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Guidance
Early years continuing
professional development
and support
Published 19 May 2025
Applies to England
The Department for Education (DfE) funds a range of training and support for early
years educators and leaders. It is available both online and in person, depending on
the programme. Online training offers flexibility, allowing staff to access it at
convenient times. Stronger practice hubs provide additional support and networking
opportunities both online and face to face.
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Early years continuing professional development and support
Department 
for Education
Contents
Level 3 special educational needs coordinator (SENCO)
Nuffield Early Language Intervention (NELI)
Maths Champions
Online early years child development training (online EYCDT)
Stronger practice hubs
More sources of online support
Level 3 special educational needs
coordinator (SENCO)
Early identification of special educational needs and disabilities (SEND) is crucial in
ensuring children receive the support they need throughout their education. This
training is aligned with the early years foundation stage framework. It provides
current and aspiring early years SENCOs with the skills and knowledge required for
the role and leads to an accredited level 3 qualification.
Which settings are eligible
This nationally available level 3 early years SENCO qualification is designed for
SENCOs working in group-based or childminder settings, as well as those preparing
to take on the role.
It is open to:
level 3 educators in private, voluntary and independent settings
Ofsted-registered childminders
childminders registered with a childminding agency
Applicants must hold a full and relevant level 3 qualification or, in the case of
childminders, a relevant level 2 qualification with at least one level 3 module
completed and significant early years experience.
What it involves
The level 3 early years SENCO qualification takes 6 months to complete and
includes online taught sessions and study units. The 3-hour sessions feature live,
tutor-led training and include activities such as pre-reading, group discussions and
breakout-room work. Participants can choose from weekday morning, afternoon or
evening sessions, with a limited number of Saturday sessions for childminders. The
online study units are accessed through the Canvas Virtual Learning Environment,
with login details and induction provided before the programme begins.
How to apply
Apply through our delivery partner Best Practice Network.
Nuffield Early Language Intervention
(NELI)
The NELI programme is for educators of reception-age pupils who need more
support with their speech and language development and early literacy skills.
Research by the Education Endowment Foundation has shown that children who
attend a setting that implements the programme make up to 4 months’ additional
progress. This increases to a potential 7 months for disadvantaged children.
Which settings are eligible
All state-funded schools with a reception class are invited to apply for places on the
programme.
What it involves
While undertaking NELI’s online training, the educator provides short, small-group
and individual sessions to 3 to 6 children for 20 weeks, benefiting from mentor
support throughout.
How long it takes
The intervention programme takes 20 weeks.
How to apply
Sign up on the NELI website.
Maths Champions
The Maths Champions programme is an online resource for educators who wish to
increase their knowledge of and confidence in supporting early years maths
provision.
Research by the Education Endowment Foundation has shown that children who
attend a setting that implements the programme make up to 3 months’ additional
progress in not only their maths but also their language development. This increases
to a potential 6 months for disadvantaged children.
Which settings are eligible
Settings with at least 6 children aged 3 and 4 are invited to apply for the programme
if they work in:
a school-based nursery
an academy nursery
a nursery school
a PVI setting
What it involves
A setting appoints a ‘maths champion’ and a ‘deputy maths champion’, who receive
one-to-one support from an early years adviser during their training. The training
covers key mathematical concepts and strategies to boost staff confidence. The
champions assess their setting’s current provision, and plan and implement steps to
improve its practice.
How long it takes
The training programme takes 12 months. It consists of 9 steps that can be
completed flexibly.
How to apply
Sign up on the Education Endowment Foundation website.
Online early years child development
training (online EYCDT)
The online EYCDT programme programme is designed for educators who wish to
strengthen their understanding of child development so they can best support
children in early years settings and reception classes.
Which settings are eligible
The programme is suitable for educators working:
in a school-based nursery
in an academy nursery
in a nursery school
in a school with a reception class
in a PVI setting
as a childminder
What it involves
Educators work at their own pace, saving their progress and returning to the point at
which they paused at any time. There are 8 modules:
Module 1: Understanding child development and the early years foundation stage
Module 2: Brain development and how children learn
Module 3: Supporting children’s personal, social and emotional development
Module 4: Supporting language development in the early years
Module 5: Supporting physical development in the early years
Module 6: Mathematics
Module 7: Effective curriculum and assessment
Module 8: Supporting individual differences and needs
How long it takes
Each module takes between 90 minutes and 2 hours to complete.
Stronger practice hubs
Stronger practice hubs are networks of early years settings that share expertise and
experience, and help settings adopt evidence-based improvements.
Hubs focus on improving outcomes for children from socio-economically
disadvantaged backgrounds. There are 18 early years hubs across England – 2 in
each region.
Which settings are eligible
Hubs support settings that:
do not have access to a network or relationships with other early years providers
want to improve the quality of their provision
could benefit from high-quality professional development
What it involves
Hubs support settings by:
establishing local networks to share knowledge and effective practice
proactively providing information on evidence-based approaches
acting as a point of contact for bespoke advice
signposting to other funded support
More sources of online support
Help for early years providers: resources, activities and support for childminders and
educators working with children aged 0 to 5 years.
Foundation years: news, policy and resources for early years professionals.
Early years foundation stage (EYFS) statutory framework: the standards that schools
and childcare providers must meet for the learning, development and care of
children from birth to age 5.
Development matters: non-statutory curriculum guidance for the early years
foundation stage.
Progress check at age 2: guidance for early years educators completing the EYFS
progress check.
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Get involved
DfE is developing an early years training package to support educators in meeting
the changes to safeguarding requirements that will be made to the statutory
framework in September 2025. This will be a free resource for early years and
reception-class educators. For more details on the changes, refer to the EYFS
safeguarding consultation response.
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Early years continuing professional development and support : Published 19 May 2025

Guidance
The Local Youth
Transformation Pilot
Information about the Local Youth
Transformation Pilot (LYTP) including its
aims, delivery model and participating
local authorities.
From:
Department for Culture, Media and Sport
Published
5 August 2025
Applies to England
Programme aims
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Home Society and culture Young people
Contents
Programme aims—
Delivery and evaluation partners—
Delivery model—
Participating local authorities—
Next steps—
The Local Youth Transformation Pilot is investing £8
million over 2025/26 to support 12 ‘Pathfinder’ local
authorities to start to rebuild a high-quality offer for
young people and transition back to local youth
services leadership. The pilot will test ways to rebuild
local authority capability to ensure a local youth offer
which addresses the needs of young people and
supports government priorities.
The objectives of the Local Youth Transformation
Pilot are to:
improve capability in 12 local authorities to
improve their local youth offer
build DCMS’ and wider government
understanding of the challenges and
opportunities local authorities face, and how local
authorities can best be supported to build
capability to effectively meet their statutory duty
and deliver effective services for young people
ensure longer term sustainability in participating
local authorities to deliver their youth services
statutory duty
Delivery and evaluation partners
The National Youth Agency (NYA), with UK Youth,
Regional Youth Work Units, YPF Trust, Centre for
Young Lives, Streetgames and Local Government
Association, is working as a delivery partner for the
pilot. Through tailored advice, tools, resources and
consultation, they are supporting Pathfinder local
authorities to assess current youth provision in the
community, understand the needs of young people in
their areas, and develop a plan to improve provision for
young people.
The pilot will be independently evaluated by RSM UK
Consulting LLP. The evaluation will support our
understanding of the pilot by assessing how the pilot
was implemented, how taking part affected local
authority youth offers and capability to meet the youth
services statutory duty, and how the role of local
context influenced delivery and outcomes.
Delivery model
We recognise that local authorities are best placed to
understand their own needs, which is why this pilot is
focussed on working with and supporting Pathfinder
local authorities in a way that works for them. 
There are 4 core phases of the Local Youth
Transformation Pilot all Pathfinder local authorities will
undertake.
Phase 1- Developing understanding
To establish the areas of improvement that
each Pathfinder local authority will address
during the pilot, it is vital that local authorities,
NYA and DCMS understand the current level of
provision and services. 
In the first phase of the pilot, NYA will work with
each local authority and, where applicable, their
local partners, to carry out an assessment of
existing youth provision and needs. This
involves mapping provision, carrying out
interviews with stakeholders and young people,
and analysing data. The review includes
services delivered by local authorities as well as
those provided by third sector organisations
and employers.
Phase 2- Developing an action plan
Using this insight, local authorities will, with
support from NYA, develop an action plan to
deliver within the pilot timeframe that reflects
local authority strategic priorities and direction.
The action plan will prioritise specific areas of
need from the assessment of provision and set
out how the local authority intends to improve
against these areas.  
NYA will, where required, support local
authorities to understand and plan how to
engage with young people to ensure their
voices are heard in the development of the
action plan. 
Action plans will differ between local authorities
based on the unique context of each local
authority and the needs identified during the
assessment of provision. The list below is by
no means exhaustive, however we anticipate
action plans will focus on improving capability in
areas such as:
promoting, sustaining and effectively
deploying the youth workforce (qualifications,
skillset, capacity, progression, retention)
building expertise in high quality youth
services within the local authority (training,
partnerships with other sectors, information
and best practice sharing)
developing leadership around youth services
within the local authority (training, capacity,
organisation, structure, progression)
improving youth engagement and
collaboration (youth voice, partnerships with
other organisations/sectors)
improved partnership working and support to
the voluntary sector
publication and communication of provision
(as required by the Statutory Duty)
Action plans will be shared with and reviewed
by DCMS, who will assure the plans and
approve grant funding for implementation.
Phase 3- Implementation of action plans
NYA will provide a tailored package of advice
and support for local authorities and their
partners (where applicable) to implement their
plans, including producing practical tools and
guidance and providing ongoing support and
consultation.
Phase 4- Review of action plans
At the end of the pilot, NYA will work with each
local authority to carry out a follow-up review of
the action plan and the progress made during
implementation. This will be an opportunity to
reflect on positive changes as a result of
participating in the pilot, consider the impact of
activities undertaken through the action plan,
and identify further opportunities to build on
successes achieved. 
Using these insights, NYA will support local
authorities to develop longer term action plans
to ensure the sustainability of the outcomes
achieved during the lifetime of the pilot.
Participating local authorities
The effective delivery of the Local Youth
Transformation Pilot requires careful selection of
Pathfinder local authorities to ensure robust learnings
which could facilitate any future wider roll-out. 
To reflect the small size of the pilot, limited data on
existing youth provision, and to reduce administrative
burden on local authorities, an Expression of Interest
(EOI) process was chosen to select the local
authorities.
43 local authorities with the highest levels of young
people living in families facing income deprivation (as
measured by Income Deprivation Affection Children
Index (IDACI)), by region, were invited to submit an
EOI. 
IDACI was chosen based on its links to the objectives
of the fund, and transparency and quality of the data
available. IDACI brings together 7 factors which can
influence levels of deprivation for children including:
income
employment
education
health
crime
barriers to housing and services
living environment
Research by the Social Mobility Commission found a
direct link between household income and young
people’s participation for almost all extra-curricular
activities. Children from the poorest households were
much less likely to take part in any extra-curricular
activity, but particularly music and sport. The DCMS
Youth Participation Survey found that participation rates
in clubs and activities were lower for young people in
the most deprived IDACI quintile (56%) compared to
those in the highest IDACI quintile (76%). This fund
targets areas with higher proportions of young people
that are less likely to participate in enriching activities,
to build high-quality youth offers.
EOIs were reviewed by DCMS to understand why local
authorities wanted to participate and the benefits that
taking part would have for the local authority and youth
provision.
12 Pathfinder local authorities were selected to
participate in the pilot, representing a range of
geographies, contexts and youth service operating
models. 
Pathfinder local authorities are listed in the table below.
Region Local authority
East Midlands Derbyshire
East of England Peterborough
London Islington
London Southwark
North East Hartlepool
North West Knowsley
North West Liverpool
South East Oxfordshire
South West Cornwall
West Midlands Shropshire
West Midlands Stoke-on-Trent
Yorkshire and the Humber Doncaster
Local authorities who were not selected for the pilot will
not be excluded from participating in any future phases
of the programme. Learning from the pilot will be
shared with the sector more widely, and we anticipate
that the pilot will have benefits beyond the selected
Pathfinder local authorities.
Local authority funding
Funding allocations for Pathfinder local authorities will
be based on their action plans and local needs
assessments, currently being undertaken. Confirmed
funding allocations will be shared in due course.
Next steps
The pilot will be delivered across 2025 to 2026,
with all activity ending by 31 March 2026. 
An interim evaluation report will be developed in
December 2025, and the final evaluation report
will be published in July 2026.
Published 5 August 2025
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© Crown copyright


The Local Youth Transformation Pilot

Robson, James

Sibieta, Luke

Robinson, David

Relly, Susan James

Cruikshanks, Robbie

Comparing inequality and outcomes across post-16 education  in the UK : Summary report

 
 
 
 
 
 
 
 
 
 
 
 
 
Prevent monitoring 
Summary of 2023-24 annual  
accountability and data return 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Reference OfS 2025.33 
Enquiries to prevent@officeforstudents.org.uk 
Publication date 17 June 2025
 
1 
 
Contents 
Prevent monitoring: data from 2023-24 accountability and data return 2 
Introduction 2 
The OfS’s role in Prevent 2 
The Prevent accountability and data return 3 
The ADR data 4 
Welfare 4 
External speakers and events 5 
Staff training 6 
Annex A: ADR datasets and definitions 7 
Annex B: Glossary of terms 9 
 
 
  
2 
Prevent monitoring: data from 2023-24 
accountability and data return 
Introduction 
1. The Prevent duty aims to safeguard people from becoming terrorists or supporting terrorism. 
The Office for Students (OfS) works on behalf of the government to monitor what higher 
education providers1 in England do to prevent people from being drawn into terrorism. 
2. As part of our monitoring, the OfS requires providers to report to us their Prevent-related 
activities, including their approach to the management of welfare cases, external speakers and 
events, and staff training. This report presents sector-level data from providers’ accountability 
and data returns (ADRs) for the academic year 2023-24. A separate workbook has been 
created to show the data over a time series, show proportions, and show a breakdown of how 
many providers reported various matters in the data e.g. how many providers reported that it 
rejected an external speaker or event.  
3. As set out in our published monitoring framework, the OfS publishes Prevent data in aggregate 
for all the providers subject to the duty.2  
The OfS’s role in Prevent 
4. The Counter-Terrorism and Security Act (CTSA) 2015 requires providers subject to the duty to 
have ‘due regard’ to the need to prevent people from being drawn into terrorism (the Prevent 
duty). The OfS is responsible for monitoring providers’ implementation of the duty in the higher 
education sector in England. As part of this responsibility, providers must have particular 
regard to the duty to ensure freedom of speech and to the importance of academic freedom.3 
This means that as part of our monitoring role, the OfS will consider how providers have acted 
on this requirement.  
5. Providers subject to the duty (‘relevant higher education bodies’) comprise: 
• Higher education providers registered with the OfS4  
• Higher education providers with 250 or more students studying on a recognised higher 
education course under the Education Reform Act 1988 
 
1 The Prevent duty applies to the governing bodies or proprietors of ‘relevant higher education bodies’ 
(RHEBs). For more information about which providers are RHEBs for monitoring purposes, see Prevent duty: 
Framework for monitoring in higher education in England 2018-19 onwards. 
2 See Prevent duty: Framework for monitoring in higher education in England 2018-19 onwards.  
3 See section 31: Counter-terrorism and Security Act (2015). 
4 We do not monitor OfS-registered publicly funded further education and sixth-form colleges, as they are 
subject to Prevent monitoring by Ofsted. Providers with degree awarding powers (DAPs) and providers that 
provide designated courses in accordance with section 22 of the Teaching and Higher Education Act 1998 
(THEA1998) are registered with the OfS and are classified as RHEBs; therefore all OfS-registered providers 
may be subject to Prevent monitoring. 
3 
• Higher education providers with course designation for student support purposes  
• The autonomous colleges, halls, and schools of the universities of Cambridge, Durham, 
and Oxford.  
6. Responsibility for ensuring compliance with the duty rests with the governing body or proprietor 
of the provider. While the OfS monitors providers’ compliance, enforcement action can only be 
taken by the Secretary of the State, who may decide to give a direction to a provider that is not 
complying with the Prevent duty. 
For more information on the OfS’s Prevent monitoring role, see 
www.officeforstudents.org.uk/advice-and-guidance/student-wellbeing-and-protection/counter-
terrorism-the-prevent-duty/  
The Prevent accountability and data return  
7. One of the ways we require providers to report on their Prevent-related activity is through the 
Prevent accountability and data return (ADR).5 The return covers data relating to the core 
areas of the Prevent duty: welfare, staff training, and external speakers and events. It provides 
information about how providers are implementing their policies, processes and systems to 
prevent people from being drawn into terrorism. These datasets provide us with a picture of 
relevant activity in each of these areas. Our assessment of a provider’s compliance takes this 
data into account alongside broader sources of evidence as part of our risk-based monitoring 
approach.  
8. The data collected through the ADR is designed to inform the OfS’s Prevent monitoring activity. 
If we consider it to be relevant we may use this information to inform other areas of regulatory 
activity, although we recognise the limitations of the data in this respect. For example, if a 
registered provider is not compliant with the Prevent duty, we may see this as an indication of 
concerns about its compliance with its conditions of registration. 
9. Some of the data we collect is contextual and allows us to understand a provider’s approach to 
implementing the duty. This data provides us with: 
• a better understanding of any Prevent-related activity in a given year. For example, we 
collect the total number of events and speakers approved by a provider to provide us with 
greater context of its Prevent-related events.  
• broader evidence of activity to assess whether a provider is showing due regard to the 
Prevent duty. This is both because many providers subject to the Prevent duty may not 
have examples of Prevent issues faced in a reporting period, and broader activity beyond 
Prevent may also indirectly support efforts to safeguard people from radicalisation.  
 
5 We ask for this information from ‘established providers’: providers with whom we have already done an 
initial test of compliance, under our monitoring framework. We undertake other monitoring activities which 
are set out in our monitoring framework. See Prevent duty: Framework for monitoring in higher education in 
England 2018-19 onwards. 
4 
10. It should be noted that while all providers were given the same guidance and responded to the 
same questions for the ADR submission, every provider has its own policies and procedures 
which may affect how data was reported to us. For example, each provider’s definition of key 
staff for training purposes may differ.  
The ADR data 
11. The data that we require to be reported through the ADR process has generally remained the 
same since we introduced it in 2018. However, we have made a small number of changes over 
the course of the past seven years. 
12. The tables below set out ADR data returns for 2023-24. Full definitions for the data 
requirements of the questions were included with the ADR guidance document and can be 
found in Annex A. A glossary of terms is at Annex B.  
13. We have rounded numbers in this publication to the nearest five for data protection reasons. 
The exception is the ‘total number of events and speakers rejected for reasons related to a 
Prevent risk’ which has been assigned ‘[DPL]’ because we use this in data releases for values 
equal to or less than two.  
Welfare  
Note on the data  
14. Providers were expected to identify the underpinning ideology (if any) behind each case they 
managed. We acknowledged that providers might not be able to give a definitive view of this for 
cases which did not progress to an external Prevent referral.  
Dataset  Islamist 
radicalisation  
Extreme 
right-wing 
radicalisation 
Mixed, 
unclear or 
unstable 
ideology  
Other 
radicalisation 
Total  
Number of Prevent-
related cases 
escalated to the point 
at which the Prevent 
lead has become 
involved  
70 30 90 70 265 
Number of Prevent-
related cases which 
led to informal 
external advice being 
sought from Prevent 
partners  
50 15 55 45 160 
Number of formal 
external Prevent 
referrals  
25 5 20 15 65 
5 
External speakers and events  
Notes on the data 
15. In relation to the external speakers and events data, the following points should be noted: 
• A provider subject to the duty is required to have systems in place to approve external 
speakers and events. Given the diversity of the higher education sector, there are different 
systems in place depending on each provider’s operating context. These systems are 
expected to ensure that the provider considers the risk of radicalisation for students, staff 
and visitors while having particular regard to ensure freedom of speech as part of its 
decision-making processes. These systems are also expected to ensure the provider 
considers other issues relevant to hosting external speakers and events, such as health 
and safety and whether there is space to host an event.  
 
• The OfS collects data on all external speakers and events considered through the 
provider’s external speakers and events process, not just those that relate to Prevent, to 
provide broader context.  
 
• Where a provider has reported that an event or a speaker has been rejected, we have 
asked the provider to categorise the reason for this rejection as either health and safety, 
procedural, reasons related to Prevent risk or due to other matters. Asking providers to 
categorise the reasons for any external speaker rejections helps us to understand whether 
a provider has given particular regard to the duty to ensure freedom of speech when giving 
due regard to the Prevent duty. We have provided descriptors of these categories in 
Annex A.  
• Where a provider has categorised the reason for rejecting an external speaker or event for 
non-Prevent related reasons, we have not asked the provider for further information to 
understand if the external speaker or event then took place at a later date.  
• The data is reflective of individual providers’ decision-making in terms of how they 
categorise certain events. There may be instances where different providers have taken 
different actions in the same circumstances. For instance, some providers may have 
introduced mitigations for an event to proceed when others may not have done this.   
 
Dataset Health and 
safety 
Procedural 
matters 
Reasons 
related to 
Prevent risk  
Other 
matters 
Total 
Total number of 
events or speakers 
approved through 
the external 
speakers process 
[z] [z] [z] [z] 42,440 
Total number of 
events or speakers 
approved subject 
[z] [z] [z] [z] 1,410 
6 
Dataset Health and 
safety 
Procedural 
matters 
Reasons 
related to 
Prevent risk  
Other 
matters 
Total 
to any mitigations 
or conditions  
Number of events 
or speakers 
approved subject 
to any mitigations 
or conditions due 
to Prevent-related 
risks  
[z] [z] [z] [z] 30 
Total number of 
speakers rejected 
20 185 [DPL] 15 220 
Note: Cells are marked with a [z] where values were not collected. 
Staff training 
Note on the data 
16. In relation to the staff training data, the following point should be noted: 
• Changes in the figures over years does not necessarily indicate negative or positive training 
trends. The fluctuation in numbers reflects a variety of different factors specific to each 
provider’s circumstances, including for example: staff retention leading to a decrease in 
induction training; increased staff recruitment resulting in an increased rate of staff 
induction; or the cyclical nature of refresher training.  
Dataset Total 
Number of staff identified as key in relation to the Prevent duty  80,525 
Number of key staff receiving induction Prevent training  23,625 
Number of key staff receiving refresher Prevent training  26,895 
  
7 
Annex A: ADR datasets and definitions 
1. The below tables give the definitions accompanying the accountability and data return (ADR) 
submission template for academic year 2023-24. 
Dataset Definition 
Welfare   
Number of Prevent-related cases 
escalated to the point at which the 
Prevent lead has become involved 
This refers to cases reported to a provider’s Prevent 
lead (or appropriate group or committee).   
Number of Prevent-related cases 
which lead to informal external advice 
being sought from Prevent partners 
This refers to cases where a provider has sought advice 
and information from a multi-agency partner for a 
Prevent-related case, e.g. DfE Prevent co-ordinator.  
Number of formal external Prevent 
referrals  
This refers to where a provider has made a formal 
referral externally regarding a radicalisation case.  
External speakers and events  
Total number of events or speakers 
approved through the external 
speakers process 
This refers to the total number of events or speakers 
approved through a provider’s external speakers and 
events process, i.e. not related to the delivery of the 
academic curriculum. This figure can be an estimate to 
the nearest 10.  
Total number of events or speakers 
approved subject to any mitigations or 
conditions  
This refers to the total number of events or speakers 
that have been approved (through the external 
speakers and events process) subject to some form of 
mitigation in order to proceed, or where approval is 
subject to conditions being met by the organiser.   
Number of events or speakers 
approved subject to any mitigations or 
conditions due to Prevent-related risks 
This refers to the number of events or speakers that 
have been approved (through the external speakers 
and events process) subject to some form of mitigation 
in order to proceed or where approval is subject to 
conditions being met by the organiser because during 
the risk assessment process the provider has identified 
a Prevent-related risk, i.e. where it is considered there 
is a risk of people being drawn into terrorism.  
Total number of events or speakers 
rejected 
This refers to the number of events that have been 
rejected after consideration through the provider’s 
external speakers and events process, including where 
an individual speaker has been rejected but the event 
itself has still gone ahead.  
8 
Dataset Definition 
Staff training  
Number of staff identified as key in 
relation to the Prevent duty 
This refers to the current number of staff a provider has 
identified as key in relation to Prevent implementation. 
Number of key staff receiving 
induction Prevent training 
This refers to the number of staff identified as key in 
relation to the Prevent duty that have received training 
related to their Prevent role or responsibility.  
Number of key staff receiving 
refresher Prevent training 
This refers to the number of staff identified as key in 
relation to the Prevent duty that have received refresher 
training related to their Prevent role or responsibility.  
 
Category Definition 
External speakers  
Procedural matters This relates to the need for the provider to adhere to its 
policy and procedure. For example, where the 
timescales for submission of a request as specified in a 
policy were not met so there was insufficient time to 
make a decision about a case and it was therefore not 
approved on that basis.  
Health and safety  This relates to a risk of accident or injury. For example, 
where the nature of the event itself is deemed to 
present a risk to safety or a venue offering sufficient 
capacity for an event to go ahead is unavailable.  
Reasons related to Prevent risk  This relates to the risk of radicalisation. For example, 
where the speaker has previously been found to have 
promoted a proscribed terrorist organisation.  
Other matters  This relates to any other reason.  
  
9 
Annex B: Glossary of terms 
Term  Explanation 
Accountability and data return  This is one of the monitoring activities in our Prevent 
monitoring framework. Each return covers the previous 
academic year and is submitted in December each year, 
e.g. the 2023-24 return was submitted in December 2024.   
Channel  Channel is a multi-agency approach to identify and support 
individuals at risk of being drawn into terrorism.6 
Channel referral  Channel referral is a term that the higher education sector 
has used to describe when a provider has chosen to make 
an external referral to local Prevent police, or the local 
authority about someone they believe may be at risk of 
radicalisation. Some other agencies use the term Prevent 
referral. We have used the term external Prevent referral 
in the relevant data question. 
Counter-Terrorism and Security Act 
2015 (CTSA) 
This is the legislation that imposes the statutory Prevent 
duty: giving due regard to the need to prevent people from 
being drawn into terrorism. This legislation sets out the 
legal responsibilities of relevant higher education bodies in 
complying with the Prevent duty and sets out that the OfS 
acts as the delegated monitor for the higher education 
sector. 
Established providers  The OfS separates monitored providers into two 
categories: new entrant and established. Established 
providers are those that are subject to the duty, have been 
through an initial test of their compliance, and go through 
the cycle of accountability and data returns.  
Monitoring framework  The OfS has a monitoring framework that sets out how we 
monitor compliance with the Prevent duty in the higher 
education sector in England. 
New entrant providers The OfS separates monitored providers into two 
categories: new entrant and established. New entrant 
providers are those that are newly subject to the duty and 
are undergoing an initial test of their compliance before 
they are required to go through the cycle of accountability 
and data returns. 
Prevent lead This is the person at a relevant higher education body who 
is the named OfS contact for the Prevent duty.  
 
6 More information on Channel can be found on GOV.UK, at ‘Channel and Prevent Multi-Agency Panel 
(PMAP) guidance’. 
10 
Term  Explanation 
Prevent partners These are different agencies that work together to help 
prevent people from being drawn into terrorism. These 
agencies include: local authorities, the police, the 
Department for Education Prevent co-ordinators. Prevent 
partners are able to give advice to providers on how 
people can become radicalised, and on vulnerable 
individuals who may be at risk of being radicalised and 
whether they should be referred for further support, 
including being considered by Channel.  
Relevant higher education body 
(RHEB) 
This is a higher education provider that has a duty to show 
due regard to the need to prevent people from being 
drawn into terrorism under section 26(1) of the Counter-
Terrorism and Security Act (2015). Compliance with the 
Prevent duty is monitored by the OfS.  
Welfare  The OfS uses this term to describe the systems, policies, 
and processes used by a provider to ensure the well-being 
of its students and staff, including preventing people from 
being drawn into terrorism. Relevant higher education 
bodies often use this term, as well as ‘safeguarding’ or 
‘safeguarding from radicalisation’, to describe this. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
© The Office for Students copyright 2025 
This publication is available under the Open Government Licence 3.0 except where it indicates that 
the copyright for images or text is owned elsewhere. 
www.nationalarchives.gov.uk/doc/open-government-licence/version/3/ 


Prevent monitoring : Summary of 2023-24 annual accountability and data return

“Sex is kind of broken now” : children and pornography : August 2025

This guidance explains how maintenance support for living costs at colleges and
universities will change when the lifelong learning entitlement (LLE) launches.
The LLE will launch in the 2026 to 2027 academic year. It will apply to courses
and modules that start on or after 1 January 2027.
The LLE will create a single post-18 student finance system in England.
How maintenance loans will work
Learners attending a course which requires face-to-face attendance will be able to
apply for a maintenance loan to help with living costs.
The loan amount will depend on:
their characteristics, including where they live
what they study and how
their household income
This is also true for learners studying now.
Guidance
Maintenance loans for living costs in
the lifelong learning entitlement
Published 9 July 2025
Applies to England
Menu
Home Education, training and skills Funding and finance for students
Lifelong learning entitlement: maintenance loans for living costs
Department 
for Education
Contents
How maintenance loans will
work
Learners’ characteristics and
where they live
What learners study and how
Household income
Flexible study
The calculation process
The LLE will not have different sets of rules for full-time and part-time students.
This is a change from the current system.
Learners will be able to study designated modules of courses and short courses
as easily as full courses.  
Learners’ characteristics and where
they live
Learners under the age of 60 will receive different amounts depending on whether
they:
live in the parental home or away from home
study in London or outside it
study abroad
Many features of the current system will remain the same.
Learners aged 60 or over may get limited funding for maintenance loans through a
special support loan which is means-tested.
Learners who are eligible for an NHS bursary will be able to apply for a reduced
rate of maintenance loan.
Distance learners will only be able to apply for a maintenance loan if they cannot
attend their course in person because of a disability.
Learners on a sandwich course with a qualifying placement can apply for a
reduced maintenance loan. If a student has a placement in a service-based field
that already exists (such as healthcare, education or social work), they will still be
eligible to apply for full maintenance support.
What learners study and how
The amount that learners are entitled to in each course year will depend on:
how much they study
how they study it – such as modules or short courses
It will also be linked to a learner’s tuition fee loan balance. Learners taking fewer
than 120 credits in a course year will have their loan reduced proportionally to the
number of credits in the year.
Learners taking more than 5 credits per week on average will not get entitlement
for more than 5 credits per term week. This is equivalent to 50 hours of study per
week.
Learners on course years longer than 30 weeks may qualify for extended
maintenance support, if their household income is below £45,000.
Learners taking 110 credits or more in the final year of their course will get lower
final year rates of loan. This is similar to now, where these rates apply to full-time
students only.
Learners with a tuition fee loan balance of £0 will not be entitled to maintenance
loans. 
Learners with less than 30 credits of tuition fee loan left will only be entitled to
maintenance loans if they use part of their remaining tuition fee loan balance to
pay for a course.
Household income
The existing rules for assessing household income and calculating any
deductions will not change, for full-time or part-time students.
The rules for calculating entitlement for part-time students will closely reflect the
system used for full-time students. This means that household income will be
used to assess eligibility for maintenance support – just as it is for full-time
learners.
Learners who choose not to provide household income information will only be
eligible for the minimum loan amount.
Flexible study
Learners will be able to apply for a maintenance loan to study multiple courses or
modules at the same time. This is a change from the current system.
If their total study is more than 180 credits in a single course year, they will not be
eligible for support for any course or module that takes them beyond this limit.
The calculation process
Learners can get maintenance support  for each course year of a course.
To calculate the final entitlement, we:
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calculate the maximum maintenance support based on factors such as the
learner’s age and location, and whether it is their final year of study
1
adjust the maximum entitlement according to the learner’s household
income
2
apply more adjustments, based on the intensity of study and whether the
learner is enrolled in multiple courses simultaneously
3
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Maintenance loans for living costs in the lifelong learning entitlement : Published 9 July 2025

Office of the Schools Adjudicator annual report : January 2024 to December 2024

School and college voice : February 2025

Transparency data
Free breakfast clubs: take-
up by region of schools
taking part in the early
adopter scheme
Published 2 September 2025
Applies to England
Take-up of free breakfast clubs by region
From the summer term of 2025, 750 schools were funded to deliver a free breakfast
club as part of the early adopter scheme. Table 1 shows the number of children who
took up the free breakfast club offer in 729 early adopter schools, compiled from the
number of school-level returns submitted for one week. The underlying data was
collected between June and July 2025.
Table 1: Uptake of breakfast clubs by region
Menu
Home Education, training and skills Running and managing a school
School food, accommodation, transport and uniform
Free breakfast clubs: summer term 2025 take-up by region
Department 
for Education
Contents
Take-up of free breakfast clubs by region
Limitations
Region Total take-up of breakfast
clubs during schools’ data
collection week
Estimated take-up since the
start of the 2024 to 2025
summer term
Yorkshire
and the
Humber
24,980 289,720
East of
England
17,540 203,510
South
West
22,140 256,850
North
West
33,800 392,020
London 27,250 316,070
South East 23,710 275,070
East
Midlands
23,000 266,800
North East 16,540 191,840
West
Midlands
35,830 415,640
England 224,790 2,607,520
It is possible to estimate the overall take-up across the summer term of the
breakfast club programme. This is calculated by combining data on the take-up in a
given week with the number of days that the clubs have been active.
For example, as of the end of the 2024 to 2025 academic year, clubs have been
active for 58 days. By multiplying one week’s worth of data by a factor of 11.6 (58
days divided by 5 days), we can calculate the overall take-up by region. However,
varying term durations across schools introduce uncertainty with this figure.
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in a new tab).
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Business and self-employed
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activity
Departments
News
Limitations       
This data collection represents one week in the school term. DfE has not yet
received data returns from all schools. Therefore, this data is not fully representative
of all schools in the programme.
We have approximated weekly take-up by summing daily breakfast club attendance
figures recorded across the 5-day data collection. As a result, the figures in table 1
should not be interpreted to represent the number of unique pupils attending a
breakfast club, as some pupils will have attended the club multiple times throughout
the week and may be counted more than once. Varying summer term lengths also
limit the certainty of the full-term take-up estimates in table 1.
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consultations
Transparency
How government works
Get involved
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Office of the Schools Adjudicator annual report : January 2024 to December 2024

School and college voice : February 2025

Free breakfast clubs : take-up by region of schools taking part in the early adopter scheme : Published 2 September 2025

37,325

37,499