School closure information is available via the register of schools, which is accessible at: https://www.get-information-schools.service.gov.uk/.

The latest school census data, as at June 2026, reveals pupil numbers remain firmly within historical patterns seen for over the last 20 years. Further information is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2025-26.

The government is committed to supporting a broad and balanced curriculum that is inclusive and accessible to all pupils. The study of classics and ancient languages can teach pupils valuable lessons in history, politics and art that are still relevant today. All schools are free to include Latin, Ancient Greek and classics as part of their curriculum, and there are GCSEs and A levels available in all three subjects.

The department has worked with organisations such as Classics for All, The Classical Association and Hands Up Education to ensure schools are aware of free support available to help teach these subjects.

We also continue to provide bursaries for trainee language teachers, including ancient languages. For the 2026/27 academic year, this will be £20,000.

The government is committed to supporting a broad and balanced curriculum that is inclusive and accessible to all pupils. Classical education, including classical studies and the study of ancient languages, offers valuable insights into history, language development, politics and art, and can enrich pupils’ understanding of the world today. All schools are free to include Classics within their curriculum, and GCSEs and A levels are available in this subject.

The department continues to work with organisations such as Classics for All, The Classical Association and Hands Up Education to ensure schools are aware of the free resources and support available to teach this subject.

To further strengthen subject expertise, we provide bursaries for trainee language teachers, including those training to teach ancient languages. For the 2026/27 academic year, this will be £20,000.

The department maintains oversight of state boarding school policy, which is used to regulate standards in boarding provisions.

The Ministry of Defence oversees the Continuity of Education Allowance for eligible Service Personnel, which provides clearly defined financial support to ensure that the need for frequent mobility does not interfere with a child’s education. This includes supporting parents with the option of using a state boarding school.

The department maintains oversight of state boarding school policy, which is used to regulate standards in boarding provisions.

The Ministry of Defence oversees the Continuity of Education Allowance for eligible Service Personnel, which provides clearly defined financial support to ensure that the need for frequent mobility does not interfere with a child’s education. This includes supporting parents with the option of using a state boarding school.

​The government has established an independent Curriculum and Assessment Review, chaired by Professor Becky Francis CBE. The Review wants to ensure a rich, broad, inclusive and innovative curriculum that readies young people for life and work. It is also looking closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve.

​The Review’s final report and recommendations will be published shortly with the government’s response.

The Ministry of Defence (MOD) and the Department for Education (DfE) recognise the vital work of Cadet Forces in schools, membership of which is proven to help develop self-confidence, teamwork, leadership and resilience in young people. Since 2012 the two Departments have been working together on the joint Cadet Expansion Programme (CEP) in schools. This has seen a significant increase in the number of Cadet Units in schools – the vast majority being Combined Cadet Force contingents – with the focus on improving provision in the state sector. Prior to the CEP, 75% of School Cadet Units were in independent schools; now around 60% are in the state sector.

The Strategic Defence Review (SDR) recommended an expansion of in-school and community-based Cadet Forces across the UK of 30% by 2030, an increase of some 40,000 new Cadets, backed by an investment of £70 million. The CEP will form a key component of this initiative. Expanding the Cadet Forces, which provide skills and qualifications to young people from diverse backgrounds, and support economic growth, will benefit all areas of the UK, and work is already underway to establish where the 30% increase will be realised. The SDR is clear on the need for a whole of society approach to defence and the ongoing relationship between the MOD and the DfE is an important element of that plan.

I refer the hon. Member for St Neots and Mid Cambridgeshire to the answer of 24 October 2025 to Question 83028.

I refer the hon. Member for St Neots and Mid Cambridgeshire to the answer of 24 October 2025 to Question 83028.

I refer the hon. Member for St Neots and Mid Cambridgeshire to the answer of 24 October 2025 to Question 83028.

Since January 2023, defibrillators provided by the department and installed in state-funded schools have been available for use and deployed in over 12,000 emergency situations where there has been a suspected cardiac arrest.

I look forward to attending the cricket at Edgbaston later today, and I know it is hugely important to communities up and down the country. I would be delighted to meet the hon. Member to discuss her question in more detail.

My constituency is the home of Hampshire Cricket. Last Thursday, I visited Fair Oak cricket club, which has a fantastic new pavilion and a thriving community of players, coaches and volunteers who are passionate about growing the game. In April 2024, the previous Government announced a £35 million investment in grassroots cricket facilities and widening access to the sport within state schools. Can the Minister confirm when the Government plan to release that funding to ensure that girls and boys in all parts of Eastleigh and across the country have the opportunity to become the next Lauren Bell or Joe Root?

The number of state school pupils in Lancashire decreased by more than 1,000 between January 2024 and January 2025. This suggests that any transfers from the private sector within the relevant local authority have been easily absorbed, alongside other pressures.

School level data on state-funded schools with capacity in any of the year groups from reception to year 11 is published in the annual ‘School capacity’ statistical publication. The most recent publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity/2023-24. This publication contains the latest available data as at 1 May 2024.

School level data on secondary school capacity and unfilled places can be found in the ‘capacity_school_200910-202324.csv’ data file. Data on secondary school capacity and unfilled places is inclusive of sixth form places. School level data on sixth form places and sixth form pupils is published in the ‘sixth-form-capacity_school_201718-202324.csv’.

The ‘School capacity’ data can be combined with information from ‘Get Information about Schools’, which has the functionality to download data on the schools and colleges within the stated distances from Escrick.

The statutory duty to provide sufficient school places sits with local authorities.

School level data on state-funded schools with capacity in any of the year groups from reception to year 11 is published in the annual ‘School capacity’ statistical publication. The most recent publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity/2023-24. This publication contains the latest available data as at 1 May 2024.

School level data on secondary school capacity and unfilled places can be found in the ‘capacity_school_200910-202324.csv’ data file. Data on secondary school capacity and unfilled places is inclusive of sixth form places. School level data on sixth form places and sixth form pupils is published in the ‘sixth-form-capacity_school_201718-202324.csv’.

The ‘School capacity’ data can be combined with information from ‘Get Information about Schools’, which has the functionality to download data on the schools and colleges within the stated distances from Escrick.

The statutory duty to provide sufficient school places sits with local authorities.

Education is a devolved matter, and the response outlines the information for England only.

The number of children who have attended state boarding schools in each of the last five academic years in England, broken down by school phase type, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/719c18b6-84ce-419b-a84a-08dda25bd6a4.

The department publishes information of schools, pupils and their characteristics annually. The latest data can be accessed at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2024-25.

Information on the school workforce, including the number of teachers in each school phase and type, can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2023.

As of November 2023, there were 468,693 full-time equivalent (FTE) teachers employed in state-funded schools. There were 461,105 FTE teachers in 2020, 456,973 in 2015 and 441,354 in 2010. There was a ratio of 18.1:1 pupils to teachers in state-funded schools in the 2023/24 academic year, 18:1 in 2020/21, 17.3:1 in 2015/16, and 17.1:1 in 2010/11.

School workforce statistics as of November 2024 will be published in June 2025.

The department does not have forecasts of the number of teachers that will be employed by schools. However, as part of the calculations to estimate postgraduate initial teacher training (PGITT) recruitment targets, the Teacher Workforce Model estimates the likely supply of teachers for state-funded primary and secondary schools in England for the next two years.

Within modelling calculations published as part of the ‘2025/26 postgraduate ITT targets publication’, the department estimated a primary qualified teacher supply of 213,031 in 2024/25 and 211,909 in 2025/26. For secondary, the equivalent figures were 209,171 in 2024/25 and 209,763 in 2025/26. This modelling can be accessed at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.

The 2025/26 target for primary PGITT trainees has fallen by 1,750 compared to 2024/25, from 9,400 to 7,650, which represents an 18.6% fall. This fall was principally a result of more rapidly falling pupil numbers, and more favourable forecasts for both the future retention of teachers and the recruitment of newly-qualified entrants that defer entry into the profession.

The 2025/26 target for secondary PGITT trainees decreased by 4,685 compared to 2024/25, from 23,955 to 19,270, which represents a 19.6% fall.

This fall was driven by more favourable secondary supply forecasts this year, helped by a boost in PGITT recruitment, which is expected to deliver greater numbers of newly qualified teachers in the future. In particular, there was an increase of 2,000 trainees in secondary initial teacher training recruitment between 2023/24 and 2024/25. Additionally, the department’s most recent pay award is forecasted to improve teacher retention levels further and thus reduce future workforce losses.

The department does not collect information on subjects taught in primary schools.

Information on the school workforce, including the number of teachers in each school phase and type, can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2023.

As of November 2023, there were 468,693 full-time equivalent (FTE) teachers employed in state-funded schools. There were 461,105 FTE teachers in 2020, 456,973 in 2015 and 441,354 in 2010. There was a ratio of 18.1:1 pupils to teachers in state-funded schools in the 2023/24 academic year, 18:1 in 2020/21, 17.3:1 in 2015/16, and 17.1:1 in 2010/11.

School workforce statistics as of November 2024 will be published in June 2025.

The department does not have forecasts of the number of teachers that will be employed by schools. However, as part of the calculations to estimate postgraduate initial teacher training (PGITT) recruitment targets, the Teacher Workforce Model estimates the likely supply of teachers for state-funded primary and secondary schools in England for the next two years.

Within modelling calculations published as part of the ‘2025/26 postgraduate ITT targets publication’, the department estimated a primary qualified teacher supply of 213,031 in 2024/25 and 211,909 in 2025/26. For secondary, the equivalent figures were 209,171 in 2024/25 and 209,763 in 2025/26. This modelling can be accessed at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.

The 2025/26 target for primary PGITT trainees has fallen by 1,750 compared to 2024/25, from 9,400 to 7,650, which represents an 18.6% fall. This fall was principally a result of more rapidly falling pupil numbers, and more favourable forecasts for both the future retention of teachers and the recruitment of newly-qualified entrants that defer entry into the profession.

The 2025/26 target for secondary PGITT trainees decreased by 4,685 compared to 2024/25, from 23,955 to 19,270, which represents a 19.6% fall.

This fall was driven by more favourable secondary supply forecasts this year, helped by a boost in PGITT recruitment, which is expected to deliver greater numbers of newly qualified teachers in the future. In particular, there was an increase of 2,000 trainees in secondary initial teacher training recruitment between 2023/24 and 2024/25. Additionally, the department’s most recent pay award is forecasted to improve teacher retention levels further and thus reduce future workforce losses.

The department does not collect information on subjects taught in primary schools.