Education sector: news in brief - April 2026

Government issues first screen time guidance for parents of under‑fives

The government has published its first national guidance about screen use for children under five, responding to calls from parents for clearer, practical support. 

The advice recommends avoiding screen time for under‑twos except for shared activities, and limiting use to no more than one hour a day for children aged two to five, with screens not used during mealtimes and the hour before bed. Parents are encouraged to choose slow‑paced, age‑appropriate content, avoid fast‑paced social media‑style videos and AI toys, and watch screens together with their children. 

Special schools over capacity

Special schools in England are operating beyond their intended capacity, with around 11,000 more pupils enrolled than places available, according to new Department for Education data. The figures show that, as of May 2025, there were roughly 170,000 pupils attending special schools, despite reported capacity standing at about 160,000 places.

The data indicates that around two‑thirds of special schools are now full or over capacity, even though the number of special school settings has increased in the past year. The Department for Education said the pressures reflect both rising demand for specialist provision and the way capacity is measured, which does not always account for the type or complexity of pupils’ needs.

Working families saving on childcare costs

Working families are saving thousands of pounds a year following the expansion of government‑funded childcare, according to new research. The findings show that childcare costs for working parents have fallen by around half, with families saving an average of £8,000 per child each year.

The latest analysis, drawing on Coram Family and Childcare’s annual survey, suggests the cost of a full‑time nursery place for a child under two has dropped significantly since 2024. The research also shows that part‑time childcare for children under two is now, in theory, free for eligible families when combined with funded childcare entitlements.

The government says the changes follow the successful rollout of 30 hours of funded childcare to more than half a million working families. It claims to have reversed more than two decades of rising childcare costs in just two years. 

Teachers warn AI is undermining pupils’ critical thinking

Teachers are increasingly worried about the impact of artificial intelligence on pupils’ learning, according to a new National Education Union (NEU) survey . The survey of more than 9,400 teachers in English state schools found that 66% of secondary teachers believe pupils’ critical thinking skills have declined due to AI use, compared with 28% of primary teachers.

At the same time, AI use among teachers has risen sharply. Three quarters of teachers (76%) now use AI tools in their daily work, up from 53% last year. Most use AI to create teaching resources (61%), plan lessons (41%) or manage administrative tasks (38%), while only 7% use it for marking. Adoption has increased across all school phases, with leadership staff more likely than classroom teachers to use AI for administrative work.

Despite this rapid growth, schools are struggling to keep pace with regulation and guidance. Nearly half of teachers (49%) say their school has no AI policy for staff or students, and two thirds report no policy specifically covering pupil use. Views on the government’s proposed trial of AI tutors for disadvantaged pupils are also cautious, with just 14% of teachers supporting the plans and almost half opposing them.

Third of parents admit taking children out of school for term‑time holidays

More than a third of parents say they have taken their child out of school over the past year for a holiday or family event, according to Parent Voice Project report. The findings come from a survey of more than 6,000 parents in England and highlight the widespread nature of term‑time absence.  

The research found that 37% of parents had removed their child from school at least once for a holiday or family occasion, with the figure rising to 44% among parents of four‑year‑olds. The practice was less common among parents of older pupils but remained prevalent across all age groups. 

Parents cited rising holiday costs and relatively low fines as key reasons for breaking the rules, while some argued that time away from school could still be educational. 

Record high attendance gap for poorer pupils

The attendance gap between disadvantaged pupils and their peers has reached its highest level on record, despite overall improvements in school attendance. Department for Education figures show that overall absence rates fell in the last academic year, but the difference in attendance between pupils eligible for free school meals and other pupils continued to widen. 

The data shows a 5.19% gap in overall attendance between poorer pupils and their non‑disadvantaged peers in 2024–25, the largest gap since current records began. While persistent absence rates fell for both groups, children from poorer backgrounds remained far more likely to miss large amounts of school, including through severe absence, where pupils miss school more often than they attend.

The figures also highlight growing inequalities for pupils with special educational needs and disabilities. The attendance gaps for those with education, health and care plans and those receiving SEN support increased to 6.92% which is the highest post-pandemic. 

Disadvantaged pupils with SEND are shut out of top‑performing schools

Disadvantaged pupils with special educational needs and disabilities (SEND) are significantly under‑represented in England’s highest‑performing secondary schools, according to new research from the Sutton Trust. The study finds that the top 500 schools for attainment admit far fewer pupils who are both eligible for free school meals and receiving SEN support than live in their local areas. 

The Sutton Trust reports that these schools take in around half as many disadvantaged pupils with SEND as the average comprehensive school, and 36 per cent fewer than would be expected based on their catchment areas. 

Polling of more than 2,000 school leaders indicates that admissions practices and school reputations play a key role. Over four in ten leaders believe some schools actively discourage applications from pupils with SEND, rising to half among leaders in schools with the highest SEND intakes. Many leaders also pointed to reputations for SEND provision, inclusivity and behaviour policies as factors influencing where families apply.

Early years settings value pupil premium funding but face barriers to access

Early years leaders strongly value extra funding for disadvantaged children, but many face practical challenges in accessing and using it effectively, according to new research from the Education Endowment Foundation (EEF). The study, based on a survey of more than 500 early years professionals and interviews with setting leaders, found that 95% were aware of the Early Years Pupil Premium (EYPP). 

Among those aware of the funding, 71% had applied for it. However, take-up varied significantly by setting type, with nearly all school-based and group-based nurseries applying, compared with just 38% of childminders. Nearly one in five respondents (19%) said they believed some eligible children had not had applications submitted on their behalf, often due to uncertainty over eligibility, parental reluctance to share personal information, or variation in local authority processes. 

Larger settings are more likely to invest in targeted interventions and staff training, while smaller providers and childminders often use the funding to meet children’s immediate needs, such as food, clothing or trips.

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