The PE and Sport Premium was £320 million per academic year in 2023/24, 2024/25 and 2025/26 across England. Hampshire allocations were approximately £8 million in each year across eligible schools.

The department is investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network.

Our new approach combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

The PE and Sport Premium was £320 million per academic year in 2023/24, 2024/25 and 2025/26 across England. Hampshire allocations were approximately £8 million in each year across eligible schools.

The department is investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network.

Our new approach combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

We are investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network. Detailed design and funding allocations will be confirmed through the procurement process, but the approach will focus on ensuring support reaches those most in need.

Despite sustained investment through the PE and sport premium for over a decade, less than half of children are meeting the Chief Medical Officer’s recommendation of 60 active minutes a day. In addition, persistent inequalities remain, with groups such as girls and those from disadvantaged and ethnically diverse backgrounds.

Our new approach, which is supported by the major sports governing bodies and the wider school sport sector, focuses on securing higher quality PE and school sport for all children and reducing inactivity amongst those who are currently least active.

It combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

To support schools with the transition to this new approach, the government has committed to a transitional Premium payment of £150 million for the 2026/27 academic year.

In response to longstanding calls from schools, we are also investing almost £200 million in capital funding to go towards improving school sporting facilities.

We are investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network. Detailed design and funding allocations will be confirmed through the procurement process, but the approach will focus on ensuring support reaches those most in need.

Despite sustained investment through the PE and sport premium for over a decade, less than half of children are meeting the Chief Medical Officer’s recommendation of 60 active minutes a day. In addition, persistent inequalities remain, with groups such as girls and those from disadvantaged and ethnically diverse backgrounds.

Our new approach, which is supported by the major sports governing bodies and the wider school sport sector, focuses on securing higher quality PE and school sport for all children and reducing inactivity amongst those who are currently least active.

It combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

To support schools with the transition to this new approach, the government has committed to a transitional Premium payment of £150 million for the 2026/27 academic year.

In response to longstanding calls from schools, we are also investing almost £200 million in capital funding to go towards improving school sporting facilities.

We are investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network. Detailed design and funding allocations will be confirmed through the procurement process, but the approach will focus on ensuring support reaches those most in need.

Despite sustained investment through the PE and sport premium for over a decade, less than half of children are meeting the Chief Medical Officer’s recommendation of 60 active minutes a day. In addition, persistent inequalities remain, with groups such as girls and those from disadvantaged and ethnically diverse backgrounds.

Our new approach, which is supported by the major sports governing bodies and the wider school sport sector, focuses on securing higher quality PE and school sport for all children and reducing inactivity amongst those who are currently least active.

It combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

To support schools with the transition to this new approach, the government has committed to a transitional Premium payment of £150 million for the 2026/27 academic year.

In response to longstanding calls from schools, we are also investing almost £200 million in capital funding to go towards improving school sporting facilities.

An Individual Support Plan (ISP) will be produced for any child or young person who is receiving targeted, targeted plus or specialist support in a setting, including those with an education, health and care plan (EHCP). The special educational needs and disabilities Tribunal remains an important legal backstop for the most important EHCP decisions. Under our proposed reforms, families will be able to appeal the most important decisions around needs assessment, eligibility for a specialist provision package, the type of package, the placement, the outcome of an EHCP review, and a decision to cease the EHCP.

ISPs will be developed by settings together with parents and young people, giving children and young people a clear and consistent record of their needs and the help they receive so that support is joined‑up, timely and centred on what will help them to thrive. Under our proposals, if there are concerns about provision, parents and young people would be able to raise these directly with the setting, including through the improved schools complaints process where necessary. We will seek to strengthen the school complaints system with the inclusion of an appropriate, independent SEND specialist (for example a special educational needs coordinator, multi-academy inclusion director, senior school manager) on a panel, if the complaint cannot be resolved by the school’s senior management team or head teacher.

The government consultation 'SEND reform: putting children and young people first’ has now closed. We are carefully reviewing and taking into account all responses submitted to the consultation and continuing to engage widely on our proposals.

We are investing £26 million to train at least 200 educational psychologists per year from 2026 and 2027, with further investment to train more over the following three years, subject to future spending reviews. This is in addition to the £31 million already invested since 2023.

The training is open to anyone that meets the candidate specifications, including teachers. These candidate specifications, as well as application cycle dates and available support, are outlined on the Association of Educational Psychologists website at: https://www.aep.org.uk/EPFT.

The department funds the full three-year tuition fees and a first-year bursary payment, which is currently £16,266 (£16,715 in London). In years two and three, trainees are based on placements across England, with placement providers funding a bursary or salary for these years. After graduation, educational psychologists will be required to work within a local authority in England for a minimum period. This is three years for trainees who started from 2024.

This government recognises the importance of specialist safety equipment in meeting the needs of children and young people, including in mainstream settings. We are investing at least £3.7 billion in high needs capital funding between 2025/2026 and 2029/2030, to support local authorities to provide suitable places for children and young people with special educational needs and disabilities. This includes investment in the physical environment, such as purchasing specialist safety equipment to support children and young people with autism and severe learning disabilities.

Our new, dedicated inclusive education estates guidance supports the sector in improving the inclusivity and accessibility of the estate in schools, colleges, and nurseries. It recognises that well-chosen furniture and equipment can assist children and young people to regulate, focus and safely participate in learning. The guidance is available here: https://www.gov.uk/government/publications/inclusive-education-estates.

The department’s accountability system must promote high standards and good progress for all.

We have recently consulted on an improved version of Progress 8 that maintains a strong academic core alongside breadth and choice for every child. As part of this consultation, we sought views on a possible new progress measure to recognise the progress of children who start secondary school significantly behind their peers.

This measure would sit alongside existing measures such as Progress 8 and is intended to provide additional insight into the progress of this subset of pupils, who are more likely to have special educational needs and disabilities. This measure would also sit alongside other information designed to support inclusion.

I refer the hon. Member for Coventry South to the answer of 21 August 2026 to Question 11573.

I refer the hon. Member for Coventry South to the answer of 21 August 2026 to Question 11571.

I refer the hon. Member for Coventry South to the answer of 21 August 2026 to Question 11571.

An Individual Support Plan (ISP) will be produced for any child or young person who is receiving targeted, targeted plus or specialist support in a setting, including those with an education, health and care plan (EHCP). The special educational needs and disabilities Tribunal remains an important legal backstop for the most important EHCP decisions. Under our proposed reforms, families will be able to appeal the most important decisions around needs assessment, eligibility for a specialist provision package, the type of package, the placement, the outcome of an EHCP review, and a decision to cease the EHCP.

ISPs will be developed by settings together with parents and young people, giving children and young people a clear and consistent record of their needs and the help they receive so that support is joined‑up, timely and centred on what will help them to thrive. Under our proposals, if there are concerns about provision, parents and young people would be able to raise these directly with the setting, including through the improved schools complaints process where necessary. We will seek to strengthen the school complaints system with the inclusion of an appropriate, independent SEND specialist (for example a special educational needs coordinator, multi-academy inclusion director, senior school manager) on a panel, if the complaint cannot be resolved by the school’s senior management team or head teacher.

The government consultation 'SEND reform: putting children and young people first’ has now closed. We are carefully reviewing and taking into account all responses submitted to the consultation and continuing to engage widely on our proposals.

The department wants the highest-quality leaders in our schools. However, executive remuneration must demonstrate clear value for money for pupils and parents and remain proportionate to that of individuals undertaking comparable roles in other parts of the public sector.

The evidence shows that, in some cases, executive pay has risen disproportionately compared with the pay of teachers and comparable public sector leaders. That is why the department is taking action to limit pay increases, ensuring that levels of pay and progression are fair, proportionate and aligned to wider public sector pay principles. Tighter controls will mean unjustifiable executive salaries become a thing of the past, helping level the playing field for school staff and drive every pound towards classrooms

The approach reflects a fair and proportionate expectation that higher levels of remuneration should be subject to increased scrutiny, while recognising the size of large academy trusts may warrant remuneration in excess of £174,000.

I refer the hon. Member for Ashfield to the answer of 14 August 2026 to Question 14416.

The department engages regularly with school leadership organisations on the changes to PE and school sport funding and have responded to schools' concerns about managing the transition by increasing the transitional PE premium payment to £150 million, giving time for the School Sport Partnerships Network to work with schools to mobilise during the spring term and bring in new support from April.

The government announced in May that the PE and sport premium will be ending and will be replaced by the new School Sport Partnerships Network.

The department recognises the importance of supporting schools through this transition and has engaged sector representatives on supporting schools through the change as effectively as possible.

As usual, the government will be supporting schools further with the publication of guidance and conditions of grant for the start of the new academic year. Primary schools will be provided with a one-off payment of PE and sport premium to cover the transition to the new system and individual funding allocations will be confirmed this autumn.

The department engages regularly with school leadership organisations on the changes to PE and school sport funding and have responded to schools' concerns about managing the transition by increasing the transitional PE premium payment to £150 million, giving time for the School Sport Partnerships Network to work with schools to mobilise during the spring term and bring in new support from April.

The government announced in May that the PE and sport premium will be ending and will be replaced by the new School Sport Partnerships Network.

The department recognises the importance of supporting schools through this transition and has engaged sector representatives on supporting schools through the change as effectively as possible.

As usual, the government will be supporting schools further with the publication of guidance and conditions of grant for the start of the new academic year. Primary schools will be provided with a one-off payment of PE and sport premium to cover the transition to the new system and individual funding allocations will be confirmed this autumn.

On the 21 May, my right Hon. Friend, the former Secretary of State for Education, wrote to all head teachers to inform them of the transition to the PE and Sports Partnerships.

We engage regularly with school leadership organisations on the changes to PE and School Sport funding and have responded to schools’ concerns about managing the transition by increasing the transitional PE Premium payment to £150 million, giving time for the Partnerships Network to work with schools to mobilise during the spring term and bring in new support from April.

The department will continue to engage closely with schools through this transition, supporting further with the publication of guidance and conditions of grant for the start of the new academic year, and providing schools with advance notification of the funding formula.

The department conducted sessions with major sector stakeholders including specialist sport providers in the summer 2025, and we have engaged with Sport England and National Governing Bodies of Sport to support policy development. We have also held market engagement events to help develop the scope, and scale of delivery expected from the National Delivery Partner (NDP).

We expect the NDP to draw on local insight to shape priorities and delivery, and we recognise the importance of school sport providers who hold strong local knowledge and trusted relationships with schools and families. They form an important part of this model.

White disadvantaged boys face a distinct and persistent set of challenges within the current system, including some of the lowest attainment at GCSE. Their average attainment has worsened since the pandemic, in line with declines seen across several other groups, although their outcomes remain among the lowest.

The government recognises that, especially for disadvantaged children, engagement and attainment at school is driven by high-quality teaching, a strong and inclusive school environment, and additional targeted support. The ‘Every child achieving and thriving’ White Paper sets out a coordinated programme of reform to raise standards, with a strong focus on disadvantaged pupils and white working-class children.

The independent inquiry into white working-class educational outcomes identified barriers to engagement and attainment, and the challenges associated with key transitions throughout the education system. Following its publication, we will continue to engage as the inquiry enters its second phase.

Our approach is comprehensive: rebuilding early family support, developing a new model for targeting disadvantage funding so it better reflects need, strengthening teaching quality and ensuring high-quality curricula are embedded across the system.

We are also launching two place-based missions, Mission North East and Mission Coastal, to drive sustained improvement in areas where outcomes remain stubbornly low, including for white working-class boys. These missions will bring together schools, families and local partners at place level to tackle entrenched disadvantage and raise attainment.

In parallel, the department is progressing reforms to the special educational needs and disabilities system to ensure earlier identification of need and more consistent, tailored support. These reforms will support inclusion and ensure that children with special educational needs, who are disproportionately represented among disadvantaged cohorts, receive the support required to achieve and thrive.