Tag: Department for Education

The press release issued by the Department for Education on 14 February 2025.

New research shows apprenticeships contribute £25bn to England’s economy, with reforms announced during National Apprenticeship Week set to boost growth.

Apprentices in England will drive £25bn of economic growth over their lifetime, new figures have revealed.

This is almost double the £14bn contribution found the last time this was assessed in 2018, demonstrating apprentices’ importance to the government’s mission to grow the economy under the Plan for Change.

These figures are for apprentices who were participating in an apprenticeship at levels 2 to 5 in the 2021-22 academic year, representing the immense value of apprentices to economic growth.

The research comes as the government reaffirms its commitment to apprenticeships as the golden thread through all six missions under the Plan for Change, and follows recently published data revealing apprenticeship starts rose by 1.3% and achievements rose by 1.1% in the first quarter following last year’s general election.

New apprenticeships announced today include wind turbine technician and heat network maintenance technician, which are key sectors that will support the government’s clean energy mission. The Education Secretary Bridget Phillipson will today be visiting Hinkley Point C and Bridgwater and Taunton College in Somerset to meet apprentices working on this critically important piece of national clean energy infrastructure.

Education Secretary, Bridget Phillipson said:

We need to take skills seriously as a country again, and the measures we’ve taken this week to slash red tape and boost the number of apprentices, show how we will deliver on this and break down the barriers to opportunity for our young people.

Apprenticeships are key to delivering our number one mission of growth and on the Prime Minister’s Plan for Change, as evidenced today by their increasing value to the economy which will continue to rise thanks to our reforms.

As National Apprenticeship Week draws to a close, it’s vital therefore that schools, colleges and businesses continue to champion apprenticeships, and this government will back them all the way.

These conclude a series of sweeping reforms announced during National Apprenticeship Week, after the Education Secretary revealed a boost in flexibility for employers around English and Maths requirements that will lead to an extra 10,000 apprentices qualified each year in key sectors including construction, healthcare and clean energy.

A cut in the minimum duration of apprenticeships from 12 to eight months will help get boots on the ground quicker if workers have prior experience, while simpler End Point Assessments and a reformed payment system will free up time for providers and employers to focus on apprentices’ career and skills development.

The visit comes after the Prime Minister recently announced reforms to planning rules which will clear a path for new nuclear power stations, creating thousands of new highly skilled jobs while delivering clean, secure and more affordable energy for working people.

HMRC have also promoted tips to help apprentices ensure they are getting paid fairly, and government Ministers including the Chancellor Rachel Reeves have been visiting employers throughout National Apprenticeship Week to understand better how apprenticeships can deliver the Plan for Change.

Minister for Industry Sarah Jones said:

The shift to home-grown, clean energy is creating thousands of apprentices with world-class experience.

Hinkley Point C alone has provided 1,500 new apprenticeships – helping to make the UK a clean energy superpower, give us energy security and protect billpayers.

New and updated apprenticeships for police constables, teaching assistants, healthcare support workers, dental hygienists and civil engineers will further support the government’s Plan for Change. A total of 660 occupations are now available.

Today, the government also launches a new “one stop shop” app that is set to revolutionise how apprentices access training and support.

The Your Apprenticeship app, designed by the DfE with extensive input from apprentices, provides easier access to essential tools, resources, and support to help apprentices to thrive in their qualification.

They will be able to track their apprenticeship through the app, ensuring they have learnt all the necessary knowledge and skills and they need to progress into skilled work and help drive Britain’s economic growth.

The Your Apprenticeship app is available to be downloaded from Google Play and the Apple app store now.

Anyone considering an apprenticeship is encouraged to go to www.findapprenticeship.service.gov.uk to discover what apprenticeships are available in their local area.

The press release issued by the Department for Education on 13 February 2025.

Reforms to apprenticeship training provider payment system and End Point Assessments will cut bureaucracy and enable focus on high quality training.

The government is slashing more red tape to ensure businesses and apprenticeship training providers are able to focus even more of their time on apprentices, the Skills Minister announced today, unlocking opportunity and driving growth under the government’s Plan for Change.

Reforms to the payment system have long been called for by training providers. They will cut red tape by stopping the need for providers to log the same data multiple times, saving valuable time currently wasted on duplicating records, ensuring consistency across systems.

The move comes during National Apprenticeship Week and will mean training providers can focus on what matters most – breaking down barriers to opportunity through helping apprentices to develop their skills to enter well-paid careers and drive economic growth in key sectors.

Today the government also announced changes to End Point Assessments (EPAs), making the system simpler and more flexible while ensuring apprentices prove their competence for skilled work.

Where appropriate, apprentices will be assessed on some things during their apprenticeship rather than all at the end, and training providers may be able to deliver elements of the assessment, rather than having to rely on external assessors.

The government is also ensuring apprentices don’t have to be re-tested on the same skills they have already demonstrated, such as by taking a mandatory industry exam, to avoid wasting apprentices’ time.

This will deliver more timely assessments while retaining rigour, and ensure that apprentices are assessed on what matters most to employers, removing unnecessary burdens to career opportunities and getting skilled workers into key industries to support growth.

Skills Minister, Baroness Jacqui Smith, said:

Employers and providers are burdened with needless red tape which makes it harder to train and recruit apprentices.

We have heard time and again from training providers, apprentices and employers that this needs to change, and we are determined to deliver this so they can focus on what they do best – creating jobs and driving growth.

Businesses should rest assured this National Apprenticeship Week that this government is determined to work with them to make apprenticeships work better, helping to grow the economy.

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

Employer voice is very important to us here at Exeter College, and being invited to contribute to shaping some of these changes has allowed us to share concepts and ideas to make the learner and employer journey easier to navigate.

We thank DfE for not only listening but actioning a range of simplifications to the system that will ease the burden on employers and providers alike. These measures will be welcomed across the sector and will be a significant boost to an already brilliant National Apprenticeship Week.

Rob Nitsch, CEO of the Federation of Awarding Bodies (FAB), said:

Seven years into apprenticeship standards, it is right and natural that we should be stepping back to see how end-point assessment can be optimised for the benefit of apprentices, employers and those involved in delivery.

The Federation welcomes the principles-based methodology that the Department has proposed and the inclusive approach that has been adopted; FAB and its members are pleased to have contributed to the refinement of the principles already and look forward to working with DfE and other stakeholders to take them forward to the next stage and moving to implement the Review at pace.

This builds on reforms announced earlier in National Apprenticeship Week by the DfE. These included shorter apprenticeships with the minimum time for completion reduced to eight months, and making English and Maths requirements for completing an apprenticeship more flexible to boost recruitment in sectors like construction and healthcare.

Existing assessment plans will be rewritten on a standard-by-standard basis to reflect these changes, with the first plans being revised from April 2025.

New assessment principles for apprenticeships will be published this week, and will be available here.

The press release issued by the Department for Education on 5 February 2025.

Thousands of pupils across England are set to benefit from a £2 million investment to drive high and rising standards in reading and writing, building on the Education Secretary’s plan for a new era of school standards.

In her speech to the Centre of Social Justice (3 February 2025), the Education Secretary outlined how the success of phonics delivered for millions of children but now was the time to build on this work with a new focus on reading and writing.

A third of children leave primary school without fundamental reading, writing and maths skills, this increases to over half for disadvantaged pupils.

There also continues to be a decline in children and young people reading for pleasure with the number of children aged 8 to 18 who enjoy reading in their spare time reduced by a third since 2019. Reading for pleasure has been associated not only with increases in reading attainment but also with writing ability, text comprehension, grammar and breadth of vocabulary.

Building on the success of phonics, teachers will receive additional training to help children progress from the early stages of phonics in reception and year 1 through to reading fluently by the time they leave primary school. This will be delivered through the English Hubs programme, a school-to-school improvement programme to drive up standards.

In secondary school, teachers will be offered new training and resources this year to help them support readers at all levels, and next year the department will commission further training that will be focused specifically on struggling readers in secondary school who are at risk of falling behind.

As part of the £2 million investment, £1 million will be available for secondary schools with the greatest need to apply for, to support them to purchase reading programmes and other resources to support struggling readers.

A strong foundation in reading and writing is crucial for children to achieve and thrive, enabling them to not only benefit from the rest of the curriculum, but also help them develop a love for reading from an early stage.

As part of the government’s drive to improve reading and writing, the department will also publish a writing framework in the summer, that will be a first step to support schools in delivering high quality writing provision across England ensuring all pupils have a strong foundation in writing.

Education Secretary Bridget Phillipson said:

This government will build on the successes of recent decades, raising the bar when it comes to standards and delivering on our Plan for Change, breaking the link between background and success.

Reading and writing are the cornerstones of learning. They hold the keys to the rest of the curriculum, with pupils who struggle to read so often struggling across the board.

So while progress has been made – in particular when it comes to phonics – now is the time to take that work to another level.

That means continuing to drive up quality of teaching, giving our brilliant teachers the tools and resources they need, and extending further support directly to the children and young people who need it most – because no child should leave school without a strong grasp of the basics.

The curriculum review, launched in July, will make sure all pupils benefit from a curriculum that delivers excellent foundations in reading, writing and maths to ensure they can develop the skills needed to succeed in work and life.

The government has also committed to spearheading real-world primary maths teaching through evidence based programmes to ensure every child is given the foundations to develop lifelong numeracy skills.

These reforms follow plans set out by the Education Secretary this week reaffirming her commitment to high and rising standards in schools with an excellent teacher in every classroom, a high-quality curriculum for every school and a core offer of excellence for every parent so that every child can achieve and thrive.

The press release issued by the Department for Education on 3 February 2025.

Education Secretary sets out plan for a new era of school standards.

Stronger accountability, increased intervention in stuck schools and faster school improvement are at the heart of this government’s plan to give every child the best start in life, the Education Secretary has said today (3 February 2025).

Speaking at the Centre for Social Justice, Bridget Phillipson laid out plans for a new era of school standards building on the reforms of successive governments and delivering on the Prime Minister’s Plan for Change – breaking the link between background and success.

This includes an excellent teacher for every classroom, a high-quality curriculum for every school and a core offer of excellence for every parent so that every child can achieve and thrive.

The Secretary of State announced new plans to tackle forgotten schools as part of proposals for a significantly strengthened school accountability system that works for parents.

There are more than 600 ‘stuck’ schools in England that have received consecutive poor Ofsted judgements, and which are attended by more than 300,000 children. Those attending these schools leave primary school with results 14 percentage points worse on average and secondary school with results a grade per subject worse on average.

Plans unveiled by the Education Secretary today provide for a stronger, faster system, spearheaded by an initial £20 million investment in new regional improvement teams, known as RISE teams which will prioritise these stuck schools. They will draw up bespoke improvement plans with those schools, with government making up to £100,000 available initially to each school for specialist support. This compares to a £6,000 grant that was available previously for similar schools.

In her speech, Education Secretary Bridget Phillipson said:

Stuck schools are the new front in the fight against low expectations.

I will not accept a system that is content for some to sink, even while others soar.

The opportunity to succeed must be the right of every child.

We simply can’t allow stuck schools to disappear off the radar.

The reforms announced today continue the strong accountability already within the education system since the growth of inspection in the 1990s that has improved school standards.

The government will continue to use structural intervention – converting to an academy, or moving to a new, strong trust – where Ofsted identifies the most serious concern or does not identify rapid improvement. It has also proposed closer monitoring of schools with the most serious problems to track progress.

The government expects the number of schools that receive mandatory intervention – including structural and from RISE teams – to be around double than before, securing swift improvement for children and driving high and rising standards in every part of the country.

Leora Cruddas, Chief Executive of the Confederation of School Trust, said:

There is a lot to be proud of about our school system in England. We are a good school system on a journey to great.

This is because we have built on the evidence of what works – thirty years of curriculum development, teacher development, accountability, structural reform, and innovation. But the school system does not work for all children: the gap between economically disadvantaged pupils and their peers has widened; the system does not serve children with SEND well; and not enough of our children feel like they belong in our schools. Some of our schools are not on a secure improvement trajectory.

If we are to build a great school system, then we must design it so that all our children achieve and thrive. We are committed to working with government to design a system that is built on excellence, equity, and inclusion.

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

The government is right to focus on strong and supportive accountability to deliver high standards and expectations. While we take pride in the significant strengths, achievements, and international reputation of our school system, the entrenched disadvantage gap is a national crisis that requires urgent and persistent action from us all.

The introduction of RISE teams to support the work of our outstanding school trusts, along with additional funding for tailored school improvement and enhanced monitoring of schools facing serious performance challenges, will contribute to an aspirational system that benefits all children and families.

Jon Coles, Chief Executive of United Learning, said:

Turning around schools which are not doing a good enough job for children is a critical priority for our school system. It is therefore good to see the government’s determination to ensure rapid improvement in a larger number of struggling schools while continuing with structural intervention in the weakest schools by using all the resources and capacity available.

Jason Elsom, Chief Executive of Parentkind said:

Parents will welcome efforts to make sure that there are high standards in every classroom.

Schools will be at the centre of significant social change during the decade ahead and we will need a robust, responsive system that not only recognises when schools are excelling but steps in with meaningful support when they struggle.

When we engage with parents about school inspections, their message is clear: they want a framework that is firm yet fair, one that places the success and well-being of every child at its core and acknowledges the essential role of parents in making this vision a reality.

Dr Vanessa Ogden, Chief Executive Mulberry Schools, said:

We see an ambitious plan announced today that invests in the quality assurance, leadership and resources to build on existing success and improve standards for all. Those schools that need it will get the expert challenge and support required to achieve turnaround. Those that already hold this knowledge can help. Working together in this way, we can ensure that every child gets the great school they deserve – and we can reach higher and further than ever in education, for a thriving economy, regional prosperity and fulfilled secure lives.

Tom Campbell, Chief Executive Office, E-Act, said:

I welcome the government investment in support for schools who have been left to struggle in recent years.  The RISE teams and their focus on support rather than intervention makes high quality school improvement available to all schools, irrespective of which trust or LA they are in or which geographical region they are based.

While RISE teams will immediately prioritise stuck schools, the proposals also set out that they will engage with schools that have concerning levels of pupil attainment, including large year-on-year declines.

The teams will also work across all schools providing a universal service, signposting to best practice and bringing schools together to share their knowledge and innovation.

The measures today come as Ofsted has unveiled the new report cards which they propose will evaluate schools across 9 separate areas.  They also set out proposals for evaluating areas from ‘exemplary’ to ‘causing concern’, holding schools to a higher standard and providing far greater information for parents.

School report cards will start to be introduced from this autumn.

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

UK-Ukraine school partnerships programme launched to boost education standards and break down barriers to opportunity.

Sharing stories and the power of reading is at the heart of a partnership launched today (January 16) between schools in the UK and Ukraine, as part of a century-long commitment to collaboration between the countries.

Backed by top authors including Michael Morpurgo and current Waterstones children’s laureate Frank Cottrell-Boyce, the UK-Ukraine School Partnerships programme will foster cross-cultural understanding and enhance English language skills while forging lasting links between school communities here and in Ukraine.

Children in Ukraine have had their education interrupted by Russia’s war. Thousands of schools have been damaged, while children live in fear of attacks, displacement, or the loss of parents or loved ones. Half the children report air alarms disrupting their education and 43% of their teachers reported that the children are feeling nervous or anxious.

The schools partnership is the first step in our long-term commitment to sharing best practice across both our education systems – aiding Ukraine’s recovery while driving high and rising standards on both sides. It was launched today by the Prime Minister at school № 219 in Kyiv, where he joined a class dialling into All Saints Catholic Primary School in Anfield. Education Secretary, Bridget Phillipson, attended the school in Anfield and was joined by War Horse author Michael Morpurgo and Children’s Laureate Frank Cottrell-Boyce who read their own work and talked to the children about their favourite stories.

It comes as the Prime Minister, Keir Starmer and Volodymyr Zelenskyy sign a 100 Year Partnership demonstrating the UK’s enduring commitment to Ukraine. It will help drive forward the government’s Plan for Change by increasing economic and trade cooperation to boost growth and benefit the health, wealth and security of working people in both countries.

The treaty will also strengthen our socio-cultural ties, with closer collaboration across education a key driver in bringing our societies closer and boosting standards in both education systems.

Prime Minister Keir Starmer said:

Reading is so much more than education, it broadens horizons, nurtures creativity and provides hope and light in uncertain times.

The resilience of the Ukrainian people is incredible. I’ve seen first-hand how learning and reading helps maintain a sense of normality for Ukraine’s children and young people, who have faced unimaginable adversity as they live, learn and play under bombardment.

As part of our historic 100 Year Partnership with Ukraine, we’re enriching the cultural connections between our young people, fostering closer ties now and into the future.

The project, delivered by the British Council in partnership with the National Literacy Trust, will initially see 50 schools in the UK matched with 50 schools in Ukraine on a year-long reading project, sharing their favourite stories from their own cultures and exploring the benefits of reading. Schools will be chosen from across the four nations of the UK between January and the scheme launching in late spring.

Evidence shows that reading for pleasure helps children understand the views of others and feel more connected to the world. It also helps them feel more able to deal with difficult emotions and feel more confident. The National Literacy Trust found that children who read are three times more likely to have higher levels of mental wellbeing. It is also associated with improved pupil attainment from reading and writing ability to general knowledge as well as a greater insight into other cultures and strengthened decision-making.

Education Secretary, Bridget Phillipson, said:

I was lucky to be gifted a love of reading as a child. That opened so many doors for me that would have otherwise been closed. Reading brings new perspectives and builds empathy, and it can help children facing adversity make sense of their own experiences. That’s why this partnership is so important.

Getting more children reading for pleasure is a key part of our Plan for Change, and our work to drive high and rising standards across education by giving children the best start in life. Children in Ukraine have faced things most of us can’t comprehend, but through sharing our stories we can build a collective understanding of our two cultures, creating lasting ties between school communities that will benefit pupils on both sides for years to come.

Michael Morpurgo, said:

After a long life of reading and teaching and writing, of telling stories to children, I do know that the right book at the right time, can enrich young lives.

I know of no greater gift we can pass on to our children, for with literature and stories comes knowledge and understanding of ourselves, of the past and present, of the lives of others, of the world about us. Books ask questions that open new horizons, new pathways. They bring us laughter and tears, companionship and hope.

International school partnerships broaden horizons and promote understanding of global issues, but they also help children develop skills for life. More than 4 out of 5 teachers taking part in the British Council’s Connecting Classrooms programme reported that partnerships equip pupils with essential skills for a global economy.

Scott McDonald, Chief Executive of the British Council, said:

At the British Council, creating opportunities for young people has been at the heart of our mission for the last 90 years. We are delighted to be part of the 100 Year Unbreakable Partnership between the UK and Ukraine.

International school partnerships are a motivating way for young people to develop the language, communication and intercultural skills that are so important for the future of our two countries. We look forward to supporting many more schools in partnerships and wider connections between our education systems.

This is an ambitious, long-term commitment to work together across government, civil society and the private sector to strengthen the security and prosperity of both of our countries.

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

Key provisions from the Higher Education (Freedom of Speech) Act 2023 will be brought into force, whilst burdensome provisions will be scrapped.

The Education Secretary has confirmed that key provisions of the Higher Education (Freedom of Speech) Act 2023 will be brought into force, defending the free speech rights of students, academics and speakers.

The Office for Students will have the power to investigate complaints over breaches of free speech from academics, external speakers and members of universities, as well as issuing fines.

The Act will require all universities to have robust codes of practice to ensure the protection of free speech, which will be enforced by the Office for Students (OfS).

The new workable, robust complaints system will uphold academic freedom without exposing universities to potentially disproportionate and crippling costs that could have forced them to divert cash away from students.

Universities who flout the rules will be publicly held to account and could end up paying compensation, risk facing fines and the suspension of their registration, in the most extreme circumstances.

There will be a complete ban on the use of non-disclosure agreements to silence victims of bullying, harassment or sexual misconduct on campus, which will be upheld by the Office for Students.

Arif Ahmed will remain in post as Director for Freedom of Speech and Academic Freedom at the OfS, to ensure that these measures are rigorously upheld.

Unnecessary elements of the Act which risk leaving universities vulnerable to disproportionate costs for legal disputes will be scrapped, including the statutory tort.

This would have exposed already struggling providers to large costly legal fees, driven by potentially unnecessary complaints, that would have forced money intended for students to be diverted.

The threat of legal action and the financial fallout for universities breaching their duties under the Act might push some providers to overly defend hateful or degrading speech instead of looking out for students who feel intimidated, out of fear of the consequences.

The Act was initially placed on pause due to widespread concerns about the negative impact it would have on vulnerable groups. There were fears that the legislation would encourage providers to overlook the safety and wellbeing of minority groups, including Jewish students, and instead protect those who use hateful or degrading speech on campus.

The move to pause implementation of the Act reflected widespread concern that the legislation was disproportionate, burdensome and damaging to the welfare of students while not addressing hate speech on campuses.

Groups representing Jewish students also expressed concerns that sanctions could lead to providers overlooking the safety and well-being of minority groups.

Education Secretary Bridget Phillipson said:

Academic freedom and free speech are fundamental to our world-leading universities and this government is committed to protecting them.

These changes protect free speech but avoid implementing excessive and burdensome provisions which could have exposed struggling universities to disproportionate costs, diverting money away from students to pay lawyers.

The decisions we are making about the Act demonstrate that we were right to pause commencement and to review its impact before making decisions on its future.

The Government will bring into force strengthened duties on providers to take steps to secure freedom of speech and establish a code of practice, as well as a new duty to promote the importance of freedom of speech and academic freedom.

As part of the Act, Higher Education providers must establish a set of policies and values that provide a space for robust discussion and all academic freedoms.

The Office for Students will have the power to investigate complaints over breaches of free speech from staff, external speakers and members of universities, as well as issuing fines and penalties.

All higher education students will be able to make similar complaints to the Office of the Independent Adjudicator (OIA).

As part of changes to make the Act fair and proportionate, the government has decided to remove the overly burdensome duties placed directly on students’ unions.

The Act, as it stands, makes demands which would require students’ unions to take on complex legal responsibilities, which would leave the majority student-led organisations to be overwhelmed with additional costs and administrative burdens, distracting from work to support students.

The Department for Education aims to ensure that any protections introduced to increase transparency around foreign funding and influence, do not impose unnecessary burdens on providers and regulators, such as the Office for Students.

The Government is also working at pace on the implementation of the Foreign Influence Registration Scheme, which will apply to universities across the UK, and will encourage transparency and deter harmful covert activity from foreign states.

To ensure careful consideration of this important issue, the overseas transparency provisions in the Act will be kept under review, while assessment of the existing approaches to managing foreign interference are reviewed and as we implement the Foreign Interference Registration scheme.

The Office for Students already has powers to request information when concerns arise about free speech or academic freedom, including issues related to suspected foreign interference and funding, and the Department will consider whether these powers require strengthening as part of our review.

The Department for Education is closely monitoring these measures and working with the sector to assess current strategies for managing these risks. This ensures a targeted and proportionate approach to increasing transparency.

In making changes to the future of the Higher Education (Freedom of Speech) Act 2023, the Government will ensure that the right to academic freedom is rigorously defended, without compromising the safety of students and staff, or taking away vital resources from an already stretched sector.

During the review of the Act which began in July 2024, Ministers and officials met with a range of providers, academics, unions and minority groups to discuss their views on the future of the Act and what would work best for the sector, while maintaining a space for healthy debate and exposure to new ideas for students and staff.

The press release issued by the Department for Education on 8 January 2025.

Major reforms to protect thousands of vulnerable children hidden from sight will take another crucial step forward today.

Major reforms to protect thousands of vulnerable children hidden from sight will take another crucial step forward today, as the Children’s Wellbeing and Schools Bill is debated in Parliament (8 January 2025).

Children not in school registers, stronger powers for councils to make sure children are getting the right education, and a unique identifying number for every child are part of major reforms to help tackle the tragedy of children vanishing from education and protect young people from exploitation, grooming and abuse.

The recent Child Safeguarding Practice Review Panel Annual Report 2024 highlighted that children experiencing harm outside the home, including exploitation, were likely to be not enrolled in school, missing education or have poor school attendance, and that’s why the bill will also strengthen multi-agency safeguarding arrangements to quickly identify significant harm. This comes as the government announced action this week on three key recommendations from the Professor Alexis Jay review to address significant failings to keep children safe.

According to the latest government data, around 111,000 children and young people are home educated, up from an estimated 55,000 before the pandemic. This is alongside the 150,000 children missing education all together at some point during the last year. The bill will bring in unprecedented safeguards for home educated children, ratchet up powers for councils and compel local authorities to establish dedicated, multi-agency safeguarding teams to keep track of children.

Measures will also put more cash back in working parents’ pockets by capping the number of branded items schools can require as part of their uniform. This could save some families over £50 per child during the back-to-school shop, ensuring parents have as much flexibility as possible to shop around and save money. It will also give every parent of a primary school child a legal entitlement to a breakfast club, saving them as much as £450 per year.

The Children’s Wellbeing and Schools Bill, that will bring these measures into law, has its second reading in Parliament today, helping make child-centred government a reality and deliver on the government’s Plan for Change.

Education Secretary Bridget Phillipson said:

Keeping children safe will always be my first duty as education secretary, but we can only truly do that if we know where our children are. The sad reality is that at the moment there are thousands of children hidden from sight.

This government will make no apologies for doing whatever is necessary to keep children out of harm’s way, and I will not stand by while some young people fall through the cracks, left without a good education and vulnerable to exploitation and abuse.

This landmark bill is a crucial step forward in our mission to protect all children, while also supporting parents by putting more money in their pockets as we deliver our Plan for Change and give all children the best start in life.

Measures to reform children’s social care and help reduce the number of children missing education that are being introduced in the Children’s Wellbeing and Schools Bill include:

• all councils will be required to hold a register of children who are not in school. Councils will be able to require parents and providers of out of school education to share information like name, address and the nature of the education children are being provided
• a unique number for every child – in the same way every adult has their own national insurance number – to join up systems and make sure no child falls through the cracks. A consistent identifier will allow those responsible for the safeguarding and welfare of children to better join relevant data and identify children who will benefit from additional support
• the removal of the automatic right for parents to educate children at home if their child is subject to a child protection investigation or under a child protection plan. Schools will need to check with the local authority where a parent asks to remove a child from school to home educate, to establish whether the local authority’s consent should be obtained.
• if any child’s home environment is assessed as unsuitable or unsafe, local authorities will have the power to intervene and require school attendance
• making sure every council operates best practice ‘multi-agency’ safeguarding panels, that bring together all the professionals that can best make sure children are kept safe both inside and outside the home

Wider measures in the bill include capping the number of branded items schools can require as part of their uniform. Primary schools will be able to require a maximum of 3 branded items, and secondary schools will have the option to include an additional item if one of those is a tie.

Data shows 24% of primary and 70% of secondary schools still require 5 or more branded items, with some parents saying they were asked to provide 10 or more.

Limiting the number of branded items having to be bought from designated suppliers could save some parents over £50 per child during the back-to-school shop from September 2026 – thanks to greater flexibility to buy from a range of retailers.

Primary school children will also benefit from the option to attend a free breakfast club, which could save parents up to £450 a year. Clubs will launch from April 2025 at schools taking part in the early adopter scheme.

Mark Russell, CEO at The Children’s Society, said:

The high cost of school uniforms has put an unnecessary financial strain on families for far too long. This is a pivotal moment on an issue we’ve campaigned on for years, and it’s very encouraging to see this progress towards a fairer and more affordable approach.

Schools will play a key role in ensuring these changes deliver for families, and so the new measures should be both practical and effective. Every child deserves to feel equal and included, regardless of their family’s income, and removing the pressure of costly branded uniforms is an essential step in making that a reality.

We’ll continue to push for reforms that put children and families first, so no child feels left out or disadvantaged because of the cost of their uniform.

Sir David Holmes CBE, Chief Executive of Family Action said:

It is great to see the Children’s Wellbeing and Schools Bill continuing its passage through Parliament.  Second Reading stage provides a crucial opportunity for Parliamentarians and for everyone else who is interested in children’s wellbeing to scrutinise further this new and important draft legislation.

We particularly welcome the proposals to introduce a unique identifier number for children across services, registers to identify children who are not in school and of course the provisions which will introduce universal free breakfast clubs in state-funded primary schools.

The press release issued by the Department for Education on 17 December 2024.

Children’s Wellbeing and Schools Bill introduced to Parliament today, putting children’s interests at the heart of government policy.

The press release issued by the Department for Education on 16 December 2024.

Education Secretary and Business Secretary host call with business leaders from a range of key sectors to outline how the Plan for Change will deliver for them.

The government will enlist the help of business to help it develop skills opportunities to meet the government’s mission to kickstart economic growth under the Plan for Change, the Education Secretary has said today (16 December 2024).

In a conference call with leaders from over 80 businesses including Mace, Siemens and Disney, Education Secretary Bridget Phillipson and Business and Trade Secretary Jonathan Reynolds outlined the importance of engaging with employers to drive growth and put the economy on firm foundations.

Both ministers set out their priorities to reform the fragmented post-16 skills system and to establish Skills England to support key sectors driving growth in local areas.

It follows the Department for Education’s announcement that the government has unlocked £140 million of funding from industry, including £100m from the National House Building Council (NHBC), to set up 32 Homebuilding Skills Hubs. This will make more than 5,000 apprenticeship places available per year in key construction roles.

The conference was attended by three major construction firms: Balfour Beatty, Berkley Group and Mace. Their engagement coupled with these pioneering Homebuilding Skills Hubs will help the government to meet its ambitious target to build 1.5 million new homes in this parliament.

Employers will be at the heart of the government’s skills reforms such as our new levy-funded growth and skills offer. This will introduce greater flexibility to employers and learners in England, creating routes into good, skilled jobs in growing industries, aligned with the government’s Industrial Strategy.

It will also support the pipeline of new talent that employers will need, by rebalancing opportunities towards young people.

The Education Secretary also set out how businesses can help the government to achieve its mission to break down the barriers to opportunity, through offering high-quality apprenticeships or industry placements to ensure everyone has the chance to succeed no matter who they are, where they’re from, or how much their parents earn.

Education Secretary, Bridget Phillipson, said:

If we are to deliver on our Plan for Change and achieve our number one mission to grow the economy, we must develop the skills this country needs.

To do that, we need to take skills seriously again as a country, rebuilding our fragmented and broken system into one that’s rigorous, responsive and puts employers at its centre.

That’s why we are establishing Skills England to help identify the skills we need to drive economic growth. We will create a clear and coordinated strategy for post-16 education and skills, making sure it works with employers to meet the needs of the future.

Today’s call gave me the chance to reiterate this government’s commitment to giving businesses the stability and confidence to enable them to invest in developing skills.

Business Secretary Jonathan Reynolds said:

British workers are some of the most skilled and talented in the world but far too many people are not getting the opportunities they deserve, while businesses are failing to get the staff they need because the system isn’t working.

Through listening to the needs of business and aligning Skills England with our Industrial Strategy, we’re helping employers overcome barriers to invest in skills that will help deliver this government’s Plan for Change and improve living standards.

Bridget Phillipson urged employers to drive up their investment in training, working with government to counter the downward trend since 2011.

The call comes after the Department for Education recently announced that qualifications that will be key to the government’s growth mission in key subjects like manufacturing and engineering that were previously scheduled for defunding will remain until replacements become more established, putting learners first and supporting the transition to T Levels as the large technical qualification of choice.

The government will also introduce more flexibility for industry placements, ensuring even more students can take advantage of the opportunities available from high-quality T Level qualifications.

The press release issued by the Department for Education on 12 December 2024.

Courses key to government growth mission will stay, with 70% of the remaining qualifications due for defunding to be saved.

The government has today (12 December 2024) laid out the future of post-16 qualifications, protecting learner choice whilst cutting red tape to streamline the system.

The move follows the rapid review into vocational qualifications that were due to be defunded by the previous government.

Qualifications that will be key to the government’s growth mission in key subjects like manufacturing and engineering that were previously scheduled for defunding will remain until replacements become more established.

This will ensure learners will continue to have a broad range of options available to help them get a foot on the career ladder.

Retaining these courses will preserve a pipeline of talent into key sectors under the government’s Plan for Change – including the NHS.

Around 70% of the remaining qualifications that were slated for defunding under the previous government will no longer be defunded as planned following the review.

The government is taking a pragmatic approach to fix the foundations and deliver change. We are cutting red tape to allow learners to combine qualifications in the way that suits them, putting learners first and helping them to develop the skills this country needs in order to grow the economy.

Qualifications that overlap with T Levels will be able to coexist where we continue to develop and improve qualifications so that they provide for the needs of learners, providers and employers, supporting the transition to T Levels as the large technical qualification of choice.

Key courses that will stay include those that were scheduled for defunding in important sectors such as agriculture, environmental and animal care, engineering, manufacturing, health and social care, legal, finance and accounting, business and administration, and creative and design.

All of these sectors will be at the forefront of the government’s ambitious plans to fix the foundations of the economy and deliver growth.

Instead of blanket restrictions, the new approach is informed by more than 250 individual contributions from employers, colleges and awarding organisations.

Minister for Skills, Jacqui Smith, said:

Vocational and technical qualifications are crucial to our Plan for Change and our number one mission to grow the economy.

This government is committed to the long-term delivery of T Levels as the best quality technical education option for young people.

Qualifications are not one-size-fits-all, and we recognise we must take a pragmatic approach. Our ambitious programme must meet the needs of employers and our public services if we are to see our economy flourish.

We took decisive action as soon as we came into government to ensure the best outcomes for learners and I am thankful to all those who contributed to the pause and review.

In an oral statement today, the minister confirmed that over 200 qualifications that had either no or below 100 enrolments per year over the last 3 years will have their funding withdrawn from 1 August 2025.

The minister also confirmed that a new T Level in Marketing will be available from 2025, as the government continues the rollout of the programme following the recent introduction of T Levels in Animal Care and Management; Craft and Design; and Media, Broadcasting and Production.

This includes the recent announcement that more flexibility will be introduced for industry placements, ensuring even more students can take advantage of the opportunities available from this high-quality qualification.

The Onsite Construction T Level is helping students progress into positive destinations, but will have no further enrolments, due to a lack of overall demand for large qualifications at level 3. Learners already enrolled can still complete their courses. We recently announced £140 million from industry to create Homebuilding Skills Hubs, which will enable thousands more apprenticeships in construction to be started every year. This will ensure these vital skills are rapidly developed in the areas that need them most, helping to meet the government’s milestone of 1.5 million homes being built in the next parliament.

Notes to editors

• After appeals, there were 539 qualifications in scope of the review. 216 qualifications have been defunded due to low or no enrolments for the past 3 years.
• 52 qualifications had already fallen out of funding in 2024 to 2025; 6 had an operational end date on or before 31 July 2025; and 42 qualifications had direct replacements approved as part of the previous government’s reforms.
• 157 of the 223 remaining qualifications, or around 70%, have been retained, with 66 qualifications removed through sector-by-sector analysis undertaken by the department.
• Review of level 3 qualifications reform: provisional outcomes
• Review of level 3 qualifications reform: equality impact assessment