Rugby remains an established part of school sport and there are clear inequalities among girls, disadvantaged pupils and those with additional needs.

The department maintains regular engagement with sporting bodies, including the Rugby Football Union and Rugby Football League. These organisations report growing participation in schools and are investing in and are investing in formats such as T1 (non-contact) rugby, tag rugby and touch rugby, which can help schools introduce the sport more easily and safely.

We are investing over £1 billion in PE and school sport over the next three years, including £530 million for the new PE and School Sport Partnerships Network. The Network will strengthen links between schools, governing bodies and local clubs, helping to identify and remove barriers to participation and ensuring that rugby, including contact rugby, and other sports are accessible to young people across the country.

Rugby remains an established part of school sport and there are clear inequalities among girls, disadvantaged pupils and those with additional needs.

The department maintains regular engagement with sporting bodies, including the Rugby Football Union and Rugby Football League. These organisations report growing participation in schools and are investing in and are investing in formats such as T1 (non-contact) rugby, tag rugby and touch rugby, which can help schools introduce the sport more easily and safely.

We are investing over £1 billion in PE and school sport over the next three years, including £530 million for the new PE and School Sport Partnerships Network. The Network will strengthen links between schools, governing bodies and local clubs, helping to identify and remove barriers to participation and ensuring that rugby, including contact rugby, and other sports are accessible to young people across the country.

Rugby remains an established part of school sport and there are clear inequalities among girls, disadvantaged pupils and those with additional needs.

The department maintains regular engagement with sporting bodies, including the Rugby Football Union and Rugby Football League. These organisations report growing participation in schools and are investing in and are investing in formats such as T1 (non-contact) rugby, tag rugby and touch rugby, which can help schools introduce the sport more easily and safely.

We are investing over £1 billion in PE and school sport over the next three years, including £530 million for the new PE and School Sport Partnerships Network. The Network will strengthen links between schools, governing bodies and local clubs, helping to identify and remove barriers to participation and ensuring that rugby, including contact rugby, and other sports are accessible to young people across the country.

Rugby remains an established part of school sport and there are clear inequalities among girls, disadvantaged pupils and those with additional needs.

The department maintains regular engagement with sporting bodies, including the Rugby Football Union and Rugby Football League. These organisations report growing participation in schools and are investing in and are investing in formats such as T1 (non-contact) rugby, tag rugby and touch rugby, which can help schools introduce the sport more easily and safely.

We are investing over £1 billion in PE and school sport over the next three years, including £530 million for the new PE and School Sport Partnerships Network. The Network will strengthen links between schools, governing bodies and local clubs, helping to identify and remove barriers to participation and ensuring that rugby, including contact rugby, and other sports are accessible to young people across the country.

The core schools budget is increasing by £1.7 billion in the 2026/27 financial year.

Through the Dedicated Schools Grant, Dorset (which allocates funding for West Dorset) is receiving £269.6 million for mainstream schools in the2026/27 financial year. This translates into £6,558 per pupil on average (including premises and excluding growth funding), which represents a 2.3% increase in funding per-pupil compared to the 2025/26 financial year.

The schools national funding formula (NFF) allocates funding based on schools’ and pupils’ characteristics. It is right that schools which have a larger proportion of pupils with additional needs receive additional funding to support them.

The NFF accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor. The government will be reviewing the operation of the schools NFF for the 2027/28 financial year and future years.

High needs funding for children and young people with complex special educational needs and disabilities (SEND) is continuing at an increased level of over £12 billion in the 2026/27 financial year in England, following an increase of 11% in 2025/26. Our aim is to establish a fair education funding system that directs funding to where it is needed. We will be looking carefully at what changes to make to the distribution of funding in support of the SEND reforms, including funding for SEND provision in rural areas.

The SEND Reform consultation document set out additional funding over the next 3 years, including the £1.6 billion Inclusive Mainstream Fund for schools, colleges and early years settings, and £1.8 billion for local authorities to provide an Experts At Hand offer to mainstream settings (the grant for the latter will allocate around £2.2 million to Dorset local authority in the 2026/27 financial year).

The core schools budget is increasing by £1.7 billion in the 2026/27 financial year.

Through the Dedicated Schools Grant, Dorset (which allocates funding for West Dorset) is receiving £269.6 million for mainstream schools in the2026/27 financial year. This translates into £6,558 per pupil on average (including premises and excluding growth funding), which represents a 2.3% increase in funding per-pupil compared to the 2025/26 financial year.

The schools national funding formula (NFF) allocates funding based on schools’ and pupils’ characteristics. It is right that schools which have a larger proportion of pupils with additional needs receive additional funding to support them.

The NFF accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor. The government will be reviewing the operation of the schools NFF for the 2027/28 financial year and future years.

High needs funding for children and young people with complex special educational needs and disabilities (SEND) is continuing at an increased level of over £12 billion in the 2026/27 financial year in England, following an increase of 11% in 2025/26. Our aim is to establish a fair education funding system that directs funding to where it is needed. We will be looking carefully at what changes to make to the distribution of funding in support of the SEND reforms, including funding for SEND provision in rural areas.

The SEND Reform consultation document set out additional funding over the next 3 years, including the £1.6 billion Inclusive Mainstream Fund for schools, colleges and early years settings, and £1.8 billion for local authorities to provide an Experts At Hand offer to mainstream settings (the grant for the latter will allocate around £2.2 million to Dorset local authority in the 2026/27 financial year).

The core schools budget is increasing by £1.7 billion in the 2026/27 financial year.

Through the Dedicated Schools Grant, Dorset (which allocates funding for West Dorset) is receiving £269.6 million for mainstream schools in the2026/27 financial year. This translates into £6,558 per pupil on average (including premises and excluding growth funding), which represents a 2.3% increase in funding per-pupil compared to the 2025/26 financial year.

The schools national funding formula (NFF) allocates funding based on schools’ and pupils’ characteristics. It is right that schools which have a larger proportion of pupils with additional needs receive additional funding to support them.

The NFF accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor. The government will be reviewing the operation of the schools NFF for the 2027/28 financial year and future years.

High needs funding for children and young people with complex special educational needs and disabilities (SEND) is continuing at an increased level of over £12 billion in the 2026/27 financial year in England, following an increase of 11% in 2025/26. Our aim is to establish a fair education funding system that directs funding to where it is needed. We will be looking carefully at what changes to make to the distribution of funding in support of the SEND reforms, including funding for SEND provision in rural areas.

The SEND Reform consultation document set out additional funding over the next 3 years, including the £1.6 billion Inclusive Mainstream Fund for schools, colleges and early years settings, and £1.8 billion for local authorities to provide an Experts At Hand offer to mainstream settings (the grant for the latter will allocate around £2.2 million to Dorset local authority in the 2026/27 financial year).

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

The department is committed to encouraging schools and local authorities to set up resourced provision and special educational needs (SEN) units to increase capacity in mainstream schools and is working with the sector to increase capacity and extend best practice across the system.

The department has announced £3 billion in high needs capital to create 50,000 places for children with special educational needs and disabilities (SEND). This builds on the £740 million high needs capital in 2025/26 to support children and young people with SEND or who require alternative provision, including setting up resourced provision or SEN units in mainstream schools. Dorset received a high needs provision capital allocation of £5,023,392 for 2025/26. Funding for individual SEN units or resourced provision is the responsibility of the relevant local authority, with minimum place funding governed by the high needs operational guidance.

The department is launching national SEN unit/resourced provision peer networks, as part of the regional improvement for standards and excellence universal service offer on inclusive mainstream, to support frontline practitioners so that children benefit from high quality and consistent provision.

The department is also working with the Council for Disabled Children and the National Association for Special Educational Needs to develop guidance to help mainstream settings deliver high quality support for children and young people accessing SEN units, resourced provision, and pupil support units.

The department is committed to encouraging schools and local authorities to set up resourced provision and special educational needs (SEN) units to increase capacity in mainstream schools and is working with the sector to increase capacity and extend best practice across the system.

The department has announced £3 billion in high needs capital to create 50,000 places for children with special educational needs and disabilities (SEND). This builds on the £740 million high needs capital in 2025/26 to support children and young people with SEND or who require alternative provision, including setting up resourced provision or SEN units in mainstream schools. Dorset received a high needs provision capital allocation of £5,023,392 for 2025/26. Funding for individual SEN units or resourced provision is the responsibility of the relevant local authority, with minimum place funding governed by the high needs operational guidance.

The department is launching national SEN unit/resourced provision peer networks, as part of the regional improvement for standards and excellence universal service offer on inclusive mainstream, to support frontline practitioners so that children benefit from high quality and consistent provision.

The department is also working with the Council for Disabled Children and the National Association for Special Educational Needs to develop guidance to help mainstream settings deliver high quality support for children and young people accessing SEN units, resourced provision, and pupil support units.

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.

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.

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.

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.

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.

The department recognises that the cost and availability of transport can present difficulties for some students, including those in rural areas. However, the responsibility for post-16 transport lies with local authorities, who have a duty to publish a transport policy statement each year that sets out the travel arrangements they will make to support young people to access further education.

Arrangements do not have to be free, but the department expects local authorities to make reasonable decisions based on the needs of their population, local transport infrastructure, and the resources they have available.

Many local authorities do offer some form of subsidised transport. For example, in the West Dorset constituency, Dorset Council offer a surplus seat scheme and subsidised transport for young people from low-income families who meet their eligibility criteria. Some education and training providers also provide subsidised or free transport, such as college buses, and travel subsidies from private training providers.

The 16 to 19 Bursary Fund is also used to help students with travel costs, including those on low incomes. It enables schools, colleges and training providers to support students with transport costs where these have been identified as a barrier to participation.

The department recognises that the cost and availability of transport can present difficulties for some students, including those in rural areas. However, the responsibility for post-16 transport lies with local authorities, who have a duty to publish a transport policy statement each year that sets out the travel arrangements they will make to support young people to access further education.

Arrangements do not have to be free, but the department expects local authorities to make reasonable decisions based on the needs of their population, local transport infrastructure, and the resources they have available.

Many local authorities do offer some form of subsidised transport. For example, in the West Dorset constituency, Dorset Council offer a surplus seat scheme and subsidised transport for young people from low-income families who meet their eligibility criteria. Some education and training providers also provide subsidised or free transport, such as college buses, and travel subsidies from private training providers.

The 16 to 19 Bursary Fund is also used to help students with travel costs, including those on low incomes. It enables schools, colleges and training providers to support students with transport costs where these have been identified as a barrier to participation.