This week I highlight the replacement of PE and sport premium funding with a new PE and School Sport Partnerships Network, the Education Secretary’s call for global leaders to join an International Alliance to deliver opportunity for all children with SEND and publication of updated DfE support materials for schools about using AI effectively and safely.

Replacement of PE and sport premium funding
It has been announced that the PE and sport premium will be replaced by a new PE and School Sport Partnerships Network, as part of plans to redirect £1 billion of spending. The Network will be fully operational from spring 2027 and will provide both universal and targeted support to schools, with a national delivery partner working alongside national governing bodies.

Targeted support could include expert coaches, top-up swimming lessons and extracurricular opportunities, while the universal offer will include online training for all schools. The model will be tailored to local needs, such as providing cricket equipment and links with local clubs where demand exists, or pool access and specialist teaching where data shows low swimming attainment.

New international alliance to support children with SEND
On Monday, at the Education World Forum, the Education Secretary called on global leaders to join an International Alliance to deliver opportunity for all children with SEND.

Using AI in education: support for schools
On Tuesday the DfE updated its free support materials for schools about using AI effectively and safely. The materials were developed by the Chiltern Learning Trust and Chartered College of Teaching.

This week I report on confirmation in the King’s speech of the plans for SEND reforms and findings from the fourth wave 2025 survey on the working lives of teachers and leaders.

King’s Speech confirms plan for SEND reform
Legislation to overhaul SEND provision will be introduced in government’s Education for All Bill as outlined in this week’s King’s speech. The bill will require schools to produce an individual support plan for every child and young person with SEND and reform the role of the SEND tribunal. The government has also pledged that children with SEND will get the support they need in a school near home, as part of its bid to make mainstream schools more inclusive.

Research suggests improvements in teacher wellbeing
The DfE has published findings from the fourth wave of the working lives of teachers and leaders 2025 survey. The findings were largely positive, with teachers and leaders reporting the lowest average weekly working hours since the research began (46.9 and 55.5, respectively). There was also an increase in the proportion of respondents (26%) who agreed that their workload was acceptable. More teachers and leaders now had flexible working arrangements (51%) and were satisfied with the salary they received (38%). All wellbeing measures had also improved.

This week I highlight the launch of a new DfE Cyber Security Hub and confirmation that exam boards will continue to publish formula and equation sheets.

New Cyber Security Hub
Yesterday the government launched a new advice service for schools on how to deal with cyber-attacks amid concerns education was disproportionately targeted and had weaker defences than other sectors.

The DfE’s Cyber Security Hub is an online service which aims to provide schools with clear, practical guidance to help improve their IT security. It includes resources and support for schools, guidance on how to create a cyber support plan along with a template, and information for schools in response to specific cyber-attacks.

Exam support to remain
Following a recent consultation, exam boards will continue to publish formula and equation sheets in advance of GCSE mathematics, physics and combined science exams, with copies also provided within exam papers. The decision will allow greater emphasis on understanding and applying knowledge, rather than simply memorising content.

This week I report on new details published by the DfE on the Inclusion Strategy all schools will have to produce by the end of this calendar year; new DfE screen time guidance for young children and Public First research on parents views on attendance, SEND and behaviour.

New information on the requirement for schools to produce an Inclusion Strategy
On Wednesday the DfE published new details on the Inclusion Strategy that all schools will have to produce by 31 December 2026, with £400 million per year in inclusive mainstream funding to help develop and implement them. The funding will provide the average secondary school with around £48k per year and the average primary school with around £14k per year. This will help schools implement new expectations for inclusion, which involves developing an inclusion strategy and creating inclusion bases for pupils with additional needs.

New DfE screen time guidance
DfE guidance published this week aims to give parents clear, evidence-backed advice on screen time for children under five. It recommends:

• For under-twos, screen time should be avoided except for shared activities.
• For children aged two to five, it should be limited to around one hour a day and avoided at mealtimes and before bed.

Research on parents views on attendance, SEND and behaviour published
The second research report from the Public First run Parent Voice Project, shines a light on parents’ views on various key policy topics including attendance, SEND provision and behaviour. Based on a survey of more than 6,000 parents of children aged four to 19 in England, across both state and private schools key findings included:

• Parents don’t see attendance as a major challenge – attendance might be a key focus of national policy discussions, but polling showed parents don’t generally see it as a pressing issue. Just 8% selected poor attendance rates as one of the top challenges affecting children, far behind issues like underfunding, behaviour, problematic mobile phone and social media use and mental ill health.
• High rates of term-time holidays – 37% of parents reported taking their child out of school at least once in the last year for a holiday or family event. This was most prevalent among parents of young children, with 44% of four-year-olds reporting doing so, compared to 29% of parents of 16 year olds. Rising holiday costs coupled with “relatively modest” fines were among reasons given by parents, while others framed time away from school as educational.
• Missing school normalised in some areas – the report also revealed wide regional variation in views about attendance enforcement. Nearly 60% of parents polled in the north east believed they should be able to take children out of school whenever they wanted, compared to 37% in London.
• Positive views on behaviour – though parents ranked poor behaviour as one of the top school issues affecting children, this did not translate into dissatisfaction with behaviour at their child’s school.
• Parents doubt teachers over SEND – although 50% of parents said it was important for children with SEND to be educated in mainstream schools, only 52% believed teachers were currently well equipped to deal with SEND.
• Less satisfaction among parents of children with SEND – parents of children with SEND but no EHCP had the lowest levels of satisfaction with their child’s education, the report found.
• Regional differences in navigating the SEND process – 54% of parents of children with SEND said they found the assessment process difficult or very difficult. But just 40% of parents of children with SEND in London found the process difficult, compared to 62% of parents in the south east.

This week I highlight new data from the DfE on the number of complaints to Ofsted about schools last financial year as well as new research highlighting teachers’ concerns that children don’t receive enough support for their reading at home and that screen time is a major challenge in encouraging children to read.

Rise in parental complaints to Ofsted
Data released by the DfE indicates complaints to Ofsted about schools rose by 5% in the 2024-25 financial year, reaching 16,700 cases, the equivalent of more than 45 complaints per day. Despite this, fewer complaints met the criteria for investigation, with only 9% deemed to be qualifying, down from 12% the previous year, meaning 91% were classed as non-qualifying. Noting a growing trend of families bypassing schools entirely, Ofsted emphasised the need for parents to first exhaust their school’s complaints procedure before going to them.

Research highlights concern over children’s reading skills
The latest research commissioned by education technology company Renaissance indicates over 80% of teachers are worried that children do not receive enough support for their reading at home, and around 90% fear that screen time is a major challenge in encouraging children to read. The research comes amid the DfE’s initiative, The National Year of Reading 2026, which aims to encourage children and young people to read for pleasure. Government guidance on screen time for children aged under five is due to be published soon.

This week I report on the announcement of a new DfE KS3 alliance to build the evidence base for what works for early secondary students and the launch of new V levels in digital, education and early years, finance and accounting.

Trust bosses to lead DfE KS3 alliance
The Government is launching a Key Stage 3 alliance to build the evidence base for what works for early secondary students, the Education Secretary announced at the ASCL conference, in Liverpool this morning. The alliance will form part of the Government’s universal RISE offer and Rebecca Boomer-Clark, Chief Executive of Lift Schools and Dame Lesley Powell, Chief Executive of the North East Learning Trust, will co-chair the new alliance.

The move comes after the recent Francis review of curriculum and assessment warned that there is slow progress in the earlier years of secondary and a need to maintain momentum. The alliance will be supported by regional networks, which the Government said would allow sharing of excellent practice and harness local innovation.

New V level subjects
From 2027, pupils will be able to take V levels in digital, education and early years, finance and accounting.

V levels were first announced in the government’s recently published post-16 Education and Skills White Paper and will exist alongside A levels (the academic route) and T levels (the technical route). This streamlines the approximate 900 qualifications currently offered and means students will be able to take V levels alongside A levels. Transition to the new system will be phased to give schools time to prepare.

This week I highlight a new DfE consultation on draft statutory guidance on supporting pupils with allergies and a consultation on understanding how technology impacts on children’s wellbeing.

Supporting pupils with allergies
This week, the DfE launched an eight week consultation on draft statutory guidance aimed at supporting children with allergies and medical conditions. Some of the proposed requirements include:

• stocking spare allergy pens for emergency use on-site
• providing allergy awareness training for all staff
• maintaining a comprehensive policy that supports children with medical conditions, including the role of Individual Healthcare Plans to record specific arrangements for pupils

National consultation: Growing up in the online world
The government has launched a consultation to understand how technology impacts children’s wellbeing, and what more can be done to help families strike the right balance.

Key proposals include setting a minimum age for social media access, restricting addictive features like infinite scrolling and autoplay, and whether mobile phone guidance should be statutory for schools.

A government response is expected this summer and the Prime Minister has announced new legal powers to act on the findings faster than usual. Governors and trustees are encouraged to share insights and promote participation among school communities.

This week I focus solely on the publication of the Schools White Paper and the accompanying SEND consultation.

Schools White Paper
The white paper sets out the government’s long term plan to reform the education system so that high standards and inclusion are better delivered. It responds to challenges facing the sector in key areas such as attainment, disadvantage, SEND and attendance.

While the paper sets out a decade-long vision for the education system, changes and targets will roll out in stages following a period of consultation, starting as early as next year. The NGA has helpfully provided a summary paper for your information.