The department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Total high needs funding for children and young people with complex special educational needs and disabilities (SEND) is over £12 billion in 2025/26.

Of that total, the Southwest is being allocated over £983 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £71 million on last year’s DSG high needs block, calculated using the high needs national funding formula. Of this amount, Dorset is being allocated over £60 million, an increase of £4 million on last year.

The department intends to set out plans for reforming the SEND system in further detail in a Schools White Paper in the autumn and are considering the funding for future years following the spending review that concluded in June. We will also set out later this year how the government will support local authorities to deal with their historic deficits.

The department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, following the Autumn Budget 2024. This brings total high needs funding for children and young people with special educational needs and disabilities (SEND) to over £12 billion. Of that total high needs funding, Nottinghamshire County Council is being allocated over £130 million through the high needs funding block of the dedicated schools grant (DSG).

In addition to the DSG, local authorities also receive a separate core schools budget grant (CSBG) in the 2025/26 financial year, for local authorities to pass on to specialist settings in their area to support with the costs of teacher and support staff pay awards, and national insurance contributions costs.

Local authorities allocate their high needs funding to support specialist settings, and also mainstream schools with pupils identified as having more complex SEND where the additional support costs for those mainstream pupils are more than £6,000 per annum. The provision that is funded can include adaptations to the curriculum and learning environment, and targeted teaching support where necessary.

The department also allocates annual capital funding to support local authorities to meet their statutory duty to provide sufficient school places for children with SEND or who require alternative provision.

The department has published allocations for £740 million in High Needs Provision Capital Allocations (HNPCA) for the 2025/26 financial year. Of this, Nottinghamshire have been allocated £14 million. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs and to create special school places for pupils with the most complex needs.

The department is considering the funding required for future years and how it is to be allocated, following the conclusion of the recent spending review. Our objective is that future funding for SEND supports our plans for reforming the SEND system, which will be set out in further detail in a White Paper in the autumn.

The department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, following the Autumn Budget 2024. This brings total high needs funding for children and young people with special educational needs and disabilities (SEND) to over £12 billion. Of that total high needs funding, Nottinghamshire County Council is being allocated over £130 million through the high needs funding block of the dedicated schools grant (DSG).

In addition to the DSG, local authorities also receive a separate core schools budget grant (CSBG) in the 2025/26 financial year, for local authorities to pass on to specialist settings in their area to support with the costs of teacher and support staff pay awards, and national insurance contributions costs.

Local authorities allocate their high needs funding to support specialist settings, and also mainstream schools with pupils identified as having more complex SEND where the additional support costs for those mainstream pupils are more than £6,000 per annum. The provision that is funded can include adaptations to the curriculum and learning environment, and targeted teaching support where necessary.

The department also allocates annual capital funding to support local authorities to meet their statutory duty to provide sufficient school places for children with SEND or who require alternative provision.

The department has published allocations for £740 million in High Needs Provision Capital Allocations (HNPCA) for the 2025/26 financial year. Of this, Nottinghamshire have been allocated £14 million. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs and to create special school places for pupils with the most complex needs.

The department is considering the funding required for future years and how it is to be allocated, following the conclusion of the recent spending review. Our objective is that future funding for SEND supports our plans for reforming the SEND system, which will be set out in further detail in a White Paper in the autumn.

The department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, following the Autumn Budget 2024. This brings total high needs funding for children and young people with special educational needs and disabilities (SEND) to over £12 billion. Of that total high needs funding, Nottinghamshire County Council is being allocated over £130 million through the high needs funding block of the dedicated schools grant (DSG).

In addition to the DSG, local authorities also receive a separate core schools budget grant (CSBG) in the 2025/26 financial year, for local authorities to pass on to specialist settings in their area to support with the costs of teacher and support staff pay awards, and national insurance contributions costs.

Local authorities allocate their high needs funding to support specialist settings, and also mainstream schools with pupils identified as having more complex SEND where the additional support costs for those mainstream pupils are more than £6,000 per annum. The provision that is funded can include adaptations to the curriculum and learning environment, and targeted teaching support where necessary.

The department also allocates annual capital funding to support local authorities to meet their statutory duty to provide sufficient school places for children with SEND or who require alternative provision.

The department has published allocations for £740 million in High Needs Provision Capital Allocations (HNPCA) for the 2025/26 financial year. Of this, Nottinghamshire have been allocated £14 million. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs and to create special school places for pupils with the most complex needs.

The department is considering the funding required for future years and how it is to be allocated, following the conclusion of the recent spending review. Our objective is that future funding for SEND supports our plans for reforming the SEND system, which will be set out in further detail in a White Paper in the autumn.

The funding for Opportunity North East (ONE) ended in 2022. The programme aimed to improve 28 secondary schools in the region through the ONE Vision school improvement programme. ONE also delivered projects that aimed to improve transition from primary to secondary, teacher recruitment, and post-16 outcomes.

18 of the 28 schools that were in the ONE Vision programme now have Ofsted judgements with single headline grades of good or better or, where schools have been inspected since September 2024, sub-judgements that are all good or better. However, it is hard to establish the cause and effect of this programme in isolation from other changes and government interventions that have happened over time. Of the remaining ten ONE Vision schools, four schools have not been inspected in their current structure, and six schools that have not yet improved their Ofsted performance are all part of the targeted regional improvement for standards and excellence (RISE) programme.

The Ministry of Housing, Communities and Local Government (MHCLG) have published the Indices of Deprivation Local Authority dashboard which displays the number and level of deprivation of each Lower-layer Super Output Area (LSOA) within every local authority. This dashboard can be accessed here: https://www.gov.uk/guidance/english-indices-of-deprivation-2019-mapping-resources.

Whilst the Index of Multiple Deprivation is not used to allocate funding in the schools, high needs or early years national funding formulae (NFFs), the associated Income Deprivation Affecting Children Index (IDACI), is used in all three of these NFFs to target funding towards deprivation.

In the schools NFF, IDACI funding is based on the IDACI 2019 area-based index measuring the relative deprivation of LSOAs. IDACI ranks are divided into seven bands, with more funding directed to pupils in the more deprived bands.

In the high needs NFF, the IDACI factor targets funding towards more deprived local authorities, assuming high needs costs are greater in these areas.

In the early years NFF, the IDACI factor is used as a proxy for relative levels of deprivation and is used in the 2 year-old and under 2s formula.

Further information on the NFFs is available here:

• Schools NFF: https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs-2025-to-2026.
• High needs NFF: https://www.gov.uk/government/publications/national-funding-formula-tables-for-schools-and-high-needs-2025-to-2026.
• Early years NFF: https://www.gov.uk/government/publications/early-years-funding-2025-to-2026/2025-to-2026-early-years-national-funding-formulae-technical-note.

The government is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. This brings total high needs funding for children and young people with special educational needs and disabilities (SEND) to over £12 billion. Of this, West Sussex Council is being allocated over £140 million through the high needs funding block of the dedicated schools grant (DSG), an increase of over £11 million on their 2024/25 DSG high needs block.

The operation of the high needs funding system is currently under review. The department's aim is to establish a fair education funding system that directs funding to where it is needed, taking account of the different levels of need in different parts of the country, and to enable improved support for children and young people with SEND in line with the reforms that we intend to set out in a White Paper in the autumn.

The government is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. This brings total high needs funding for children and young people with special educational needs and disabilities (SEND) to over £12 billion. Of this, West Sussex Council is being allocated over £140 million through the high needs funding block of the dedicated schools grant (DSG), an increase of over £11 million on their 2024/25 DSG high needs block.

The operation of the high needs funding system is currently under review. The department's aim is to establish a fair education funding system that directs funding to where it is needed, taking account of the different levels of need in different parts of the country, and to enable improved support for children and young people with SEND in line with the reforms that we intend to set out in a White Paper in the autumn.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.

Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.

The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.

The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.

Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

Local authorities’ dedicated schools grant (DSG) allocations are calculated using the national funding formula (NFF), by reference to their numbers of pupils and schools, and their characteristics. The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with lots of pupils with additional needs, such as those indicated by measures of deprivation or low prior attainment, receive extra funding to help them meet the needs of all their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.

We will take the time needed to consider changes to various funding formulae going forward, ensuring that we get any changes right, and recognising the importance of establishing a fair funding system that directs funding where it is needed.

The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula (NFF) accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor.

In the 2025/26 financial year, the sparsity factor provides eligible primary schools up to £57,400, and all other eligible schools up to £83,400. In 2025/26, 64 schools in Wiltshire attract additional funding through the sparsity factor. In addition to this, all small and rural schools have benefited from the increase to core factors in the NFF in 2025/26, including the NFF lump sum set at £145,100. The lump sum provides a fixed amount of funding that is particularly beneficial to small schools, as it is not affected by pupil numbers.

The purpose of the schools NFF is not to give every school the same level of per pupil funding. It is right that schools with lots of pupils with additional needs, such as those indicated by measures of deprivation or low prior attainment, receive extra funding to help them meet the needs of all their pupils.

Our aim is to establish a fair education funding system that directs resources to where they are most needed and enable improved support and outcomes for children and young people with special educational needs and disabilities (SEND).

Because it is important that we take the time needed to review the high needs national funding formula, the structure of the formula is largely unchanged for the 2025/26 financial year allocations to local authorities.

The department is considering the funding required for future years and how it is to be allocated, following the conclusion of the recent spending review. Our objective is that future funding for SEND supports our plans for reforming the SEND system, which will be set out in further detail in a White Paper in the autumn.

In the 2025/26 financial year, 10.6%, representing £5.1 billion of the schools national funding formula (NFF), has been allocated through deprivation factors, as part of the 17.8%, representing £8.6 billion, allocated for additional needs overall. Schools with more pupils with additional needs therefore receive extra funding to help them to close attainment gaps. In 2025/26, the most deprived schools have, on average, attracted the largest per pupil funding amounts. The per pupil funding rates provided in respect of all NFF additional needs factors can be found here: https://assets.publishing.service.gov.uk/media/674f2609d7e2693e0e47d02a/NFF_Policy_document.pdf.

Alongside the NFF, the department is providing over £3 billion in pupil premium funding in 2025/26 to improve the attainment and wider outcomes of pupils from disadvantaged backgrounds. Pupil premium funding allocations can be found here: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026.

If she will make a statement on her departmental responsibilities.

It remains a reality that it is possible to take a GCSE in Russian but not in Ukrainian, and I have resolved to do my part to help because I believe that a Ukrainian GCSE should be available to all. As this is a topical question, I bring some encouraging news: I have written to all the exam boards—

Mr Speaker:

Order. Topical questions should be quick.

Andrew Lewin:

It will be, Mr Speaker, absolutely—topical and quick.

AQA has reported back to me that it is very open to the idea, but it needs to see evidence that we have enough Ukraine-speaking teachers who are willing to teach the subject and to mark the papers. The good news is that, with support from parliamentary colleagues, I have found 250 teachers who can do just that. Does my hon. Friend agree that it should now be just a matter of time before a Ukrainian GCSE is available to all?

The operation of the high needs funding system is currently under review. Our aim is to establish a fair education funding system that directs resources to where they are most needed and enables improved support and outcomes for children and young people with special educational needs and disabilities (SEND).

Because it is important that we take the time needed for this review, the structure of the high needs national funding formula is largely unchanged for the 2025/26 financial year allocations to local authorities and we are considering the funding required in future years, following the conclusion of the recent spending review.

We want future funding for SEND to support our plans for reforming the SEND system, which will be set out in further detail in a white paper in the autumn. We will also outline, before the end of this year, how the government intends to support local authorities in managing their historic and accruing high needs deficits.

The operation of the high needs funding system is currently under review. Our aim is to establish a fair education funding system that directs resources to where they are most needed and enables improved support and outcomes for children and young people with special educational needs and disabilities (SEND).

Because it is important that we take the time needed for this review, the structure of the high needs national funding formula is largely unchanged for the 2025/26 financial year allocations to local authorities and we are considering the funding required in future years, following the conclusion of the recent spending review.

We want future funding for SEND to support our plans for reforming the SEND system, which will be set out in further detail in a white paper in the autumn. We will also outline, before the end of this year, how the government intends to support local authorities in managing their historic and accruing high needs deficits.

The department publishes a High Needs Benchmarking Tool, which offers comparative data on local authorities’ high needs spending and related special educational needs and disabilities (SEND) indicators across local authorities. This tool may assist in understanding variations between local authorities in how they fund SEND provision.

The department also publishes a variety of data on children’s and young people’s outcomes by special educational needs across all local authorities. A summary of these outcomes and their sources can be found here: https://assets.publishing.service.gov.uk/media/66bdc2de3effd5b79ba490fd/Special_educational_needs_and_disability_analysis_and_summary_of_data_sources_Aug24.pdf.

The government is investing £25 million capital for musical instruments, equipment and technology from the 2024/25 academic year, across all Music Hub partnerships in England. The proportion of the funding distributed to date by region is set out below, with the remaining funding to be distributed by the end of the 2025/26 academic year.

The independent evaluation is focussed on implementation, delivery and impact of the partnerships and capital investment, and reported benefits for pupils and schools. Interim findings are due by autumn 2025.

Data on progression at pupil level is outside of the scope of the evaluation, however Arts Council England publishes management information on standards achieved through whole class ensemble teaching, and individual and group lessons, on their Music Hubs data dashboard.

It is for schools to decide whether to seek the support of Music Hub partnerships. Guidance on schools’ annual music development plans strongly encourages them to do so.