Please use this page to answer the questions in the information request and provide feedback. Responses are optional. You do not have to answer all questions, so please feel free to skip those where you do not have an answer, or you would prefer not to answer.
Closes 22 October 2023
We're seeking views on proposed reforms to Initial Teacher Training for the Further Education sector, including changes to public funding.
Closes 7 November 2023
We are seeking to revise the National Standards for the Provision of Children’s Advocacy Services (2002) and the statutory guidance on Providing Effective Advocacy Services for Children and Young People Making a Complaint under the Children Act 1989 (2004). The National Standards for the...
Closes 18 December 2023
We are seeking views on proposals regarding our approach to funding for early years entitlements for 2-year-olds and under from April 2024.
Closed 8 September 2023
We're seeking views on the proposed subject content for a new GCSE in BSL.
Closed 8 September 2023
Working Together to Safeguard Children is the multi-agency statutory guidance that sets out expectations for the system that provides help, support and protection for children and their families. It applies at every level from senior leaders to those in direct practice with families, and across all...
Closed 6 September 2023
A revision of non-statutory advice to support practitioners in the duties and decisions they take to share information. NB: Please ensure you read the draft information sharing guidance document at the bottom of this page before proceeding to answering the survey questions.
Closed 6 September 2023
A call for evidence on the effectiveness of the Construction and Engineering Construction Industry Training Boards (CITB and ECITB).
Closed 25 August 2023
Here are some of the issues we have consulted on and their outcomes. See all outcomes
The Department for Education published a consultation asking for views on the proposed draft regulations to implement the McCloud retrospective remedy as required by the Public Service and Judicial Offices Act 2022.
A total of 309 responses were received from individuals and organisations, and most respondents agreed that the draft regulations meet the policy aims as described in the consultation document.
The Department has looked closely at all the comments raised and the draft regulations will now form the basis of the final regulations. The draft regulations have been laid in Parliament and will be implemented on 1 October 2023
In April 2023, the Department launched a consultation to seek views on changes to the subject content for Chinese and Japanese AS and A levels. The proposals were for English to be used in aspects of these subjects where the language of study may make it too challenging for students to meet the requirements of their tasks.
We welcome agreement from the majority of respondents that the changes would help to improve the fairness of the qualification and would better allow students to demonstrate the skills under assessment.
As a result of the responses, we will make changes to the AS and A level subject content for Chinese and Japanese. The changes will be made for first teaching in September 2024, with first assessment in 2026.
The Call for Evidence asked respondents to provide references to evidence that is relevant to trainee and/or early career teachers, stating their source’s methodology, context, recency, and relevance.
There were 92 studies submitted that it has been possible to access. Submissions included, but were not limited to: adaptive teaching, assessment, careers education, expectations, literacy and language, managing behaviour, mental or physical health and wellbeing, neuroscience, policy design and implementation, SEND, and subject and curriculum.
The Call for Evidence has captured the expertise of the sector in a way that we hope can inform the iteration of the frameworks. The evidence examined at this point indicates that alterations to the Early Career Framework and Core Content Framework will be moderate. The team at DfE is working with the Education Endowment Foundation and expert groups to explore where and how it may be necessary to adjust framework statements. These will then be tested with wider stakeholders.