Tag: Department for Education

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.

The press release issued by the Department for Education on 22 May 2025.

Teachers will receive a 4% pay boost from September, after the Education Secretary accepted the teachers’ pay body recommendation in full today (22 May) marking a major step toward delivering 6,500 teachers by the end of Parliament.

The independent School Teachers’ Review Body (STRB) recommended a pay award of 4% for 2025/26 academic year, building on the 5.5% pay award made last year.

Like the rest of the public sector, schools will need to play their part in getting maximum value from every pound of public money. Schools will be expected to find the first 1% of the pay award through improved productivity and smarter spending with the government providing significant additional investment of £615 million. Many schools are already making savings and driving costs down including the 400 schools who took part in the department’s new energy deal which will save them 36% on average.

The government has also taken tough but fair choices to afford the above inflation pay award – ending tax breaks for private schools, as well as programmes offering poor value for money and driving efficiency through boosting digital capability, so every pound is spent on driving high and rising standards for our children.

The pay boost builds on the work already underway to deliver on the government’s commitment as part of its Plan for Change to drive high and rising standards for every child, in every school. This includes 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.

£160 million will also be provided to colleges and providers of 16-19 education. The cash will help them to address immediate priorities, including recruiting and retaining expert teachers in subject areas such as construction and manufacturing so more young people gain the skills needed to drive economic growth and deliver the workforce which businesses and public services need.

Education Secretary Bridget Phillipson said:

Teachers have been overstretched and undervalued for far too long but from my first day in office, I have made it my priority to back them so that teaching is restored as the highly valued profession it should be.

This pay award for schools backed by major investment alongside funding for further education is in recognition of the crucial role teachers play in breaking the link between background and success and will support schools and colleges to invest in the workforce they need, so every young person achieves and thrives.

As part of our Plan for Change, we are already seeing green shoots, with two thousand more secondary school teachers training this year than last and more teachers forecasted to stay in the profession.

Through its Plan for Change the government is determined to ensure there are more expert teachers in front of classrooms, so every child and young person has access to an excellent education.

Hundreds of millions of pounds are also being invested 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.

There are encouraging signs that this is working with two thousand 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.

Alongside the significant investment announced today the government has been clear that it will support leaders to get best value from their funding including by offering schools a suite of productivity initiatives to help them slash the costs on things like energy, banking and recruitment so every penny is invested on delivering opportunities for young people.

Through its landmark Children’s Wellbeing and Schools Bill, the government is also legislating so every parent can be confident of a core high quality education offer for their child – ensuring that all children learn from a cutting-edge curriculum and are taught by an excellent qualified teacher.

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

School mental health support rollout to reach up to 900,000 more pupils this year, covering six in ten children across the country.

Almost one million more young people will have access to mental health support in school this year, as the government gets on with delivering its manifesto promise for a national rollout taking a huge step in fixing the inherited challenges facing our children.

Under government plans, all pupils will have access to mental health support in school by 2029/30, delivering on its Plan for Change to improve children’s life chances and tackle the root causes of poor attendance and behaviour.

The support teams are made up of specialists who offer a range of help to identify and tackle issues early on, from group sessions to build children’s resilience to one-to-ones helping to manage anxiety – not only tackling the crisis of poor mental health among young people, but also driving up school attendance.

They work directly with school and college staff alongside NHS services to provide professional advice, easing the pressure on school staff and allowing them to help young people get the right support and stay in education. New research has shown a direct link between the severity of children’s mental health problems and their likelihood to miss school.

The new investment means six in ten pupils will have access to a mental health support team by March 2026, with the rollout prioritised based on NHS identification of local need and reaching the most vulnerable children first.

It comes as government unveils a new programme to provide intensive support for 500 schools with significant attendance and behaviour challenges. New attendance and behaviour hubs, built around 90 schools with a track record of improving attendance and behaviour standards, will directly target the schools with the highest need as well as providing wider support for a further 4,500 in all corners of the country.

These will work alongside our new attendance and behaviour ambassadors who will be the link between schools and the government, identifying challenges and working jointly toward solutions.

This move builds on the progress this government has already made to turn the tide on school attendance, with green shoots already being seen with over three million more days in school than last year.

Education Secretary Bridget Phillipson said:

We inherited a system full of challenges and breaking the vicious cycle of poor mental health, low attendance and bad behaviour among children and young people is the most urgent one facing our schools – and this government is already turning the tide.

Expanding mental health support for young people is one of the single biggest steps we can take to improve children’s life chances, make sure all pupils are getting the very most out of school and deliver excellence for every child.

Taken alongside new intensive support for schools that are struggling, our free breakfast clubs for millions of children and our wider work to drive up school attendance, this government will continue using all available levers to break the destructive link between background and success and deliver on our Plan for Change.

Health and Social Care Secretary Wes Streeting said:

Facing mental health problems when you’re young can hold you back in school, damage your potential and leave you with lifelong consequences. It’s devastating and it’s got to change.

That’s why this government is bringing in vital services to schools, so they can intervene early, support pupils, and help prevent conditions from becoming severe.

Backed by an extra £680 million in government funding this year, we are transforming mental health services for children – hiring more staff, delivering more talking therapies, and getting waiting lists down through our Plan for Change – so children can have the best possible start in life.

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

There has been a growing crisis in the mental health of children and young people in recent years, with too many people having to wait too long to get the help they need.

It is reassuring that the government recognises this problem, as well as the impact it is having in schools, and that mental health support will be available to significantly more pupils over the next year.

This is a welcome step towards reaching a point where all children and young people can access this specialist support if required.

Poor attendance has a direct impact on a pupils’ attainment, future earnings and life chances – with persistently absent pupils in secondary school earning £10,000 less at age 28 compared to pupils with strong attendance.

Persistent absence, suspensions and exclusion rates lay bare the broken system that this government has inherited, and while there are green shoots in the data, the government is determined to go further and faster, joining up mental health, wellbeing, attendance and behaviour to drive change for young people.

Mental Health Support Teams currently reach around seven in ten secondary school pupils.

The teams are made up of specialists who intervene early with children with mild to moderate mental health issues, empowering them to work through challenges in a calm and supportive learning environment. They also provide timely advice to school and college staff to develop a whole school approach to mental health and liaise with external specialist services such as the NHS, to help young people get the right support and stay in education.

Mr Gary Lloyd, Head Teacher at The Academy of St Nicholas, Liverpool, which has had access to a mental health support team for a year, said:

Having a trained, known, trusted professional working with the academy has made such a difference in supporting staff and students.

They support our wider inclusion strategies – often triaging and getting support to our young people much faster – which is impacting positively on attendance and general happiness within school.

More widely, the government is recruiting an additional 8,500 mental health workers across children and adult mental health services to reduce delays and provide faster treatment. This will work alongside the further 6,500 teachers so every classroom has a brilliant teacher, to ensure that every child is supported in and outside of school.

The government is also taking wider action to drive up standards in schools across the country with innovative RISE teams, to ensure every child has a great education. They will work alongside the attendance and behaviour hubs to drive up attendance in underperforming schools so every child can achieve and thrive.

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

Government launches Inclusion 2028 programme which will improve access to PE and school sports for pupils with SEND.

Hundreds of thousands of pupils with special educational needs and disabilities (SEND) are set to benefit from a national programme to improve access to PE and school sports.

Backed by an initial £300,000 for the first year, the Inclusion 2028 programme will work with a network of 50 Youth Sport Trust lead schools to provide expert training to teachers to help them create and deliver lessons that meet the diverse needs of all pupils – including those with physical, sensory, cognitive, communication or social and emotional needs.

In doing this, the programme encourages more varied and creative teaching methods that engage all learners – in turn, improving attendance and creating a school environment where all children can achieve and thrive. It will also provide leadership opportunities for 1,500 pupils who will develop activities for their peers as part of the programme, with schools across the country set to host events inspired by the Paralympic Games and Commonwealth Games. Alongside this, it will see 600 new extra-curricular clubs established offering pupils, including those with diverse needs, the opportunity to take part in a range of sports such as tennis, boccia and archery after the school day.

Taking part in physical exercise can support muscle and motor skills, as well as a sense of achievement, confidence, social connection and better mental health.

The programme supports the government’s Plan for Change in breaking down barriers to opportunity and ensuring every child and young person can achieve and thrive. It expects to work with over 8,000 schools supporting more than 240,000 pupils and 10,000 teachers and practitioners in England across the three years.

School Standards Minister, Catherine McKinnell said:

Sport has the unique power to break down barriers, build confidence and foster a sense of belonging.

Inclusion 2028 will ensure young people experience the benefits of sport and physical activity, from improved mental wellbeing and teamwork skills to greater resilience.

By building a generation of teachers with the skills and confidence to deliver high-quality PE and school sport for all pupils, we can ensure that every child gets their chance to shine.

Paralympian, Laura Sugar MBE PLY, said:

As a Paralympian and a PE teacher I see first-hand the importance of inclusive sport for all and access to PE in schools for disabled children, so I’m absolutely delighted to be a part of this campaign which is so close to my heart. Growing up as a child with a disability I have experienced how physical activity can help improve day-to-day life and enhance mobility, as well as social and mental benefits so it is important that we make PE accessible for all.

It’s fantastic that the new direction of the Inclusion 28 programme will support the calls made by ParalympicsGB’s Equal Play campaign to ensure that no disabled child is excluded from school sport, and I know that together the Consortium can help drive important, positive change.

Eden Hays, 13, a pupil at Brooklands Middle School, said:

Sport is important for everyone’s mental health and wellbeing, but especially for children with disabilities, where life is that bit harder. Being active has helped keep me both physically and mentally strong and ensured opportunities both in and out of school. Opportunities not just in competing, but both leading and educating too. Sport can be adapted for everyone and should be enjoyed by all.

CEO of the Youth Sport Trust, Ali Oliver MBE said:

We are pleased the Department for Education is continuing to support the transformation of PE and school sport, and access to daily physical activity for children and young people with special educational needs and disabilities.

The Youth Sport Trust believes these opportunities play a fundamental role in the education and enrichment provided by schools, and the experience offers an invaluable opportunity for young people to express themselves, enjoy movement, and develop essential life skills.

Too many children, particularly those with additional needs, are either missing out or still face barriers to inclusion and there is so much more to do to create the capacity capability and opportunity in the system for every child.

We feel incredibly proud to continue leading the delivery of this important programme working alongside a distinguished collaboration of partners all of which are equally committed to this mission. Together through our work with schools, teachers and young people we know inclusive practice can give every child equal access, increase participation, and as a result enjoy the life-changing benefits of play and sport.

Inclusion 2028 is delivered by a consortium of the Youth Sport Trust, ParalympicsGB, Swim England, Activity Alliance and nasen and supported by the Association for PE and Sport for Confidence.

The press release issued by the Department for Education on 12 May 2025.

New data finds half a million children already benefitting from 15 hours extended childcare offer as applications open for tens of thousands more from today.

Tens of thousands more working parents across England will soon see cash back in their pockets as they can now apply for 30 hours of funded childcare from September.

From today (12 May), all eligible working parents of children who will be 9 months old before 1 September can apply to access up to 30 hours of funded childcare a week, saving them up to £7,500 a year per child.

With savings from the government’s free breakfast club rollout and school uniform cap, this rises to up to £8,000 for working parents who also have school-aged children, every year.

This latest milestone follows the successful rollout of 15 funded hours for children from 9 months last September, with 499,592 children already benefitting from access to more affordable and high-quality early years education and childcare.

Despite the inherited delivery challenges, the government is committed to increasing access to childcare that gives every child the best start in life. That’s why through the Plan for Change it has already taken urgent action through hundreds of new school-based nurseries and a £2 billion extra investment compared to last year to support the brilliant existing providers deliver the 35,000 additional staff and 70,000 places required to meet demand for September.

A new government survey of parents who took up the childcare entitlements last September has found that the rollout is breaking down barriers to opportunity and playing a key role in supporting British business and kick-starting economic growth.

Lower-income families are seeing the biggest impact, with one in five of those earning £20,000 – £40,000 having increased their working hours thanks to the 15 hours brought in last year.

Looking ahead to this September, of the 2,723 respondents who are planning to increase their childcare hours, over half (1,425) are intending to up their work hours too – good news for families, and good news for employers.

Education Secretary Bridget Phillipson said:

This government has a clear Plan for Change to break the unfair link between background and opportunity across this country, which starts by ensuring our children start school ready to learn.

Early years is my number one priority, and making sure families are able to benefit from this rollout is a promise made, and promise kept. But this is just the beginning.

Through the hard work of the sector, supported by our record investment, landmark school-based nursery rollout and focus on vital early learning support, we will deliver an early years system that gives every child the best start in life.

The success of the rollout so far is testament to the work and commitment of nurseries, pre-schools and childminders, alongside local authorities, with 6123 of 6337 respondents who applied for government-funded hours last Autumn going on to secure a place.

Sophie Lovell, from Nottingham, uses the 15 hours for working parents for her little girl. She said:

The government’s childcare support has been great for our family.

Having my child in formal childcare has provided wonderful opportunities for her to play, learn, and grow.

As a parent, balancing everything can be overwhelming, but knowing your child is supported by trained professionals makes all the difference.

The government has always been clear that early years is about even more than family finances. Access to high-quality early education and childcare helps children build confidence, learn social skills, and prepare for school, and 83% of parents in the government’s survey agree it is important for children’s social development.

With evidence showing the huge benefits of outdoor play to children from improved problem solving to mental and physical health, the government has also today launched a consultation on how it can help nurseries make better use of outdoor space for play and learning.

Currently, the government’s early years framework requires provision of outdoor play but only formally recognises indoor space in its requirements for how many children nurseries and childcare providers can take on at any one time. However, 7 in 10 providers say they would make better use of their outdoor space if more flexibility was introduced.

The consultation will seek to understand whether to allow providers to include high-quality, accessible and safe outdoor space in meeting those requirements, and the appropriate conditions to be put in place should they include gardens and play areas as a full part of the early learning experience for the youngest children.

Justine Roberts, Founder and CEO of Mumsnet, said:

We’ve heard from countless women on Mumsnet pushed out of work by unaffordable childcare. This expansion of support is a major step in tackling that – giving parents, especially mothers, the freedom to stay in work if they choose, which benefits families and the economy.

We urge all eligible parents to check what they’re entitled to and make full use of it.

Director of Future of Work and Skills at CBI, Matthew Percival said:

It’s good to see the rollout of the final phase of the UK’s childcare expansion. The CBI made the case that expanding childcare support was good for growth because our members told us that the cost of it was preventing parents from working or taking on more hours.

Moving from 15 to 30 funded hours gives working families greater flexibility, helps employers access more of the talent they need to grow, and supports a more productive economy.

Lydia Hopper CEO, Grandir UK said:

We are supportive of the inclusion of free-flow outdoor space within the EYFS space requirements.

At Grandir UK, we’ve actively champion free-flow outdoor play – it’s a big part of how we support children’s learning and development. We draw inspiration from Forest School principles, helping children explore nature and learn through play in the fresh air.

Whether it’s running, climbing, or simply being outside, we know how much this benefits their physical health, builds confidence, and boosts their overall wellbeing.

The press release issued by the Department for Education on 9 May 2025.

Government announces cut to the duration of apprenticeships, opening up more training opportunities to get thousands of more teachers into the classroom.

More people will soon have the opportunity to train to teach, as the government cuts apprenticeship red tape as part of steps to get thousands more teachers into the classroom.

As the government steps up work to recruit an additional 6,500 teachers, postgraduate teaching apprenticeship (PGTA) courses will be slashed from twelve months to nine, aligning to the school year and getting newly trained teachers into the classroom sooner.

Courses currently run from September to September, meaning trainees typically have to wait months before kicking off their careers, and making it challenging for schools to support apprentices while training.

The change will be made from August this year and is expected to open up more opportunities to train to teach, as well as accelerating trainees’ journeys to the front of the classroom.

The PGTA has seen a 58 per cent growth over the past few years, showing how popular the offer is, giving participants the chance to earn while they learn and gain hands-on experience in the classroom.

More than 1,400 people trained to teach via this route this year, but demand for places currently far outstrips supply, with around 2,800 eligible applicants last year unable to secure a place on a coveted course.

The change supports the government’s drive through its Plan for Change to recruit an additional 6,500 expert teachers, and follows early progress on teacher recruitment, with over two thousand more people training to become secondary school teachers this year, alongside a 25% boost in the proportion set to begin training in shortage STEM subjects.

Schools Minister, Catherine McKinnell said:

Recruiting and keeping high-quality teachers in our classrooms is the single biggest driver of high standards in schools, which is why our Plan for Change has a clear commitment to recruit an additional 6,500 expert teachers by the end of this Parliament.

Our schools are crying out for more expert teachers, and this government will continue to pull every lever it can to plug the gaps and build on the green shoots we are already seeing.

Bringing teaching apprenticeships in line with the school year is not only logical, it will open the doors for more and more people to become brilliant teachers, shaping the lives of the next generation.”

Apprenticeships are a brilliant way for schools to recruit and train the high-quality teachers they need, while supporting more people to gain the skills and experience they need to become expert teachers and build a successful career in teaching.

The government is offering schools up to £28,000 to cover the cost of training apprentices in mathematics, biology, chemistry, physics, computing, and modern foreign languages – the subjects which have the highest teacher shortages. This means apprentices pay nothing for their training and will earn a salary while they are training before moving on to full time teacher pay salary.

The apprenticeship changes build on wider steps the government is already taking to support teacher recruitment and retention, including last summer’s 5.5% pay award and a targeted retention incentive, worth up to £6,000 after tax for early career teachers working in shortage subjects.

Action is also being taken to tackle the systemic challenges that the sector faces which drive high workload and poor wellbeing. This includes improvements to the accountability framework, prioritising SEND reform, reviewing the curriculum through the curriculum and assessment review, supporting schools to use technology effectively and addressing child poverty.

PGTA apprentice teacher in biology at Outwood Academy Acklam, Dan Harrison, shared his experience so far:

The National Institute of Teaching’s postgraduate teaching apprenticeship has enabled me to take the leap from my role as a learning manager to being a teacher. It’s been a great way to quickly get to grips with the day-to-day practicalities of the role, while also understanding the underpinning theory of what makes great teaching and applying this to my immediate context.

I’ve really enjoyed being fully embedded in the teaching community at my school and would recommend this as an ideal route for those who are interested in the profession but looking for a way to learn on the job.

National Institute of Teaching Executive Director of Programmes, Reuben Moore said:

The potential of teacher apprenticeships is significant, strengthening routes into the profession and helping to reach a range of candidates from a diverse range of backgrounds in hard-to-recruit areas where teachers are needed most.

The hands-on learning offered alongside critical reflection through the apprenticeship route means that trainees can become fully qualified teachers in less time, without compromising on the quality of teaching or educational outcomes.

We welcome the government’s efforts on removing barriers to this important training route, not only focusing on its impact but the opportunity to grow it further and help ensure that all children have access to an excellent education.

Courses will still offer the same high-quality content but at a reduced length with trainees gaining Qualified Teacher Status after they have completed the programme, going on to build successful careers in teaching.

As part of the work to drive high and rising standards in schools the government’s landmark Children’s Wellbeing & Schools Bill is also introducing measures to ensure new teachers have or are working towards Qualified Teacher Status, so that children can benefit from high-quality teaching. Parents want to be confident that there is a professionally qualified teacher leading their children’s learning, and we expect the same.

As well as the PGTA, there are a range of apprenticeships available to individuals who are considering entering the teaching profession including a new degree level teacher apprenticeship as well as teaching assistant apprenticeships.

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

New digital exam results pilot launched to help schools and colleges to save up to £30m a year and cut back bureaucracy.

Exam certificates will go digital for thousands of students this summer as part of a modernised ‘education record’ to be introduced by government.

The new digital records will do away with the need to manually pass on paper files when young people leave school, bringing their paperwork into one easy to access Education Record app they can use when applying for further education, apprenticeships or employment – saving time scrabbling around for documents. More than 95,000 young people in Greater Manchester and the West Midlands will also receive their GCSE results via the app this summer, ahead of a future national roll out.

The government estimates the move could save schools and colleges up to £30m per year once the full roll out is complete, enough money to pay the salaries of more than 600 new teachers in further education. The savings can be ploughed back into boosting skills to support the government’s growth mission.

The Education Record app is part of wider government drive to overhaul how the public sector uses technology.

Education Minister Stephen Morgan said:

It is high time exam records were brought into the 21st century, and this pilot will allow schools and colleges to focus on what they do best: teaching the next generation rather than being bogged down in bureaucracy.

This government is slashing red tape through our Plan for Change to drive growth, cut admin for teachers and give tens of thousands of young people more opportunities to get on in skilled careers.

Earlier this week, Minister Morgan visited the Hathershaw College school in Oldham, which has been trialling the Education Record app since spring 2024. Following the success of this localised trial, the DfE is scaling up the roll out.

Mark Giles, Principal at the Hathershaw College school, said:

We were proud to support the DfE last summer with the initial trial. The support from the DfE was excellent and the feedback from students and staff was very positive as the education record was accurate, verifiable and could be presented to providers without delay.

We believe this will reduce administrative burdens on schools, and in the future could also be utilised by parents of younger children to support transition from primary to secondary school.

This comes alongside a wider government march to modernise public services – led by the Technology Secretary who has launched his department as the digital centre of government to overhaul digital services and target £45 billion in productivity savings every year.

The government continues its drive to transform post-16 education, with changes to English and maths requirements that will see up to 10,000 more apprentices qualify each year in key sectors, and new shorter apprenticeships announced during National Apprenticeship Week. Changes to end point assessments will also mean it is even easier for businesses and providers to support getting people into the workforce. A £302m government cash injection to fix, maintain and improve FE College buildings across England, will also ensure FE colleges are able to attract and retain learners.

In March the Chancellor announced a £625m investment in construction skills that will help to train up to 60,000 more engineers, electricians and builders by 2029.  The funding complements the new Construction Skills Hubs, funded by industry, which will also speed up the training of construction workers crucial to supporting the government’s homebuilding drive.