones by 2028, recognising that regular school attendance from the earliest years creates the foundation for lifelong success.

To go further, new attendance and behaviour hubs will work nationwide to support more than 5,000 schools a year in tackling absence, while specialist attendance mentors are working directly with 10,000 of the most vulnerable children over the next three years to remove barriers to attending school.

The press release issued by the Department for Education on 1 August 2025.

New legal duties on universities and colleges come into force, as government delivers Plan for Change to restore integrity of higher education.

Students, academics and external speakers at universities in England will have their freedom of speech protected by robust new laws coming into force today (Friday 1 August).

Under the strengthened rules introduced by this government, universities must actively promote academic freedom, ensuring campuses are places where robust discussion can take place without fear of censorship of students, staff or external speakers expressing lawful opinions.

Universities will also be banned from using non-disclosure agreements to silence victims of campus misconduct, protecting vulnerable individuals who may have faced harassment, abuse or sexual assault.

If lawful free speech is silenced the Office for Students (OfS) can investigate, and can take action if universities are found to have failed to protect free speech rights.

The OfS’ director for free speech and academic freedom has warned institutions that flout the new rules could face record penalties, after the University of Sussex was given a landmark £585,000 fine for its failure to uphold free speech in March. Arif Ahmed said future fines could be higher.

These robust protections deliver on the government’s Plan for Change by restoring the integrity of our universities as rigorous centres of intellectual debate, recognising them as a key driver for delivering growth and opportunity across the country.

Skills Minister Jacqui Smith said:

Academic freedom is non-negotiable in our world-leading institutions, and we will not tolerate the silencing of academics or students who voice legitimate views.

These strengthened protections make this explicitly clear in law, and the record fine already handed down by the OfS has put universities on notice that they must comply or face the consequences.

Through our Plan for Change we are restoring our world class universities as engines of growth, opportunity and innovation, and fostering a culture of free enquiry and academic freedom is at the heart of that.

In future a new OfS complaints scheme will ensure academics, external speakers and staff can trigger investigations that could lead to fines if their free speech is not protected. Students will have their free speech complaints considered through the Office of the Independent Adjudicator.

The legislation will also ensure student unions are subject to new rules, by holding universities accountable for their activities.

The Education Secretary has previously announced that elements of the Act that could have saddled universities with disproportionate legal costs will be removed, as they would have rendered the rules unworkable.

Jewish community organisations had also raised fears the tort might lead some providers to unduly prioritise speech which is hateful or degrading over the interests of those who are at risk of being harassed and intimidated.

Overseas transparency measures contained in the Act will remain under review while the government assesses the impact of the recently-introduced Foreign Influence Registration Scheme.

The Office for Students already has powers to require information in response to concerns about free speech or academic freedom, including issues related to suspected foreign interference and funding.

The press release issued by the Department for Education on 16 July 2025.

Every school to have reliable, safe tech in classrooms as government rolls out plans for the future of digital standards to ensure no child is left behind.

Pupils and staff across the country will have access to reliable, safe technology in their classroom as the government announces plans to help narrow the digital divide in schools – making outdated systems and patchy connectivity a thing of the past.

Across the country there are stark inequalities where some pupils suffer from basic digital access whilst others benefit from cutting-edge technology, including AI – creating unfair barriers to learning and future opportunities.

Following consultation with schools, the government is today (16 July) setting out expectations for schools and colleges to meet six digital standards by 2030, helping to end the postcode lottery in access to tech that has left too many pupils behind, by preventing teachers from delivering modern lessons and stopping pupils developing digital skills essential for modern careers.

The six standards cover broadband internet, wireless networks, network switches, digital leadership, plus two safety requirements: cyber security and filtering and monitoring to keep pupils safe online.

Online safety is at the heart of the government’s plans, with the cyber security and filtering and monitoring standards designed so that as digital access improves, school IT systems are protected from cyber security threats and the risk of online threats – ensuring technology enhances children’s education.

To support schools, the government will expand its Plan technology for your school service to give every school tailored support and guidance on how and where to make lasting, cost effective improvements to their technology.

This comes alongside a £45 million investment from government this year to boost school infrastructure, including upgrades to fibre and wireless networks – helping get classrooms online and boosting standards where it is most needed.

Minister for Early Education, Stephen Morgan, said:

Every child deserves access to the digital tools that will prepare them for the modern world, regardless of which school they attend. For too long, we’ve seen a postcode lottery where some pupils thrive with cutting-edge technology whilst others are held back by outdated equipment.

Meeting our six digital standards will ensure that by 2030, all schools have the digital provision they need. We’re investing in our children’s futures, supporting pupils to get the digital access they need to succeed whilst keeping them safe online.

This is a key part of our Plan for Change – ensuring every child has the chance to reach their full potential and no pupil is left behind in the digital age.

The Plan technology for your school service helps schools understand their bespoke technology needs, create digital strategies fit for the future and save money with guidance to enable them to strike the best deal possible with suppliers.

Jisc will also continue to support colleges with expert advice on the use of technology and access to Janet, the UK’s National Research and Education Network.

Evidence is clear that access to technology can boost a student’s attainment and meeting the standards will ensure every school has the digital infrastructure to deliver the technological support for staff and pupils for years to come.

The work forms part of the Government’s wider plan to break down barriers to opportunity, as too many pupils currently miss out on digital skills that are essential for modern careers, creating lasting disadvantage and impacting their future. The Connect the Classroom programme has so far improved connectivity for more than 1.3 million pupils in 3,700 schools.

By ensuring schools have reliable, safe technology, the Government is giving pupils – regardless of their school’s location or resources – the digital foundation they need to succeed in education and beyond.

Schools will work towards meeting the standards by 2030, with government support to ensure no pupil is left behind in the digital age.

The press release issued by the Department for Education on 15 July 2025.

Government publishes final statutory relationships, sex and health education guidance for schools.

Children and young people will be better protected from the scourge of misogynism, deepfake porn and unhealthy attitudes to consent, power and control through new Relationships, Sex and Health Education guidance for schools being published today (Tuesday 15 July).

The statutory guidance has a new focus on helping boys identify positive role models, and challenge myths about women and relationships that are spread online in the ‘manosphere’ – without stigmatising boys for being boys.

Secondary schools will also now include lessons on incel culture, including how a piece of content online can impact a person’s understanding of sexual ethics and behaviour, as well as increasing awareness of AI, deepfakes and how pornography links to misogyny.

It comes as new data published today shows misogynistic attitudes have reached epidemic scale by the end of secondary school. When asked to think about just the past week, over a third (37%) of pupils aged 11-19 had heard comments that made them concerned about the safety of girls, and over half (54%) said they had witnessed comments they would describe as misogynistic.

Other additions to the curriculum include spiking and methanol poisoning, increased focus on resilience and coping, a strengthened health syllabus so children are equipped with necessary knowledge on women’s health such as endometriosis and fertility.

The guidance builds on the government’s commitment to give every school child access to a mental health professional, delivering on the Prime Minister’s Plan for Change, and comes ahead of the Violence Against Women and Girls strategy due to be published in the autumn.

Education Secretary, Bridget Phillipson, said:

Before I was elected to Parliament, I managed a refuge for women and children fleeing domestic violence, so I have seen first-hand the devastating impact when we don’t foster healthy attitudes from the youngest age.

I want our children to be equipped to defy the malign forces that exist online. Schools and parents alike have a vital role to play, helping children identify positive role models and resist the manipulation too often used online to groom impressionable young minds.

Whether it’s helping deliver on our Plan for Change mission to halve violence against women and girls or growing a more just and equal society, there can be no more basic mission for a government then making sure our children grow up to become decent, respectful adults, prepared for the modern world.

Children will start to build positive attitudes to relationships between friends and family in primary school, followed by new dedicated content in secondary school that helps boys identify positive male role models, and all children to expect consent and kindness when they get ready for more intimate relationships.

Additional new content for secondary schools includes:

• Sexual ethics beyond consent, for example teaching young people that yes doesn’t always mean yes as factors like peer pressure should be taken into account
• Staying safe in public spaces, to match staying safe online, so young people know how to increase their personal safety in public spaces, build confidence in trusting their instincts and learn ways to seek help
• Financial exploitation
• Positive conceptions of femininity and masculinity

A strong new emphasis on age-appropriate and sequenced teaching, differentiated between primary and secondary school, will mean children don’t get taught things they are too young for, without proscribing specific ages to each individual topic.

The clear dividing line between what can be taught in primary and secondary school remains unchanged.

This will allow teachers to sensitively respond to topics that children might have seen online or heard from their friends – making sure children are kept safe and parents are informed.

Research shows over one in five (22%) of girls aged 7 to 10 had seen ‘rude images online’, and the average age for exposure to pornography is 13. This is also an issue the sector has regularly raised concerns about, with 3 out of 4 teachers surveyed worrying about the influence of online misogyny over their pupils.

That’s why, starting in early 2026, schools will be able to apply for an RSHE training grant, empowering the workforce to take on these challenges.

Oak National Academy, the publicly-funded provider of curriculum and teaching resources for schools, has released a set of online safety lessons reflecting this part of the guidance that will warn teenagers of the dangers of incel ideology and other forms of misogyny they encounter on the internet.

Jason Elsom, Chief Executive of Parentkind, the UK’s largest parent charity, said:

Transparency is critical for parents and there should be an unambiguous right for parents to see what their children are being taught before they are taught it. This guidance makes it clear that is what should happen.

Where parents have been able to view RSHE materials, they are four times as likely to say they are happy with the content of RSHE lessons. Transparency is the word that should be written through every school’s approach to RSHE.

Parents rightly have high expectations of schools around the teaching of sensitive subjects and doing this in a way that works with parents rather than keeping parents in the dark.

John Roberts, Interim CEO of Oak National Academy, said:

Teachers have an important role to play in helping children stay safe online and enabling them to identify harms such as incel ideology and misogyny.

But it’s a delicate topic to cover, and schools need to feel confident they are getting it right.

These free, optional Oak resources offer age-appropriate lessons that help teachers start honest conversations and guide pupils towards healthier digital habits and safer online experiences.

The guidance is absolutely clear that parents should be able to view all RSHE curriculum materials on request and that schools should not agree to any contractual restrictions on showing parents any content that the school will use.

To further support children to feel able to take on challenges and risks, they will be taught the importance of grit and resilience and to recognise that anxiety and low mood can be a normal of managing every day mental health.

With suicide being the biggest killer of under 35s, the guidance has made clear that secondary schools should work closely with mental health professionals on how to discuss suicide prevention in an age-appropriate way.

Andy, Mike and Tim of 3 Dads Walking said:

We welcome this vital step forward. Giving schools permission to talk about suicide prevention means more young people can be supported to open up about difficult feelings and know where to find help.

We know, from painful personal experience, how much this matters. This change will save lives. We’re grateful to have played a part in helping bring it about.

Schools can begin following the guidance from the new school year and it must be followed from September 2026.

Margaret Mulholland, SEND and inclusion specialist at the Association of School and College Leaders, said:

Sadly, boys are often exposed to harmful and toxic misogynistic content online, which can impact on their behaviour in the real world. The focus of this updated guidance on tackling these issues is timely and welcome.

It is important that we don’t simply tell boys what is wrong but that we also talk to them about positive male role models – and we are pleased that this is recognised in the guidance.

Social media companies must also do more to police their platforms to remove harmful material and in particular protect children and young people from malign influences. We all have a responsibility to uphold values of decency and respect.

The press release issued by the Department for Education on 10 July 2025.

Up to 200 places will be created for vulnerable children in council-run high-quality children’s homes with £53 million.

The most vulnerable children in society will be better protected from unsafe, illegal children’s homes thanks to over £53 million investment from the government to create 200 new placements in high-quality council-run homes through its Plan for Change.

For the first time, the government has specifically targeted funding at children who have such complex needs that they are at risk of, or have been, deprived of their liberty.

Children in these situations need extra support from social workers and care teams to stop them running away from home and from harming themselves and others.

The new homes will break down barriers to opportunity by providing support for these young people’s complex behaviour and mental health needs in safe and stable environments. A substantial shortage of placements to meet these young people’s needs over recent years has seen them being placed into accommodation that is operating illegally by not registering with Ofsted.

Data from the Children’s Commissioner shows this also comes at an eye-watering cost to councils, who spend an estimated £440 million a year on unregistered placements. Over 30 placements were costing over £1 million each – and this in a world where private providers sometimes siphon off over 20% of placement costs for private profit.

One teenager with both SEND and mental health needs told the commissioner they had been living in a caravan for two months, at a cost of £75,000, out of her council area.

Today’s announcement builds on measures already announced in the Children’s Wellbeing and Schools Bill to give Ofsted stronger powers to impose fines on illegal homes and new powers for the Secretary of State to cap provider profits if excessive profiteering is not brought under control.

Minister for Children and Families Janet Daby said:

The children’s social care system has faced years of drift and neglect, leading to a vicious cycle of late intervention and children falling through the cracks.

One of the worst symptoms of this is when some of the most vulnerable young people in society are shunted from pillar to post – traumatised by shameful illegal homes, while some private companies rack up ludicrous profits.

Through our Plan for Change and our Children’s Wellbeing and Schools Bill, this government is enabling every child to achieve and thrive by investing in the places children need, cracking down on profiteering with new laws, and rebuilding family support services so parents and carers get the help they need to keep their children happy and safe in loving homes.

It comes as part of ambitious reform to rebalance the children’s social care system away from crisis intervention and towards earlier help to keep children safe, with over £2 billion investment over the course of this parliament.

Green shoots are already being seen as an evaluation published today of areas that tested the government’s early intervention reforms show evidence of improved collaboration between agencies leading to more consistent support for families.

Funding for preventative services has already been doubled this year compared to last year from £250 million to £500 million, so that every family who needs support receives it to stop issues getting worse, with the guidance of a dedicated family help worker.

The government committed to continuing the £500m funding each year until 2028-29 at the Spending Review alongside a further increase of at least £300 million over the coming two years.

Children’s Commissioner Dame Rachel de Souza said:

My work as Children’s Commissioner has shown there are too many children who need brilliant care who have instead ended up in illegal – and terrible – accommodation. Instead of receiving care and support, they are side-lined, ignored and left waiting while services fail to take responsibility for these children.

This funding, and the social care provisions of the Children’s Wellbeing and Schools Bill, is an opportunity to bring that to an end. It will increase the number of loving, safe homes for this group of children – whose needs are often urgent and complex – and must provide loving, therapeutic, joined-up care to help these children flourish.

Chief Executive at Action for Children Paul Carberry said:

It’s vital that children and young people with complex needs receive specialist, therapeutic care in a stable environment. Over recent years, too many children have been placed in unregulated, unsuitable accommodation due to the critical shortage of placements in the system, with sometimes devastating consequences on their health, safety, and wellbeing.

Without the right support, their needs can escalate, and placements can break down.

We wholeheartedly welcome this investment, which will ensure more children with complex needs get the care and support they deserve.

Through the Children’s Wellbeing and Schools Bill, new laws are being brought in to increase the transparency of private providers over their finances, with a backstop provision to introduce a profit cap if providers don’t voluntarily bring an end to exploitative practices.

The department has also brought together an expert ‘market intervention advisory group’, which is working on the details of how the financial oversight and transparency schemes will work in practice to make as quick as possible progress to tackle profiteering, as well as how to bring in more voluntary providers.

Schemes are being considered to encourage charities and ethical investors to open children’s homes, including through innovative funding mechanisms like social financing.

The press release issued by the Department for Education on 4 June 2025.

New entitlement to free school meals for all children in household on Universal Credit.

Over half a million more children will benefit from a free nutritious meal every school day, as the government puts £500 back into parents’ pockets every year by expanding eligibility for free school meals.

From the start of the 2026 school year, every pupil whose household is on Universal Credit will have a new entitlement to free school meals. This will make life easier and more affordable for parents who struggle the most, delivering on the government’s Plan for Change to break down barriers to opportunity and give children the best start in life.

The unprecedented expansion will lift 100,000 children across England completely out of poverty. Giving children access to a nutritious meal during the school day also leads to higher attainment, improved behaviour and better outcomes – meaning they get the best possible education and chance to succeed in work and life.

Since 2018, children have only been eligible for free school meals if their household income is less than £7,400 per year, meaning hundreds of thousands of children living in poverty have been unable to access free school meals.

The government’s historic new expansion to those on Universal Credit will change this and comes ahead of the Child Poverty Taskforce publishing its ten-year strategy to drive sustainable change later this year. It comes on top of targeted support for families being hit the hardest with the cost-of-living crisis, with urgent action including raising the national minimum wage, uprating benefits and supporting 700,000 families through the Fair Repayment Rate on Universal Credit deductions.

Prime Minister Keir Starmer said:

Working parents across the country are working tirelessly to provide for their families but are being held back by cost-of-living pressures.

My government is taking action to ease those pressures. Feeding more children every day, for free, is one of the biggest interventions we can make to put more money in parents’ pockets, tackle the stain of poverty, and set children up to learn.

This expansion is a truly historic moment for our country, helping families who need it most and delivering our Plan for Change to give every child, no matter their background, the same chance to succeed.

Education Secretary Bridget Phillipson said:

It is the moral mission of this government to tackle the stain of child poverty, and today this government takes a giant step towards ending it with targeted support that puts money back in parents’ pockets.

From free school meals to free breakfast clubs, breaking the cycle of child poverty is at the heart of our Plan for Change to cut the unfair link between background and success.

We believe that background shouldn’t mean destiny. Today’s historic step will help us to deliver excellence everywhere, for every child and give more young people the chance to get on in life.

The Government is also offering more than £13 million in funding to 12 food charities across England to redistribute thousands of tonnes of fresh produce directly from farms to fight food poverty in communities.

The Tackling Food Surplus at the Farm Gate scheme is helping farms and organisations to work collaboratively to ensure edible food that might have been left in fields instead ends up on the plates of those who need it, including schoolchildren.

Work and Pensions Secretary Liz Kendall said:

Poverty robs children of opportunities and damages their future prospects. This is a moral scar on our society we are committed to tackling.

By expanding Free School Meals to all families on Universal Credit, we’re ending the impossible choice thousands of our hardest grafting families must make between paying bills and feeding their children.

This is just the latest step of our Plan for Change to put extra pounds in people’s pockets – a downpayment on our Child Poverty Strategy, building on our expansion of free breakfast clubs, our national minimum wage boost and our cap on Universal Credit deductions through the Fair Repayment Rate.

To ensure quality and nutrition in meals for the future, the government is also acting quickly with experts across the sector to revise the School Food Standards, so every school is supported with the latest nutrition guidance.

This new entitlement will apply to children in all settings where free school meals are currently delivered, including schools, school-based nurseries and Further Education settings. We expect the majority of schools will allow parents to apply before the start of the school year 2026, by providing their National Insurance Number to check their eligibility.

Schools and local authorities will continue to receive pupil premium and home to school transport extended rights funding based on the existing free school meals threshold.

This is just the latest step in the government’s Plan for Change to break the unfair link between background and opportunity, including rolling out free breakfast clubs, expanding government-funded childcare to 30 hours a week for working parents and commitment to cap the number of branded school uniform items.

Nick Harrison, CEO of the Sutton Trust, said:

This is a significant step towards taking hunger out of the classroom. Children can’t learn effectively when hungry, so this announcement not only helps to tackle the effects of child poverty, but will also likely help improve education outcomes for disadvantaged young people.

Giving free school meals to all families who are eligible for Universal Credit is also easier for parents to understand, so has the potential to increase take up rates. This is an important milestone in delivering on the Government’s mission to break down barriers to opportunity.

Kate Anstey, head of education policy at Child Poverty Action Group said:

This is fantastic news and a game-changer for children and families.

At last more kids will get the food they need to learn and thrive and millions of parents struggling to make ends meet will get a bit of breathing space.

We hope this is a sign of what’s to come in autumn’s child poverty strategy, with government taking more action to meet its manifesto commitment to reduce child poverty in the UK.

From April 2026 until the end of parliament, millions of households are set to receive a permanent yearly above inflation boost to Universal Credit. The increase, a key element of the Government’s welfare reforms to be laid before Parliament, will tackle the destitution caused by years of inaction that has left the value of the standard allowance at a 40 year low by the early 2020s.

The press release issued by the Department for Education on 29 May 2025.

Around 300,000 children across 1,200 primary schools to benefit from earlier and better neurodiversity support.

Around 300,000 children, including those with conditions such as autism, ADHD, and dyslexia, will be better supported to achieve and thrive as the government expands successful programme to help boost attendance and behaviour.

Backed by £9.5 million in government funding, the Partnership for Inclusion of Neurodiversity in Schools (PINS) programme – which supports neurodiverse students by training teachers to identify and better meet their needs and improves parental engagement – will be extended for another year across a further 1,200 schools.

One in seven children are estimated to be neurodiverse, and a lack of specialist training and awareness to support them means they often face bullying, higher rates of suspensions due to challenging behaviour, absence, and poor mental health.

The positive impact of the PINs programme is already being seen in 1,600 primary schools which have previously taken part, with staff reporting increased attendance, improved behaviour, and better pupil wellbeing – which in turn benefits the entire school community.

It ensures mainstream primary schools are more inclusive, enabling more children with SEN to thrive with their peers, meaning special schools can cater to those with the most complex needs – in line with the Government’s vision for a reformed SEND system as part of its Plan for Change.

Education Secretary, Bridget Phillipson said:

The impact on life chances when there is a lack of appropriate support for neurodivergent children can be devastating.

We want a different future for children with SEND: inclusive and tailored to meet their needs, so everyone has the chance to achieve and thrive, and excellence is for every child.

As part of our Plan for Change, we are determined to fix the broken SEND system and restore the trust of parents by ensuring schools have the tools to better identify and support children before issues escalate to crisis point.

Some neurodivergent children are highly sensitive to loud noises or bright lights, leading to sensory overload which makes it difficult to learn, while others have difficulty understanding social cues or communication, leading to feelings of isolation.

Others can find skills such as managing time difficult, impacting their ability to complete tasks, and some may experience hyperactivity or difficulties with emotional regulation, which make behaviour challenging. On top of this, some pupils ‘mask’, which can lead to increased anxiety and burnout.

Through the PINS programme, specialist education and health professionals provide vital training to school staff to better identify conditions and access interventions tailored to their specific needs, and to better understand how to interact with neurodivergent children in a supportive way.

Schools are also expected to host termly meetings with parents and carers, allowing them to feedback on the school’s approach to supporting children’s needs, increasing parental confidence.

Carfield Primary School in Yorkshire received support from a speech and language team and occupational therapist through the PINS programme which helped teachers better identify and support children’s needs.

They now open the school gates earlier and stagger their lunch time for pupils to ensure there is a calmer, more regulated school environment to avoid overstimulation. Plus, each child has a profile for teachers to understand their individualised needs.

Parent at the school, Abi Olajide, said:

My son was finding some aspects of school difficult and I felt isolated until I was invited to a parents’ forum which made me feel like I wasn’t alone and we were in it together.

We got the opportunity to encourage one another as parents and better learn how to support our children’s needs.  My son’s class teacher is marvellous and is always giving updates on how he’s getting on. Before PINs, I didn’t know what to do but now the school and parents are all linked up and work in partnership.

My son has improved in reading and in his enjoyment of school and he is starting to have better relationships with his peers. I feel really grateful for PINs because of all the support my son is getting, and how well he is now doing at school.

Bethan Arthur, SENCO and Deputy Head Teacher at the school, said:

We have seen a massive improvement in the schools’ relationship with parents and a significant improvement in children’s attendance – from 93% to 95%, which has been supported by engaging with the PINS programme.

Tom Cahill, National Director for learning disability and autism at NHS England, said:

It is fantastic news that thousands more neurodivergent children are to be better supported to thrive in mainstream primary schools.

I visited a PINS primary school and saw first hand how health professionals can support schools in meeting the needs of neurodivergent children – I heard from parents who appreciated the support without the need for diagnoses or waiting lists.

Effective partnerships between local NHS systems, local authorities, schools and parent carer forums allows schools to access specialist health professionals to provide advice and training. Strengthening relationships between schools and parent carers ultimately leads to improved children’s experiences at school and provides us with a blueprint for the future.

Sarah Clarke and Jo Harrison, Directors and Co-Chairs of the National Network of Parent Carer Forums said:

The PINS programme has been an inspiring initiative, bringing together educators, health professionals, and parents to ensure neurodivergent children receive the support they need in their local schools.

Through close collaboration with families and Parent Carer Forums, the programme has strengthened communication and mutual understanding between schools and families, leading to reduced isolation for those with SEND and improved access to additional support services. This collective effort has created a powerful network of expertise dedicated to improving outcomes for all neurodivergent children.

The Government established its Neurodivergence “Task and Finish Group”, led by Professor Karen Guldberg, which brings together a group of experts to drive understanding of how to improve inclusivity and expertise in mainstream schools, in a way that works for neurodivergent children and young people.

Professor Karen Guldberg, the Chair of the Neurodivergence Task and Finish Group, said:

I welcome the expansion of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. It focuses on strengthening the knowledge, understanding and skills of those who support neurodiverse children and young people in mainstream schools.

It is an excellent example of strong partnership work between education, health and parent carers to meet the needs of neurodiverse children and young people.

This comes as £740 million has been invested to encourage councils to create more specialist places in mainstream schools, driving inclusivity and enabling more children to achieve and thrive at their local school.

The press release issued by the Department for Education on 27 May 2025.

Government announces radical skills reforms giving young people opportunity to develop skills in priority areas for the country.

Young people are set to benefit from 120,000 new training opportunities as part of a radical skills revolution, giving them the chance to develop skills where they are most needed across the workforce to rebuild Britain.

More skilled brickies, carpenters and healthcare support workers will soon be trained up as we continue our drive to get Britain working, with landmark reforms announced today that refocus the skills landscape towards young, domestic talent.

The measures, backed by a record-breaking £3 billion apprenticeship budget, will open up opportunities for young people to succeed in careers the country vitally needs to prosper. More routes into skilled work means more people building affordable homes, more care for NHS patients and more digital experts to push our economy forward. This includes an additional 30,000 apprenticeship starts across this Parliament.

This unprecedented investment is a critical step in delivering the government’s Plan for Change mission to create a decade of national renewal. We are backing our young people and investing in skills as an engine of economic growth – putting more money in people’s back pockets and breaking down barriers to opportunity.

Education Secretary Bridget Phillipson said:

A skilled workforce is the key to steering the economy forward, and today we’re backing the next generation by giving young people more opportunities to learn a trade, earn a wage and achieve and thrive.

When we invest in skills for young people, we invest in a shared, stronger economic future – creating opportunities as part of our Plan for Change.

But everyone has a role to play in a thriving economy, and we’re taking our responsibility seriously providing more routes into employment, it’s now the responsibility of young people to take them.

To support this, we are:

• Implementing a 32% increase in the Immigration Skills Charge, which will deliver up to 45,000 additional training places to upskill the domestic workforce and reduce reliance on migration in priority sectors, as announced in the recent Immigration White Paper.
• Refocusing funding away from Level 7 (masters-level) apprenticeships from January 2026, while maintaining support for those aged 16-21 and existing apprentices. This will enable levy funding to be rebalanced towards training at lower levels, where it can have the greatest impact.
• Launched 13 new Level 2 construction courses for adults in non-devolved areas under the Free Courses for Jobs scheme.

In addition to the £3 billion apprenticeship budget, we’re backing the new generation of workers through:

• £14 million of adult skills funding for construction to be devolved to local mayors for next academic year, expected to support up to 5,000 additional adult learners.
•  £136 million for Skills Bootcamps across a range of priority sectors in 2025-26, providing training to over 40,000 learners.
• £100 million over four years to expand Construction Skills Bootcamps.
• Ten Technical Excellence Colleges specialising in construction skills, opening in September 2025.

As part of the government’s Plan for Change, the reforms are a vital step in delivering our youth guarantee and addressing skills shortages to drive growth while creating better opportunities for young people and adults across England.

Today’s announcement comes following a dramatic fall in the number of apprenticeship starts over the last decade, and as recent ONS statistics show as many as one in eight 16-24 year olds are not in employment, education or training.

The government is also confirming Board appointments to the new national body for skills, Skills England, which will work with employers and local leaders to shape training policy and delivery.

Gary Riches, Vice Principal of External Relations at Hartlepool College, said:

Foundation Apprenticeships are a fantastic opportunity for young people to take their first step into the world of work while continuing to learn. They offer a real sense of direction, helping students build confidence, gain practical skills, and explore career options early. At Hartlepool College, we’re proud to support this initiative and work with local, regional, and national employers to give every learner the best possible start in their working life.

Mike Blakeley, Executive Director of Partnerships & Apprenticeships at Exeter College, said:

Employers and young people’s demand for Apprenticeships is stronger than ever, both here in Exeter and across the wider region. The introduction of the Foundation Apprenticeship marks a vital step forward, offering targeted skills training and a clear pathway into employment for those under the age of 21, aspiring to become apprentices at our college.

Employers in our network are already showing significant enthusiasm for Foundation Apprenticeships, recognising their value as an effective recruitment tool for the next generation of talent. By launching the programme across four key sectors, we’re addressing critical skills gaps and helping to alleviate ongoing recruitment challenges, nowhere more urgently than in the construction sector here in the South West.

As one of the UK’s largest providers of construction training, we’re proud to work alongside a significant number of passionate employers who are investing in the workforce of the future. With the addition of Foundation Apprenticeships to our offering, these employers are now even better positioned to welcome young people into their organisations. We’re encouraged by the number of businesses already formally pledging their support for this great initiative and look forward to seeing its impact grow.

Milton Walcott, Health, Safety, Environment, and Quality Manager at Complete Fixing Solutions Ltd, said:

I am excited to see the government’s focus on expanding apprenticeships and skills training for young people. The introduction of Foundation Apprenticeships is a great step forward in helping young people build the skills they need for the future.

The emphasis on getting more 16-18-year-olds into work-based learning is particularly important, and we’re looking forward to supporting these efforts to help build a strong, skilled workforce that drives economic growth.

Rob Dodds, Controller at Unipres (UK) Ltd, said:

What a fantastic opportunity for young people to start their careers with a Foundation apprenticeship, these reforms will remove some of the barriers that young people face when looking for an apprenticeship.

We are looking forward to the chance to run these apprenticeships after their launch in August.

Stephen Wilde, Managing Director at Southbourne Rubber Ltd, said:

This is a bold and vital step forward in building real opportunities for young people and adults to build skills that matter in industries that shape our future. We’re proud to support this commitment to growing the UK’s talent pipeline.

Sarah Yong, Director of Policy and Public Affairs at Youth Futures Foundation, said:

International evidence shows apprenticeships are a highly impactful way to support young people to prepare for and access jobs, yet participation among under-25s, especially the most marginalised, has declined in recent years.

With stubbornly high youth unemployment and inactivity, rebalancing the apprenticeship system can encourage investment in youth apprenticeships and is a first step in enabling more young people to access good work.

Dani Payne, Senior Researcher at the Social Market Foundation, said:

For too long young people – particularly those from disadvantaged backgrounds – have been unable to access high-quality vocational pathways. The number of young people not in education, employment, or training is not just a statistic; it represents lost potential and missed opportunities.

Ensuring that there is appropriate funding for young people wishing to pursue apprenticeships is a crucial step in ensuring that all young people, regardless of their background, can access suitable, hands-on training that aligns with industry needs. It’s an investment in their future and in the economic resilience of our nation.

The press release issued by the Department for Education on 23 May 2025.

Up to 20,000 more young children, including those with SEND, will have their needs identified and supported earlier, breaking down barriers to opportunity.

Up to 20,000 more children are set to benefit from earlier targeted support to overcome speech and language challenges before concerns escalate, as the government ensures every child gets the best start in life through its Plan for Change.

Backed by £3.4 million this year, the Early Language Support for Every Child (ELSEC) programme deploys specialist teams across primary schools and early years settings, helping to identify and respond to speech and language needs, particularly for children with SEND.

Developmental delays have been a growing issue since the pandemic, with more than 40,000 children waiting over 12 weeks for speech and language therapy as of June 2024.

It is particularly prevalent for children with SEND as numbers have skyrocketed from 1.3 million in 2020 to 1.67 million in 2024 – with one in four of these children requiring additional help to overcome difficulties listening, understanding and talking.

A lack of early identification can have a devastating impact on development, social skills, attendance, and academic attainment for all children – holding them back from progressing in school and life.

This is seen by the staggering rise in children requiring specialist support, with the number of children on Education Health Care Plans escalating from under 250,000 in 2015 to over 575,000 in 2024.

The ELSEC programme paves the way for a reformed SEND system that embeds earlier intervention and targeted support, enabling children to thrive at their mainstream school and making sure all children have the best start in life.

Minister for School Standards, Catherine McKinnell said:

When challenges with speech and language go unnoticed, it can have a devastating impact on children’s attainment, attendance, social abilities and future life chances.

ELSEC is turning this around for so many pupils – and particularly those with SEND – helping them find their voice and thrive at school and with their friends and family.

This type of approach is exactly what we want to see in a reformed SEND system that delivers the support children need at the earliest stage and restores parents’ trust in a system which has let them down for too long.

Minister for School Standards, Catherine McKinnell visited Hasmonean primary school in Barnet, which has been part of the ELSEC programme since January, and observed a small group intervention in one of the school’s calming environments. The activity focused on developing children’s social communication skills by engaging the children’s attention, promoting interaction and vocabulary, and making learning and communication fun.

Head of Early Years and SEN Support at Hasmonean Primary School, Jemma Brahams, said:

The ELSEC team first trained me on how to run a small group intervention for our pupils who are experiencing speech and language difficulties. The team was there to help me from the start and was always available as I got used to implementing the approach.

The training provided on these interventions has been huge for us, as we now don’t need to wait for anyone to come into the school or go on any waiting lists – we can just take it forward straightaway. In fact, I’m now able to train other staff members in the school to deliver intervention groups, so we can have it running frequently and across different year groups.

The impact on our pupils’ development has been really positive too. As the activity is creative and interactive, it supports the children’s speech and language development, concentration and attention – we’ve seen so much progress.

Parent of Raphael at Hasmonean Primary school, Deborah, said:

Raphael is 4 and did not speak until recently, he only made noises which was so frustrating for him, but with interventions he has progressed amazingly.

With 3-4 interventions a week he has massively grown in confidence, he is communicating with his friends and expressing himself more than ever – we are now hopeful that Raphael can go to Reception in September which was not an option a few months ago!

This programme has been so impactful for my son and it is amazing to see the work being done for children like Raphael.

Communication needs can manifest itself in a number of ways, including physically through stuttering and issues putting sentences together, as well as difficulty understanding words.

As part of the ELSEC programme, Speech and Language Therapy Assistants become part of the fabric of the school, working across numerous settings in their area to assist pupils aged 2-11 years old who need help with their language skills – whether that’s universal support for the whole class, or specialist 1:1 help for pupils with intensive needs.

Staff are taught to use characters and games to boost engagement and improve expression in ways that children can understand.

This support can also have a huge impact on children’s wellbeing at school, and as a result, their attendance. Last year, SEN children in primary school with Speech Language and Communication Needs (SLCN) as a primary need missed almost a week more of school than children without SEND.

Jointly funded by NHS England, ELSEC has already supported over 200 early years and primary school settings, trained over 3,000 setting staff and provided support to just over 20,000 pupils so far since launching in 2023.

Clinical Coordinator in Barnet’s ELSEC team, Georgia Roskin, said:

It can be very easy for teaching staff to identify children with significant needs but the children with mild-moderate needs often get missed, which can sadly cause long-term speech and language difficulties, and poorer outcomes.

That’s why when we first partner with a setting, we train teaching staff to screen every single child, which assures us (and parents!) that no children go undetected.

We work intensively within a setting for six weeks, helping to identify pupils who may need support, while also upskilling the school staff on different interventions and teaching approaches they can adopt. We then stay in regular contact, coming back into the setting every couple of months to see how they’re getting on and address any new concerns.

NHS National Director for Primary Care and Community Services, Dr Amanda Doyle, said:

It is vital that children with speech, language and communications needs get access to support as early as possible, to help give them the best start in life.

That’s why the NHS is working closely with the Department for Education and early years and primary school settings to transform the way children access support, enabling them to get the right care at the right time.

Chief Executive of the Royal College of Speech and Language Therapists, Steve Jamieson, said:

We’re delighted that the Department for Education and NHS England will fund the Early Language Support for Every Child programme until March 2026.

It has shown that when speech and language therapists, therapy support workers and education staff work together, they can identify children’s needs earlier and put timely support in place.

Providing early intervention for children’s speech, language and communication needs can improve their wellbeing, development, and educational attainment. The extension of the funding means more children will benefit from this important programme.

ELSEC forms one part of the government’s work testing SEND reforms through a reformulated Change Programme focused on early intervention and support in mainstream schools.

Local areas will also test how children in so-called alternative provision – for children who have been excluded or have behavioural needs – can get the right support to return to mainstream provision.

This includes by supporting the expansion of Alternative Provision Specialist Taskforces (APST) – multi-agency teams, including SEN specialists, youth workers, and mental health practitioners, working in AP settings, with mainstream schools to provide holistic support and ensure more children receive the right support to achieve and thrive.

The press release issued by the Department for Education on 23 May 2025.

Government extend successful programme that supports teachers to plan lessons from home, job-share or work flexible hours.

More teachers are expected to benefit from flexible working thanks to a successful initiative that will help improve teacher retention and deliver high standards for pupils.

The government’s Flexible working ambassadors programme has been extended for a further year to support more schools across the country, enabling teachers to plan lessons from home, job-share or work flexible hours – so they have the time and energy to be at the front of the classroom, delivering high and rising standards for children.

As part of its Plan for Change, the government is committed to recruiting an additional 6,500 expert teachers over the course of this Parliament, so every young person has access to an excellent education. The quality of teaching is the single biggest driver of higher standards in schools.

Hundreds of millions of pounds are also being invested by government to offer tax free financial incentives and professional development to attract and keep the best and brightest teachers across the country, alongside targeted action to improve teachers’ workload and wellbeing.

This action is working, with 2,000 more secondary school teachers training this year than last, a 25% increase in the number of people accepting teacher training places in STEM subjects, and more teachers forecasted to stay in the profession.

The announcement today (22 May 2025) follows the government accepting the school teachers’ pay body recommendation which will give teachers a pay boost of 4% from this September, taking a major step towards re-establish teaching as an attractive, expert profession.

This builds on the work already underway to drive high and rising standards for all schools, including a stronger accountability system through reforms to Ofsted inspection, new regional improvement teams to tackle poorly performing schools, and a new, rich and broad curriculum so pupils are set up for life, work and the future.

Schools Minister, Catherine McKinnell said:

My number one priority is making sure every child has an expert teacher at the front of their classroom, as we know high-quality teaching makes the biggest difference to education outcomes.

We highly value our brilliant teachers, and they deserve working conditions that recognise their professionalism and support their wellbeing.

I’ve seen first-hand how working flexibly can transform teachers’ lives for the better and drive high and rising high standards for their pupils. Our Flexible Working Ambassadors programme will help make sure we deliver on our pledge to recruit and retain more teachers.

The latest figures show that 46%of teachers had a flexible working arrangement in place in 2024, up by 6 percentage points since 2022. But with 47%of teaching staff who said they were considered leaving state education citing a lack of flexible working opportunities as one of the reasons, the government is going further and faster to ensure every school supports their staff’s working lives in modern, practical ways – delivering the best possible education for children and young people.

Evidence shows a high-quality teacher can make around half a GCSE grade difference per pupil per subject, showing the importance of allowing teachers to work flexibly, to retain the best teachers and help children achieve and thrive.

Research also found 82%of school leaders offering flexible working agreed that it had helped to retain teachers who might otherwise leave. 62%of parents said children being taught by 2 teachers in a job-share arrangement had no impact, or a positive impact, on their child

CEO of Reach Schools, Rebecca Cramer said:

Flexible working is imperative to keep great teachers in the classroom.  Through the FWAMS programme we have supported schools to employ a culture of openness and communication around how teachers work.

Schools that think innovatively and embrace change around teachers’ work arrangements enhance teacher well-being and productivity and ultimately have a positive impact on the young people in our classrooms.

Director of Humanities and Social Sciences at Reach Academy Feltham, Sarah Corrigan said:

Flexible working has allowed me to stay in the classroom doing something that I love. Without the option of part-time work and some full-time flex, I would have struggled with my work life balance and would have left the teaching profession.

Reach has supported me to return from maternity leave on a part-time basis. Also, like all other teachers in our school, I have been encouraged to take advantage of flex to ensure that I don’t miss the big events in my and my family’s lives by using term time annual leave and compressed hours.

The programme is free to all schools and helps to drive the culture change needed, by offering a range of practical support and resources for schools and teachers.

The extension means more schools can get involved in every region of the country, with a focus on supporting schools in disadvantaged areas, as well as special and alternative provision schools where there can be additional challenges.

The government is also leading the way in modernising the education sector by harnessing the power of AI to free up teachers’ time and unlock more pupil interactions.

Using AI can reduce time spent on admin by several hours a week which is critical to retaining good teachers and bringing more people into the profession – so that teaching can once again be a profession that sparks joy, not burnout.