The government remains committed to legislating for a local authority registration system for children not in school, as well as placing a duty on local authorities to provide support to home educating families.

My hon. Friend, the Member for Meon Valley, introduced the Children Not in School (Registers, Support and Orders) Private Members’ Bill on 11 December 2023. The Bill’s Second Reading is scheduled for 15 March 2024. The government is working with her as she progresses her Bill.

In the meantime, the department continues to work with local authorities to improve their non-statutory registers; analyse local authority data from the voluntary elective home education and children missing collection to build a more accurate picture of the landscape.

The department has also held a consultation on revising its elective home education guidance for local authorities and parents. This consultation closed on 18 January 2024 and the department will publish its response and revised guidance in due course.

The department launched the Broadening Educational Pathways programme in 2020 to increase the role of the independent and state-funded boarding sector in the education of looked-after children. The Royal National Children’s Springboard Foundation was appointed as a delivery partner, providing a placement brokerage service to ensure children are placed in schools best suited to support their educational attainment and personal wellbeing. In the ‘Stable Homes, Built on Love’ implementation strategy, the department committed to further expansion of the programme and has subsequently extended the contract until September 2024 to further open up educational opportunities in boarding schools to even more children in and on the edge of care.

The department will continue, over the course of the contract, to work in partnership with the Royal National Children’s Springboard Foundation to understand the benefits to the children and young people placed by the programme, including the findings of formal research they have commissioned, from the University of Nottingham, on the outcomes for looked-after and vulnerable children attending boarding schools.

The department published bold and ambitious plans to reform children’s social care on the 2 February 2023 through ‘Stable Homes, Built on Love’. It sets out how the department will help families overcome challenges, keep children safe, and make sure children in care have stable loving homes, long-term loving relationships, and opportunities for a good life. Over the next two years, the department will address urgent issues facing children and families now and lay the foundations for whole system reform.

As set out in the government’s response to the Independent Review of Children's Social Care, the department has extended the Broadening Educational Pathways Programme to increase the number of children in care in independent and state boarding schools. The department will use the evidence generated from this to inform long-term ambitions for this programme.

The free schools programme is open to proposals offering boarding provision. Although no such proposals were received in the most recent round of free school applications, there are currently five open free schools that offer boarding, with at least a further three set to open in the future. Plans for future free school application rounds have not yet been developed and will be considered as part of a future spending review.

The department does not hold this information centrally. The department does hold information on the number of looked after children placed in residential schools. However, it is not possible to distinguish between boarding schools and other residential schools, such as residential special schools. Therefore, we are not able to provide the information requested overall or by age.

Figures on the overall number of looked after children in England placed in residential schools were published in the annual statistics release titled ‘Children looked after, including adoptions, 2021-22’. On 31 March 2022, there were 110 looked after children in these residential schools, which includes boarding schools and residential special schools. These annual statistics are available in the attached table.

The Lost Boys report recommended for the government to invest in the best early education and childcare provision.

Alongside setting high standards and requirements for all early years providers in the Early Years Foundation Stage framework, in March, the government announced the single biggest investment in childcare ever made in England, which means by 2027/28 this government expects to be spending more than £8 billion every year on the early years. This will result in an historic expansion of free childcare, with 15 free hours available for working parents of two-year-olds from April 2024, 15 free hours from nine months to the start of school available from September 2024, rising to 30 free hours from September 2025. From September, the hourly rates paid to providers to deliver free childcare for two-year-olds will increase by 30% from an average rate of £6 to £8. This represents a significant increase in funding for early years.

The government is also investing up to £180 million in workforce training, qualifications, expert guidance and targeted support for the early years sector, to support the learning and development of the youngest and most disadvantaged children. This includes the Professional Development Programme, phase 3, training up to 10,000 early years professionals and providing early years practitioners with training on communication and language, early mathematics and personal, social and emotional development.

Two-thirds of primary schools have benefitted from our investment in the Nuffield Early Language Intervention, improving the speech and language skills of an estimated 90,000 children in reception classes so far. Over 320,000 primary school children have been screened to identify those with language development difficulties. These children will receive targeted language support.

Data on applications, offers, and acceptances for care leavers by institution is not held by the department. This information may be available from the Universities and Colleges Admissions Service (UCAS).

Data on applications, offers, and acceptances for care leavers by institution is not held by the department. This information may be available from the Universities and Colleges Admissions Service (UCAS).

Data on applications, offers, and acceptances for care leavers by institution is not held by the department. This information may be available from the Universities and Colleges Admissions Service (UCAS).

The department does not hold information on the numbers of all care leavers who went on to key stage 5. The department does hold and publish information on the activities of care leavers aged 17 to 21 who had been looked after by local authorities in England. This includes information on care leavers in education, but not specifically at key stage 5. The latest statistics are available at: https://explore-education-statistics.service.gov.uk/data-tables/fast-track/1db542fc-b38b-4dd6-c132-08daa787e284.

The department also publishes information on pupils who were at the end of key stage 4 in 2018/19 and reports on their destinations in the 2019/20 academic year. The figures show in 2019/20, 5,010 looked after children were in a sustained education destination in the year following the end of key stage 4. Of these, 2,910 were in further education, 860 were in a school sixth form or sixth form college and 1,240 were in some other form of education. They may not necessarily be studying key stage 5 learning aims. This data can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/271af2fd-b022-402a-076f-08db29e96c41.

The latest information on attainment for looked after children is published here: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england.

Information on pupils who were at the end of key stage 4 in 2019/20 and their destinations in the 2020/21 academic year was published on 30 March 2023 on the GOV.UK website.

The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with special educational needs and disabilities (SEND). All trainees who achieve Qualified Teacher Status (QTS) must demonstrate that they can adapt teaching to respond to the needs of all pupils, including those with SEND.

Initial teacher training (ITT) courses must be designed so that teacher trainees can demonstrate that they meet all the Teachers' Standards at the appropriate level, including the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils.

To support all teachers to meet these standards, the Department has implemented high quality teacher training reforms which begin with ITT and continues into early career teaching, through to the reformed suite of leadership and specialist national professional qualifications (NPQ), ensuring that teachers have the skills to support all pupils to succeed, including those with SEND.

Since 2020 the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils, and since delivery started from 2021, the Early Career Framework has built on that learning for Early Career Teachers. These reforms support our ambition that all new teachers starting in the profession learn how to meet the needs of all pupils, including those with SEND.

On 2 March 2023, we published the SEND and Alternative Provision (AP) Improvement Plan in response to the Green Paper published in March last year. This outlines the department's mission for the SEND and AP system to fulfil children’s potential, build parents’ trust and provide financial sustainability. We are also building a confident expert workforce, training up to 5,000 new early years Special Educational Needs Co-ordinators (SENCos). Furthermore, an over 50% increase in high needs funding to over £10 billion by 2023-24, compared to £6.1 billion in 2018-19, will help children and young people with SEND in both special schools and mainstream schools receive the right support.

As part of that plan, the department will be conducting a review of the ITT Core Content Framework and Early Career Framework together this year, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.

The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, published on 2 March 2023, sets out a plan to establish a new national SEND and AP system with the mission to fulfil children’s potential, build parents’ trust, and provide financial sustainability.

The department’s vision is to create a more inclusive society that celebrates and enables success in all forms, with the cultures, attitudes, and environments to offer every child and young person the support that they need to participate fully, thrive, and fulfil their potential.

The Improvement Plan sets out the department’s reforms to ensure the process for identifying needs and accessing support is early, dignified, affirmative, and focuses on a child or young person’s achievements, talents, and strengths.

The department does not have an overall assessment of economic activity for those with special educational needs and disabilities (SEND), and those without. We do have multiple sources of data on the activity of young people of all backgrounds.

The average median annualised earnings for learners who completed a further education course in the 2019/20 academic year and were recorded as having a learning difficulty or disability was £18,140 in the first full tax year after completion. This is slightly below the average for learners with no learning difficulty which is £20,620.

The department knows that not in education, employment or training (NEET) rates are higher for those with a disability. Recent estimates from the Office for National Statistics show that disabled 16 to 24 years olds are approximately three times more likely to be NEET compared to non-disabled 16 to 24 year olds in the UK.

The department acknowledges that this is not good enough, which is why on 2 March 2023 we published the SEND and Alternative Provision (AP) Improvement plan in response to the green paper published in March 2022. This outlines the government’s mission for the SEND and AP system to fulfil children’s potential, build parental trust and provide financial sustainability. This can be accessed here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1139561/SEND_and_alternative_provision_improvement_plan.pdf.

It is free for families to appeal to the Special Educational Needs and Disabilities (SEND) Tribunal when seeking a special school place or a local council decision not to grant an education, health and care (EHC) plan.

Throughout the SEND and Alternative Provision (AP) Green Paper consultation, families told the department how stressful and lengthy the Tribunal process can be. The SEND and AP Improvement Plan, published on 2 March 2023, sets out the response to the consultation feedback the department received and the next steps we will take in delivering vital reform for children and young people.

This includes our intention for a new national SEND and AP system, underpinned by national standards, to improve early identification of needs and set clear expectations for the types of evidence-based support that should be available in mainstream settings. Our objective is to ensure that all children's additional needs are met effectively and quickly within affordable provision, reducing the need for an EHC plan and, where an EHC plan is needed, to ensure that parents do not endure lengthy and adversarial processes to secure one.

It is free for families to appeal to the Special Educational Needs and Disabilities (SEND) Tribunal when seeking a special school place or a local council decision not to grant an education, health and care (EHC) plan.

Throughout the SEND and Alternative Provision (AP) Green Paper consultation, families told the department how stressful and lengthy the Tribunal process can be. The SEND and AP Improvement Plan, published on 2 March 2023, sets out the response to the consultation feedback the department received and the next steps we will take in delivering vital reform for children and young people.

This includes our intention for a new national SEND and AP system, underpinned by national standards, to improve early identification of needs and set clear expectations for the types of evidence-based support that should be available in mainstream settings. Our objective is to ensure that all children's additional needs are met effectively and quickly within affordable provision, reducing the need for an EHC plan and, where an EHC plan is needed, to ensure that parents do not endure lengthy and adversarial processes to secure one.

Tax-Free Childcare is for working parents of children aged 0-11, or 0-16 for disabled children, and has the same income criteria as 30 hours free childcare. In the 2021/22 financial year the government spent £411.3 million on Tax-Free Childcare.

The numbers of families and children who have used Tax-Free Childcare between 2020 and 2022 are as follows:

• 2019-20: 315,040 families used this entitlement for 396,365 children.
• 2020-21: 374,135 families used this entitlement for 461,705 children
• 2021-22: 512,410 families used this entitlement for 646,940 children

The universal 15 hours free early education entitlement is available to all three and four-year-olds regardless of parental circumstances. The government spent £2,212,241,262 on the universal entitlement in financial year 2021/22.

The numbers of children registered for the universal 15-hour entitlement between 2020 and 2022 are captured annually, as follows:

• 2020: 621,351 three-year-olds and 650,193 four-year-olds
• 2021: 574,845 three-year-olds and 637,146 four-year-olds
• 2022: 582,295 three-year-olds and 629,939 four-year-olds

The extended 15 hours entitlement, also known as 30 hours free childcare, is available for eligible working parents of three and four year olds, on top of the universal 15 hours free early education entitlement. The government spent £837,497,401 on the extended 15 hour entitlement in the 2021/22 financial year.

The numbers of children registered for the 30 hours free childcare between 2020 and 2022 are as follows:

• 2020: 248,399 three-year-olds and 97,305 four-year-olds
• 2021: 234,996 three-year-olds and 93,666 four-year-olds
• 2022: 249,388 three-year-olds and 98,738 four-year-olds

The department does not collect data on parents who apply for the entitlements, only children who have registered.

Tax-Free Childcare is for working parents of children aged 0-11, or 0-16 for disabled children, and has the same income criteria as 30 hours free childcare. In the 2021/22 financial year the government spent £411.3 million on Tax-Free Childcare.

The numbers of families and children who have used Tax-Free Childcare between 2020 and 2022 are as follows:

• 2019-20: 315,040 families used this entitlement for 396,365 children.
• 2020-21: 374,135 families used this entitlement for 461,705 children
• 2021-22: 512,410 families used this entitlement for 646,940 children

The universal 15 hours free early education entitlement is available to all three and four-year-olds regardless of parental circumstances. The government spent £2,212,241,262 on the universal entitlement in financial year 2021/22.

The numbers of children registered for the universal 15-hour entitlement between 2020 and 2022 are captured annually, as follows:

• 2020: 621,351 three-year-olds and 650,193 four-year-olds
• 2021: 574,845 three-year-olds and 637,146 four-year-olds
• 2022: 582,295 three-year-olds and 629,939 four-year-olds

The extended 15 hours entitlement, also known as 30 hours free childcare, is available for eligible working parents of three and four year olds, on top of the universal 15 hours free early education entitlement. The government spent £837,497,401 on the extended 15 hour entitlement in the 2021/22 financial year.

The numbers of children registered for the 30 hours free childcare between 2020 and 2022 are as follows:

• 2020: 248,399 three-year-olds and 97,305 four-year-olds
• 2021: 234,996 three-year-olds and 93,666 four-year-olds
• 2022: 249,388 three-year-olds and 98,738 four-year-olds

The department does not collect data on parents who apply for the entitlements, only children who have registered.

The department has no plans to create a new dedicated budget for special educational needs (SEN), beyond the existing high needs block within the Dedicated Schools Grant (DSG). It is important that schools have the flexibility to decide on how best to support their pupils with SEN or disabilities (SEND), within all their available resources, and that they work closely with the relevant local authority in supporting those with more complex needs for whom additional resources are required.

Local authorities are required to provide mainstream schools, through the local schools funding formula, with sufficient funds to meet the additional cost of supporting pupils with SEN, up to £6,000 per pupil per annum. Local funding formulae vary in the way funding is allocated for this purpose, but all include factors which take account of the level of pupils’ disadvantage, for example, the number of pupils with low attainment in their previous phase of education.

Furthermore, local authorities give schools additional top-up funding from their high needs budget. This is used when the additional support required for a pupil cost more than £6,000 and can also support schools which are particularly inclusive or whose pupils have a greater range of SEN than the local funding formula might suggest. The high needs block of the DSG, which funds local authorities’ high needs budgets for children and young people with more complex needs, will total more than £9 billion in the 2022/23 financial year. This is a 13% increase over the 2021/22 financial year.

Local authorities’ funding processes differ, particularly those for allocating high needs funding to schools, but both the local school funding formula and the local high needs funding arrangements have to be discussed at the local schools forum.

Ultimately, local authorities are accountable for spending from the high needs allocation they receive from the department. Our guidance indicates that their responsibility for spending decisions should be discharged fairly, reasonably and after proper consultation.

The department has no plans to create a new dedicated budget for special educational needs (SEN), beyond the existing high needs block within the Dedicated Schools Grant (DSG). It is important that schools have the flexibility to decide on how best to support their pupils with SEN or disabilities (SEND), within all their available resources, and that they work closely with the relevant local authority in supporting those with more complex needs for whom additional resources are required.

Local authorities are required to provide mainstream schools, through the local schools funding formula, with sufficient funds to meet the additional cost of supporting pupils with SEN, up to £6,000 per pupil per annum. Local funding formulae vary in the way funding is allocated for this purpose, but all include factors which take account of the level of pupils’ disadvantage, for example, the number of pupils with low attainment in their previous phase of education.

Furthermore, local authorities give schools additional top-up funding from their high needs budget. This is used when the additional support required for a pupil cost more than £6,000 and can also support schools which are particularly inclusive or whose pupils have a greater range of SEN than the local funding formula might suggest. The high needs block of the DSG, which funds local authorities’ high needs budgets for children and young people with more complex needs, will total more than £9 billion in the 2022/23 financial year. This is a 13% increase over the 2021/22 financial year.

Local authorities’ funding processes differ, particularly those for allocating high needs funding to schools, but both the local school funding formula and the local high needs funding arrangements have to be discussed at the local schools forum.

Ultimately, local authorities are accountable for spending from the high needs allocation they receive from the department. Our guidance indicates that their responsibility for spending decisions should be discharged fairly, reasonably and after proper consultation.

The department does not design education policy that exclusively targets certain groups of pupils with characteristics that are protected by the Equality Act 2010, including policy based on gender. We are committed to providing high quality education and training for everyone, whatever their background or personal characteristics.

Since 2010, the government has pursued a reform agenda to drive up academic standards for all and level up for the most disadvantaged pupils. When it comes to raising standards, evidence shows that teachers are the most important in-school factor affecting pupils’ education. In June 2021, the department announced an investment of over £250 million in our National Professional Qualifications and Early Career Framework programmes, which are based on the best available evidence and have been developed in partnership with the Education Endowment Foundation. In addition, in October 2021, we announced a levelling up premium worth up to £3,000 tax-free for mathematics, physics, chemistry and computing teachers in years 1 to 5 of their careers. This will support recruitment and retention of specialist teachers in these subjects, and in the schools and areas that need them most. Through this, the department is committed to helping tackle the learning gap for all pupils.

14% of theatres in the UK are directly operated by local authorities and many more are owned by and subsidised by local authorities.

The Theatres Trust has provided details of six theatre buildings where the operator has either withdrawn from their operating contract or gone into liquidation, leaving them without an operator since the start of the pandemic. These theatres are not necessarily closed permanently as efforts are progressing to identify new operators. DCMS does not collect any further data in this area.

In January, the Chancellor announced £4.6 billion in one-off top up grants for retail, hospitality and leisure businesses worth up to £9,000 per property to help businesses through to the Spring. This is in addition to £1.1 billion further discretionary grant funding for Local Authorities, and Local Restriction Support Grants worth up to £3,000 a month. So far, more than £1 billion has been allocated to thousands of organisations including theatres.

Theatres have also benefited from the Cultural Recovery Fund. To date, over £1.2 billion has been allocated from this fund, reaching over 5000 individual organisations and sites. Of this funding, awards with a value of over £183m were made to applicants whose main artform is ‘theatre’ in Round 1 recovery grant funding, and in Round 2 almost £60 million was awarded to help theatres survive and plan for reopening.

The Chancellor also announced in the 2021 Budget an additional £300 million to support theatres, museums and other cultural organisations in England through the Culture Recovery Fund. This extra funding, together with other cultural support such as funding for our national museums, means that our total support package for culture during the pandemic is now approaching £2bn.

The Government has also extended the Coronavirus Job Retention Scheme, and the continued reduction in VAT, among other measures.