Neil O'Brien

The department will fund schools to provide the new breakfast clubs.

The department published its funding methodology alongside guidance for early adopters on 16 January, and it has worked closely with schools on these rates to ensure they were sufficient for the ask.

Funding for national rollout is subject to the next spending review.

Funding rates for schools as part of the national roll out will be informed by learning from early adopters.

The information on staff teaching qualifications is not centrally held on the department’s HR system. Seeking the information across the department’s full workforce could only be obtained at disproportionate cost.

This government is committed, through the Children’s Wellbeing and Schools Bill, to delivering a free breakfast club of at least 30 minutes in every state-funded school with primary-aged pupils in England.

Breakfast clubs boost attainment and attendance, and delivering free universal breakfast clubs will ensure children are set-up to learn. Schools will not be able to charge for the 30-minute funded breakfast club. Schools must not create an expectation that parents have to pay for additional provision in order to access the free 30 minutes, and clubs must be available to all pupils from reception to year 6. Beyond these requirements schools will have discretion to set-up their clubs in a way that works for the families they serve.

This new offer will also support parents to have more choices on when to work and will support families with the cost of childcare.

From April 2025, up to 750 early adopter schools will be funded to provide access to a free, universal breakfast club lasting at least 30 minutes that includes food. The government has published guidance explaining the role of schools taking part in the breakfast clubs early adopter scheme. Through the early adopters, the department will test and learn what works to shape plans for the national rollout of free and universal breakfast clubs in every primary school. Schools will have flexibility over staffing their clubs and there is no government expectation that schools would need to direct teachers to staff breakfast clubs, decisions will be taken by schools at local level.

The guidance can be accessed at: https://www.gov.uk/government/publications/breakfast-clubs-early-adopter-guidance-for-schools-and-trusts-in-england/breakfast-clubs-early-adopter-guidance-for-schools-and-trusts-in-england.

Payment dates will be confirmed in due course.

The department has conducted initial new burdens impact assessments, in line with normal practice, for measures in the Children’s Wellbeing and Schools Bill. Once the new burdens assessments have been finalised, where it is assessed there is a new burden on local government, all additional net costs will be funded by central government in line with the New Burdens Doctrine.

The department will announce future funding for the Music and Dance Scheme for the 2025/26 academic year following the conclusion of the Spending Review in the spring. This includes consideration of the grant to the Choir Schools Association for the Choir Schools Scholarship Scheme.

The department has provided a grant of over £216,000 per year for the Choir Schools Scholarship Scheme between 2010 and 2025.

The department will announce future funding for the Music and Dance Scheme for the 2025/26 academic year following the conclusion of the Spending Review in the spring. This includes consideration of the grant to the Choir Schools Association for the Choir Schools Scholarship Scheme.

The department has provided a grant of over £216,000 per year for the Choir Schools Scholarship Scheme between 2010 and 2025.

The average Progress 8 and Attainment 8 overall and for boys and girls by ethnic group are published at the following links:

• 2018/19 to 2023/24: https://explore-education-statistics.service.gov.uk/data-tables/permalink/cb96bc10-b240-4f42-5969-08dd3479441b.
• 2017/18: https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised (See the “Characteristics national tables”, sheet “Characteristics Summary”).
• 2016/17: https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017 (See the “Characteristics national tables”, sheet “Characteristics Summary”).

The average Progress 8, Attainment 8, and percentage of pupils achieving grade 5 or above in English and mathematics GCSEs by ethnic group and region are published at the following links:

• 2018/19 to 2023/24: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9a0ba337-3764-486e-596e-08dd3479441b.
• 2017/18: https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised (See the “Characteristics local authority tables”, sheet “Table LA8”).
• 2016/17: https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017 (See the “Characteristics local authority tables”, sheet SFR01/2018, sheet “Table LA8”).

The average Progress 8 and Attainment 8 overall and for boys and girls by ethnic group are published at the following links:

• 2018/19 to 2023/24: https://explore-education-statistics.service.gov.uk/data-tables/permalink/cb96bc10-b240-4f42-5969-08dd3479441b.
• 2017/18: https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised (See the “Characteristics national tables”, sheet “Characteristics Summary”).
• 2016/17: https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017 (See the “Characteristics national tables”, sheet “Characteristics Summary”).

The average Progress 8, Attainment 8, and percentage of pupils achieving grade 5 or above in English and mathematics GCSEs by ethnic group and region are published at the following links:

• 2018/19 to 2023/24: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9a0ba337-3764-486e-596e-08dd3479441b.
• 2017/18: https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised (See the “Characteristics local authority tables”, sheet “Table LA8”).
• 2016/17: https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017 (See the “Characteristics local authority tables”, sheet SFR01/2018, sheet “Table LA8”).

The average Progress 8 and Attainment 8 overall and for boys and girls by ethnic group are published at the following links:

• 2018/19 to 2023/24: https://explore-education-statistics.service.gov.uk/data-tables/permalink/cb96bc10-b240-4f42-5969-08dd3479441b.
• 2017/18: https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised (See the “Characteristics national tables”, sheet “Characteristics Summary”).
• 2016/17: https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017 (See the “Characteristics national tables”, sheet “Characteristics Summary”).

The average Progress 8, Attainment 8, and percentage of pupils achieving grade 5 or above in English and mathematics GCSEs by ethnic group and region are published at the following links:

• 2018/19 to 2023/24: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9a0ba337-3764-486e-596e-08dd3479441b.
• 2017/18: https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised (See the “Characteristics local authority tables”, sheet “Table LA8”).
• 2016/17: https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017 (See the “Characteristics local authority tables”, sheet SFR01/2018, sheet “Table LA8”).

The department has a contract in place with the National Institute of Teaching to deliver the multi-academy trusts CEO development programme to two cohorts of leaders that started their training in February and September 2024 respectively. The current contract runs to March 2026.

The government is committed to supporting the development of school leaders and has announced a review of the National Professional Qualifications (NPQs), which will consider the support needed to meet the current and emerging training needs of leaders. NPQs provide training grounded in the best evidence and practice in education at every leadership level, including for executive leaders.

I refer the hon. Member for Harborough, Oadby and Wigston to the answer of 29 July 2024 to Question 1038.

School uniforms can play a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of branded uniform items costing families hundreds of pounds. That is why the department has introduced legislation to limit the number of branded items of uniform and PE kit that schools can require, to bring down costs for parents and remove barriers from children accessing sport and other school activities.

The department does not routinely collect school-level data on uniform requirements. However, based on the department’s 2023 Cost of School Uniforms Survey of parents, we estimate that one third of primary schools and seven in ten secondary schools will have to remove compulsory branded items from their uniforms to comply with the new limit. Many schools will only have to remove one or two items, although those with excessive numbers of branded items will have to remove more.

This research report can be accessed at the following link: https://assets.publishing.service.gov.uk/media/66e2b4df6cc3c902a6e6fbcc/DfE_Cost_of_School_Uniform_Survey_Report.pdf.

Every child deserves a cutting-edge curriculum taught by expert, qualified teachers, which sets them up with the knowledge and skills they need to achieve throughout life. The Bill will require all state schools to teach the reformed national curriculum, giving parents certainty of the high quality education their children will receive.

Many academies already choose to follow the national curriculum and have the facilities they need to deliver it. The department will not commence the new requirement until a reformed national curriculum is introduced following the advice of the independent Curriculum and Assessment Review. This will give all teachers and all schools, including academies, sufficient time to plan and prepare for the changes, including developing their facilities as needed.

There are currently 11,245 academies in England that would be in scope of the measure in the Children’s Wellbeing and Schools Bill.

The department will receive compensation in recognition of the increase in National Insurance Contributions paid by state-funded schools and colleges. That compensation will be additional to the £2.3 billion increase for schools announced at the Autumn Budget 2024. Due to timing constraints, it will be provided as a separate grant for schools, outside the dedicated schools grant in the 2025/26 financial year.

As of 1 November 2024, there are 7,671 open converter academies. Their names, unique reference numbers, open dates and unique reference numbers of predecessor schools, where applicable, is detailed in the attached spreadsheet.

The department is currently reviewing the draft non-statutory guidance for schools and colleges on gender questioning children, in addition to draft guidance on relationships and sex education and health education.

My right hon. Friend, the Secretary of State for Education has been clear that children’s wellbeing must be at the heart of this guidance and, as such, the government is looking carefully at the consultation responses, discussing with stakeholders and considering the relevant evidence, including the Cass Review which has since been published, before setting out next steps.

We expect the results of the consultation and our response to be published on GOV.UK in 2025.

As of 1 November 2024, there are 2,753 open sponsored academies. Their names, unique reference numbers, open dates and unique reference numbers of predecessor schools, where applicable, is detailed in the attached spreadsheet.

Since 2022, the department has commissioned one research project, undertaken by the Institute for Fiscal Studies (IFS), that includes evidence about labour market returns to undergraduate degrees by degree subject. This is described below.

In 2023, the department put out to open tender a research project called, ‘Developing an earnings metric to assess the quality of higher education (HE) provision’. The IFS bid for and were awarded this project. This project included modelling of graduate earnings by degree subject and HE provider. Its purpose was to produce a report advising on options for how graduate earnings could be used by the Office for Students as part of their regulatory activity. This work began in November 2023 and the report was delivered to the department in September 2024. The report has not yet been published but will be in the future.

The UK welcomes international partnerships and students, including from China, who make a very positive impact on the UK’s higher education (HE) sector, our economy and society as a whole. However, we will always protect our national security interests, human rights and values.

All registered English HE providers have a duty to protect freedom of speech under the Education (No.2) Act 1986. They are also subject to registration conditions from the Office for Students (OfS) which requires them to uphold public interest governance principles, including securing freedom of speech within the law, academic freedom and accountability, such as operating openly and with integrity. The OfS can take action if it identifies a breach of this provision.

The UK government is carrying out an audit to examine the UK's interests with respect to China to improve our ability to understand and respond to the challenges and opportunities China poses. The audit is being conducted as a cross-government exercise, led by the Foreign, Commonwealth and Development Office.

The consultation on faith school designation closed on 20 June. The department is analysing the responses and we will respond in due course.

The attached information details the current number of open academies and free schools, by phase and their respective year of opening, as well as the proportion of state-funded schools this represents.

Of the 11,224 open academies and free schools as of 1 December 2024, 10,352 are part of a multi-academy trust.

On 10 December 2024, the number of civil servants working in the Regional Improvement for Standards and Excellence teams were as follows. These numbers represent staff headcount, not full time equivalent.

a) Total: 35

b) East of England: 4

c) East Midlands: 4

d) North West: 3

e) North East: 4

f) South East: 4

g) London: 5

h) South West: 4

i) West Midlands: 4

j) Yorkshire and the Humber: 3

The proportions of apprenticeships starts at level 6 and level 7, as a percentage of total apprenticeship starts at all levels, are provided in the table below for each academic year between 2015/16 and 2023/24.

Further information on numbers of apprenticeship starts by detailed level can be found at: https://content.explore-education-statistics.service.gov.uk/api/releases/bfd06312-7732-41bc-97e7-94a6d85d2400/files/1ff3ab06-a956-4baa-921c-7166db33c723.

The apprenticeship levy was introduced in 2017, from which the department is allocated an apprenticeships budget for England. This budget is used to fund training and assessment for new apprenticeship starts in apprenticeship levy and non-levy paying employers, and to cover the ongoing costs of apprentices already in training and any additional payments made to employers and providers.

The table below shows total spend on level 6 and level 7 apprenticeships, in both levy-paying and non-levy paying employers in England, as a proportion of the total spend on the apprenticeship programme since the 2017/18 financial year.

Spend is rounded to the nearest million and proportions to the nearest whole number.

HM Treasury (HMT) is responsible for VAT policy and publishing the impacts of the policy.

HMT has published an assessment of the impacts of removing the VAT exemption that applied to private school fees. This can be accessed at: https://www.gov.uk/government/publications/vat-on-private-school-fees/ac8c20ce-4824-462d-b206-26a567724643#who-is-likely-to-be-affected.

Additionally, HMT published policy costings for applying the standard rate of VAT to private schools alongside the Autumn Budget 2024 on 30 October, which can be found here: https://assets.publishing.service.gov.uk/media/6721d2c54da1c0d41942a8d2/Policy_Costing_Document_-_Autumn_Budget_2024.pdf.

As the impact assessment publication sets out, the government estimates that only a very small minority of private school pupils (6%) will move and that most school moves will occur at natural transition points, which will reduce overall disruption. Longer term impacts on this group may be lessened by revenue raised by this measure being used to help the 94% of children who attend state schools, including over one million children with special educational needs and disabilities (SEND).

There is no separate assessment by SEND. It is important to note that pupils who need a local authority-funded place in a private school will not be impacted by the changes. To protect pupils with special educational needs that can only be met in a private school, local authorities and devolved governments that fund these places will be compensated for the VAT they are charged on those pupils’ fees.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life.

The department does not have the data to make an estimate of the average cost of a child receiving SEND support because no information is collected from schools on how much they spend on SEND support for individual children. To require schools to provide such information would involve placing significant burdens on schools. To calculate such costs, schools would need to apportion between pupils with SEND the time and attention teachers and other staff give to those pupils, and costs for other forms of support they receive individually, in groups or as part of whole class teaching.

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Harborough, Oadby and Wigston directly and a copy of his reply will be placed in the Libraries of both Houses.

The apprenticeships budget in England is used to fund training and assessment for new apprenticeship starts in apprenticeship levy and non-levy paying employers, and to cover the ongoing costs of apprentices already in training and any additional payments made to employers and providers.

The table below shows spend on Level 7 apprenticeships, by both levy-paying and non-levy paying employers in England, and total spend on the apprenticeship programme.

Spend is rounded to the nearest million and proportions to the nearest whole number.

This government’s reformed growth and skills offer, with apprenticeships at the heart, will deliver greater flexibility for learners and employers, aligned with our industrial strategy, creating routes into good, skilled jobs in growing industries, such as in construction, digital and green skills.

As a first step, this will include shorter duration and foundation apprenticeships in targeted sectors, helping more people learn new high-quality skills at work, fuelling innovation in businesses across the country, and providing high-quality entry pathways for young people.

The department does not publish estimates of the number of future apprenticeship starts. The new government has inherited a context of a declining number of apprenticeship starts. Following reforms to apprenticeships, including the introduction of the apprenticeship levy in 2017, apprenticeship starts by young people under 25 fell by 38% between the 2015/16 and 2022/23 academic years, with an overall decline in starts of 34%. Apprenticeship starts figures are published here: https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships.

The department is in the process of designing the growth and skills offer and it will set out more detail in due course.