Schools are responsible for ensuring that all their pupils, including those who are classed as having a first language other than English, or do not understand a basic level of English, can access the full curriculum and have an opportunity to achieve their potential.

Through the English as an additional language (EAL) factor in the national funding formula (NFF), schools are allocated funding for pupils who are classed as having EAL and who have started in the state funded education system in England within the last three years. This equates to an additional £565 per primary school pupil and £1,530 per secondary school pupil in 2022/23 (rising to £580 per eligible primary pupil and £1,565 per eligible secondary pupil in 2023/24). The NFF will distribute a total of £410 million through the EAL factor in the current financial year.

Schools have flexibility over how they use their overall funding budget to support pupils with EAL, as they are best placed to understand and respond to the particular needs of their pupils.

The bursaries offered for initial teacher training (ITT) are reviewed before the start of the annual recruitment cycle. In doing this, several factors are considered, including forecast economic conditions, previous recruitment, and teacher supply needs in each subject. Being able to change bursary amounts gives flexibility in responding to the need to attract new teachers and ensures money is spent where it is needed most.

In the academic year 2019/20, the postgraduate ITT targets in history (127% of target), geography (119% of target) and English (110% of target) were exceeded. Teaching remains an attractive proposition for graduates, including those in arts, English and humanities subjects. As a result, the Department has decided to focus the bursaries for the academic year 2021/22 on subjects where it is expected that it will be hardest to attract sufficient applicants.

Trainee teachers on tuition fee-funded ITT routes can apply for a tuition fee loan so they do not have to pay the fee upfront. They can also apply for a maintenance loan to support their living costs. Additional funding is also available depending on individual circumstances, such as the Childcare Grant.

The Department reviews the bursaries that we offer for initial teacher training (ITT) before the start of the annual recruitment cycle. In doing this, we take account of a number of factors including forecast economic performance, the number of graduates, and teacher supply need in each subject. Being able to change bursary amounts gives us the flexibility to respond to the need to attract new teachers and means we are spending money where it is needed most.

In academic year 2019/20 we exceeded the postgraduate ITT targets in history (127 per cent of target), geography (119 per cent of target) and English (110 per cent of target). Final recruitment figures for 2020/21 are not yet available but between February and September this year there has been a 32 per cent increase in applications for those looking to enter the classroom compared to the equivalent period last year: https://www.ucas.com/data-and-analysis/ucas-teacher-training-statistical-releases.

Teaching remains an attractive proposition for all graduates, including those in arts, English and humanities subjects. As a result, we have decided to focus the bursaries we are offering for academic year 2021/22 on subjects where we expect it will be hardest to attract sufficient applicants.

The national funding formula will allocate £404 million across England and £32 million to Yorkshire and the Humber to support children with English as an additional language. These figures are based on the formula being implemented in full based on 2017-18 data.

The Department does not provide additional funding to schools specifically for child refugees. However, schools attract funding through the pupil premium if a child refugee is looked after by a local authority, or through the national funding formula if the child is classed as having English as an additional language (as outlined above) or other additional needs such as low prior attainment.

Schools receive £1,900 through the pupil premium for every child attending their school who is looked after by a local authority.

The Government is committed to ensuring equity of opportunity so that all pupils, irrespective of background, can fulfil their potential.

In the current system, whether a school receives any English as an additional language (EAL) funding, how long for, and how much they receive, all depends on the particular local funding formula.

By contrast, under our proposals for a national funding formula, any qualifying pupil will be funded at the same rate. The EAL factor will include any pupil who entered the state education system in the last three years and is recorded on the census as having a first language other than English.

As in the current system, under a national funding formula, schools will continue to be responsible for deciding how to use their total funding allocation in order to support all their pupils.

The Government is committed to ensuring equity of opportunity so that all pupils, irrespective of background, can fulfil their potential.

In the current system, whether a school receives any English as an additional language (EAL) funding, how long for, and how much they receive, all depends on the particular local funding formula.

By contrast, under our proposals for a national funding formula, any qualifying pupil will be funded at the same rate. The EAL factor will include any pupil who entered the state education system in the last three years and is recorded on the census as having a first language other than English.

As in the current system, under a national funding formula, schools will continue to be responsible for deciding how to use their total funding allocation in order to support all their pupils.

Decisions relating to teachers’ professional development rightly rest with schools, headteachers, and teachers as they are in the best position to judge their own requirements.