Written questions by Hinds.

What the total staffing was of her Department's Regions Group in (a) fiscal and (b) academic year 2023-24; and if she will make an estimate of the number of staff anticipated for 2025-26.

The average number of full-time equivalent (FTE) staff in the department’s Regions Group was 790 in the 2023/24 financial year and 825 in the 2023/24 academic year.On 1 October 2024, 172 FTE staff along with their functions transferred into Regions Group, in advance of the planned closure of the Education and Skills Funding Agency in March 2025.Currently, the expected number of staff in Regions Group on 1 April 2025 is 996.9 FTE.Workforce allocations for 2025/26 have not yet been set.

With reference to the consultation entitled School accountability reform – school profiles, improvement and intervention, published on 3 February 2025, how many and what proportion of full-time equivalent Regional Improvement for Standards and Excellence teams will be (a) DfE-employed civil servants and (b) external advisers.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.

With reference to the consultation entitled School accountability reform – school profiles, improvement and intervention, published on 3 February 2025, what are the differences in (a) role and function and (b) qualifications and experience required between (i) National Leaders in Education and (ii) external advisers in Regional Improvement for Standards and Excellence teams.

Regional Improvement for Standards and Excellent (RISE) team advisers have an exceptional track record of school improvement and executive leadership. This includes individuals who are, or have recently been, headteachers, senior local authority officers or trust leaders. They have a much broader role in acting as the catalyst for driving a self-improving system, and designing bespoke, targeted interventions to under-performing schools, compared to National Leaders of Education (NLEs). Unlike NLEs, RISE advisors will not directly deliver these interventions but will draw on a range of high-quality organisations from curriculum hubs to high-performing trusts, to do so in line with evidence on driving improvements in school standards and outcomes.The department’s targeted, mandatory RISE intervention is backed initially by over £20 million of funding for school improvement, far more than was available under the optional Trust and School Improvement (TSI) offer of a basic £6,000 worth of support per school compared to RISE’s of up to £100,000. In addition, the previous government had not planned to continue the TSI offer for schools which were newly eligible from September 2024, a decision this government has reversed.

With reference to the consultation entitled School accountability reform – school profiles, improvement and intervention, published on 3 February 2025, how much time she expects Regional Improvement for Standards and Excellence teams to spend on (a) universal service and (b) targeted intervention.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.

What the distribution is by (a) age and (b) length of service of teachers without qualified teacher status.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

Which subjects are most taught by teachers without qualified teacher status.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

How many and what proportion of teachers without qualified teacher status were on recruitment programmes (a) supported and (b) procured by her Department in the (i) earliest and (ii) latest year for which data are available.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

What average proportion of full-time equivalent teaching staff teachers without qualified teacher status constitute for the top (a) 3% and (b) 10% of schools employing those teachers.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

How many and what proportion of teachers without qualified teacher status were (a) working towards (b) not working towards qualified teacher status in the (i) earliest and (ii) latest year for which data are available.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

How many and what proportion of full-time equivalent teachers were without qualified teacher status in state funded (a) mainstream primary, (b) mainstream secondary, (c) special schools and (d) alternative provision in the (i) earliest and (ii) latest year for which data are available.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

What representations she has received on disallowing schools from employing teachers without qualified teacher status.

The department has heard from schools, leaders and teachers regarding the measure in the Children’s Wellbeing and Schools Bill to require new teachers to have or be working towards qualified teacher status (QTS). This measure will reaffirm the professional status of teaching and emphasise the importance of high-quality teaching in outcomes for children.The requirement for QTS builds on the reforms made by the previous government, who ensured that the essential knowledge associated with high-quality teaching is incorporated into all primary and secondary initial teacher training and the statutory early career induction. We want to ensure that new teachers benefit from the very best evidence-based training followed by an induction, whichever type of school they work in.There are existing exemptions to the requirement for QTS set out in regulations, which allow schools to employ unqualified teachers in particular circumstances. The government will retain these exemptions for all schools.

Pursuant to the Answer of 14 October 2024 to Question 6019 on Private Education: Teachers, whether any schools have (a) left the Teachers’ Pension Scheme and (b) entered phased withdrawal since 14 October 2024.

Between 14 October 2024 and 15 January 2025, nine schools left the Teachers’ Pension Scheme outright and eighteen have entered a phased withdrawal.

How Technical Excellence colleges will differ from the Institutes of Technologies programme.

Technical Excellence Colleges will support a focus on higher technical skills and link to local growth plans. These colleges will work with businesses, trade unions and local government to provide young people and adults with better job opportunities and the highly trained workforce that local economies need.The department will be setting out further details on Technical Excellence Colleges in due course.

What guidance her Department provides on schools making second hand uniform available.

The government’s statutory guidance requires schools to ensure that arrangements are in place for parents to acquire second-hand school uniforms, for example through periodic second-hand uniform sales or swap shops, and to make these arrangements clear on their website. This guidance is available here: www.gov.uk/government/publications/cost-of-school-uniforms. Too many families tell us that the cost of providing school uniform remains a financial burden. That is why we are introducing legislation to limit the number of expensive branded items of uniform and PE kit that schools can require.

What assessment she has made of the potential impact of free breakfast provision in secondary schools on levels of school attendance.

Breakfast clubs remove barriers to opportunity, supporting pupils’ attendance and attainment, enabling them to thrive academically and socially and helping families with the cost of childcare around the school day.Compared to studies of programmes targeted at primary-aged pupils, there are comparatively few high-quality experimental studies on the impact of breakfast clubs on secondary-aged pupils. Typically, primary school breakfast clubs have higher take-up than secondaries and more studies report their positive effects on attainment and attendance, such as the Magic Breakfast evaluation which reported that attendance improved for children at breakfast club schools, equivalent to 26 fewer half-days of absence per year for a class of 30.The government is committed to offering a free breakfast club in every state-funded school with primary-aged pupils in England. With limited resources, the evidence we do have shows it is right for the government to focus this provision on primary-aged pupils where there is greatest evidence of gains to children’s learning and development.

What assessment she has made of the potential impact of levels of disadvantaged pupils in schools on rates of absence in schools.

The department collects detailed pupil-level data on attendance, which is disaggregated by a number of characteristics, including measures of disadvantage such as the Income Deprivation Affecting Children Index (IDACI) and free school meal (FSM) eligibility. This data is regularly analysed.The overall absence rate for FSM eligible pupils in 2022/23 was 11%, which is higher than the 6% absence rate for non-FSM eligible pupils. Similarly, the persistent absence rate and severe absence rates in 2022/23 were 36.1% and 3.9% respectively for FSM-eligible pupils, compared with 15% and 1% for non-FSM eligible pupils.When overall absence rates are broken down by decile of the IDACI index, the data shows that the most deprived areas, 0-10% on the IDACI index, have the highest levels of absence at 8.3%, while the least deprived areas, 90-100% on the IDACI index, have the lowest levels of absence at 6.3%. A similar pattern holds true for persistent absence, with 25.9% in the most deprived areas, compared to 16.1% in the least deprived areas.These patterns differ according to phase of school, with secondary schools in the most disadvantaged areas having significantly higher overall absence (10.2%), than primary schools in the most disadvantaged areas (7.0%).The underlying drivers of school absence are many and varied. Amongst them are several linked to deprivation, including the increasing cost of living, child poverty, poor access to transport, resources and limited access to wider support services. Research has also shown that parental attitudes, child mental health and school belonging are strongly correlated with attendance.This government is determined to tackle the generational challenge of school absence as it is a fundamental barrier to learning and life chances. Central to the department’s approach are stronger expectations of local authorities and schools, as set out in the ‘Working together to improve school attendance’ guidance, which was made statutory on 19 August 2024. The guidance promotes a 'support-first' approach and sets out clear expectations on how schools, trusts, local authorities and wider services should work together and with families to address attendance barriers and provide the right support.Every state school in England should now be sharing their daily attendance register data with the department, local authorities and trusts. These bodies can access this data through a secure, interactive dashboard which is maintained by the department, allowing them to identify patterns and target attendance interventions more effectively.

What comparative assessment her Department has made of trends in levels of school absence in (a) schools with 40% or more pupils in bands A-F of the Income Deprivation Affecting Children Index and (b) other (i) primary and (ii) secondary schools.

The department collects detailed pupil-level data on attendance, which is disaggregated by a number of characteristics, including measures of disadvantage such as the Income Deprivation Affecting Children Index (IDACI) and free school meal (FSM) eligibility. This data is regularly analysed.The overall absence rate for FSM eligible pupils in 2022/23 was 11%, which is higher than the 6% absence rate for non-FSM eligible pupils. Similarly, the persistent absence rate and severe absence rates in 2022/23 were 36.1% and 3.9% respectively for FSM-eligible pupils, compared with 15% and 1% for non-FSM eligible pupils.When overall absence rates are broken down by decile of the IDACI index, the data shows that the most deprived areas, 0-10% on the IDACI index, have the highest levels of absence at 8.3%, while the least deprived areas, 90-100% on the IDACI index, have the lowest levels of absence at 6.3%. A similar pattern holds true for persistent absence, with 25.9% in the most deprived areas, compared to 16.1% in the least deprived areas.These patterns differ according to phase of school, with secondary schools in the most disadvantaged areas having significantly higher overall absence (10.2%), than primary schools in the most disadvantaged areas (7.0%).The underlying drivers of school absence are many and varied. Amongst them are several linked to deprivation, including the increasing cost of living, child poverty, poor access to transport, resources and limited access to wider support services. Research has also shown that parental attitudes, child mental health and school belonging are strongly correlated with attendance.This government is determined to tackle the generational challenge of school absence as it is a fundamental barrier to learning and life chances. Central to the department’s approach are stronger expectations of local authorities and schools, as set out in the ‘Working together to improve school attendance’ guidance, which was made statutory on 19 August 2024. The guidance promotes a 'support-first' approach and sets out clear expectations on how schools, trusts, local authorities and wider services should work together and with families to address attendance barriers and provide the right support.Every state school in England should now be sharing their daily attendance register data with the department, local authorities and trusts. These bodies can access this data through a secure, interactive dashboard which is maintained by the department, allowing them to identify patterns and target attendance interventions more effectively.

For what reason a school tie is not permitted as an additional item of branded uniform in primary schools in the Children’s Wellbeing and Schools Bill.

School uniforms play a valuable role in creating a sense of common identity among pupils and reducing visible inequalities, but too many schools require high numbers of branded uniform items, with parents reporting uniforms are their most significant cost of school concern. This government has therefore introduced legislation to limit the number of branded items of uniform and PE kit that schools can require, to bring down costs for parents and remove barriers from children accessing sport and other school activities. This will give parents more choice in where to purchase uniform and allow them greater flexibility to make the spending decisions that suit their circumstances.The vast majority of primary schools do not currently require pupils to purchase a branded tie and, as most primary schools already have a lower number of compulsory branded items, this government does not want that number to increase. Primary schools will remain free to require a branded tie, however it will count towards their three branded item limit.In comparison, most secondary and middle schools already require branded ties, with 82% of secondary schools requiring a tie. Allowing secondary and middle schools an additional branded tie balances reducing costs for parents with providing those schools with necessary extra flexibility in setting their uniform policies. For example, it allows a secondary school to retain a branded tie and blazer whilst still being able to brand other items across PE kit and daywear, according to their circumstances.

What steps her Department is taking to monitor trends in Education Health and Care Plan applications by local authority area.

Information on applications for education, health and care (EHC) plans is collected from local authorities via the annual SEN2 data collection each January. SEN2 is a statutory return. It includes information on requests for assessment for an EHC plan made to each local authority and the outcome of that request, the assessments for an EHC plan made by each local authority and the outcome of that assessment, as well as information on the EHC plans maintained by the authority.The information collected also contains characteristics of the individual, such as sex, ethnicity and age.This information is subsequently published for each local authority in the ‘Education, health and care plans’ statistical release, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans. This publication includes the number of requests for assessment for an EHC plan and the number of assessments for an EHC plan as returned by each local authority.In addition to the SEN2 data, the department also monitors trends using more timely operational data directly from local authorities.

Whether her Department is collecting data on trends in the number of in-year school applications in each local authority area.

The department does not collect data on the number of in-year school admission applications received in each local authority area. Admission authorities must notify their local authority of all in-year applications they receive and their outcomes. Local authorities are not required to co-ordinate the in-year admissions process for schools in their area for which they are not the admission authority, although some local authorities choose to do so. In areas where the local authority does not co-ordinate in-year admissions, schools which are their own admission authority manage their own in-year admissions processes and parents must submit their applications directly to the admission authorities of the schools they wish to apply.