The department is committed to ensuring that artificial intelligence (AI) is not used to undermine high academic standards in higher education (HE). That is why, as set out in the Post-16 education and skills white paper, the department is supporting the Office for Students to assess the impact of AI. Including how students are using it in assessments, to ensure the integrity of higher education assessments and qualifications is not compromised.

Universities are independent and autonomous bodies responsible for decisions such as admissions, diversity of provision, course content, teaching and assessment. As such, they are responsible for designing and implementing their own policies and approaches to the use of AI.

In addition, the Office for Students, under Condition B4 of its regulatory framework, requires qualifications to remain credible reflections of students' knowledge and skills and can take regulatory action where providers fail to meet those requirements.

The current PE national curriculum requires all primary pupils to be taught to swim competently and confidently over 25 metres, use a range of strokes effectively, and perform safe self-rescue in different water-based situations.

The government accepted the recommendations of the Curriculum and Assessment Review, which recognised the benefits of PE while identifying a need for greater clarity, consistency and progression across the curriculum, including in swimming and water safety. In response, the department is developing a revised PE programme of study, which will be subject to consultation.

The reforms will strengthen the emphasis on swimming and water safety and will be supported through the new PE and School Sport Partnerships Network, drawing on expertise from organisations including Swim England.

The department has not made a specific assessment of recruitment and retention among those delivering curriculum swimming. However, the School and College Voice survey published in May 2025 found that 94% of primary schools surveyed relied solely on external teachers to teach swimming and water safety, compared with 6% using internal swimming staff and 20% supporting delivery. Further information is available at: https://www.gov.uk/government/publications/school-and-college-voice-omnibus-surveys-for-2024-to-2025/school-and-college-voice-may-2025#sec-Swimming-and-water-safety.

It is vital that students with special educational needs and/or disabilities, including those with dyslexia and other neurodivergent conditions, can access exams and assessments without disadvantage. The Equality Act 2010 requires awarding organisations to make reasonable adjustments where a disabled student would otherwise be placed at a substantial disadvantage when undertaking an assessment.

The independent Curriculum and Assessment Review took an evidence-led approach, drawing on data and engagement with experts, stakeholders and the public, including consideration of the experiences of children and young people with special educational needs and disabilities.

We have carefully considered this evidence and will make improvements where the Review recommends change is needed. As qualifications are reformed, we will work closely with Ofqual and awarding organisations to ensure accessibility is fully considered throughout the qualification development process, including for students with special educational needs and/or disabilities.

Ofqual, as the independent regulator of qualifications in England, is responsible for maintaining standards and public confidence in GCSE, AS and A level qualifications. Ofqual requires awarding organisations to have robust arrangements in place for examiner recruitment and training, standardisation, moderation, marking, grading and quality assurance, including processes to identify and address potential errors before results are issued.

Throughout each assessment cycle, Ofqual monitors awarding organisations' readiness and delivery, including their management of key risks such as marking and grading.

If students believe there were errors, they can access established post-results services, including reviews of marking and appeals. Ofqual regulates these arrangements, sets the requirements that awarding organisations must meet when delivering them and keeps them under review.

To support transparency, Ofqual publishes an annual Delivery Report on the awarding of qualifications. This sets out how examinations and assessments were delivered, including information on marking, grading, incidents, reviews of marking and the action taken to protect students where issues arise.

Ofqual, as the independent regulator of qualifications in England, is responsible for maintaining standards and public confidence in GCSE, AS and A level qualifications. Ofqual requires awarding organisations to have robust arrangements in place for examiner recruitment and training, standardisation, moderation, marking, grading and quality assurance, including processes to identify and address potential errors before results are issued.

Throughout each assessment cycle, Ofqual monitors awarding organisations' readiness and delivery, including their management of key risks such as marking and grading.

If students believe there were errors, they can access established post-results services, including reviews of marking and appeals. Ofqual regulates these arrangements, sets the requirements that awarding organisations must meet when delivering them and keeps them under review.

To support transparency, Ofqual publishes an annual Delivery Report on the awarding of qualifications. This sets out how examinations and assessments were delivered, including information on marking, grading, incidents, reviews of marking and the action taken to protect students where issues arise.

Ofqual, as the independent regulator of qualifications in England, is responsible for maintaining standards and public confidence in GCSE, AS and A level qualifications. Ofqual requires awarding organisations to have robust arrangements in place for examiner recruitment and training, standardisation, moderation, marking, grading and quality assurance, including processes to identify and address potential errors before results are issued.

Throughout each assessment cycle, Ofqual monitors awarding organisations' readiness and delivery, including their management of key risks such as marking and grading.

If students believe there were errors, they can access established post-results services, including reviews of marking and appeals. Ofqual regulates these arrangements, sets the requirements that awarding organisations must meet when delivering them and keeps them under review.

To support transparency, Ofqual publishes an annual Delivery Report on the awarding of qualifications. This sets out how examinations and assessments were delivered, including information on marking, grading, incidents, reviews of marking and the action taken to protect students where issues arise.

The department has published guidance about hot weather and heatwaves and is available at: https://educationhub.blog.gov.uk/2026/06/hot-weather-and-heatwaves-guidance-for-schools-and-other-education-settings/. The guidance is based on UK Health Security Agency advice to support education settings. In most cases, schools remain the safest place for children during hot weather, as staff can monitor pupils, encourage hydration and take steps to keep them comfortable. Schools and colleges are expected to take reasonable steps to provide suitable conditions for students taking exams.

The exam timetable is designed to support the fair and efficient delivery of exams for students across England, and the timing of exams ensures that results are provided to pupils on time in August to support them to progress to further and higher education, employment and training.

Responsibility for the administration of GCSE, AS and A level qualifications, including arrangements for exam timetables and special consideration, rests with the independent awarding organisations. The department does, however, continue to work with Ofqual, awarding organisations, schools and colleges to support the safe and effective delivery of exams and to consider lessons learned from recent periods of extreme weather.

The department has published the guidance ‘Hot weather and heatwaves guidance for schools and other education settings’, which is based on UK Health Security Agency advice to support education settings. In most cases, schools remain the safest place for children during hot weather, as staff can monitor pupils, encourage hydration and take steps to keep them comfortable. Schools and colleges are expected to take reasonable steps to provide suitable conditions for students taking exams.

The exam timetable is designed to support the fair and efficient delivery of exams for students across England, and the timing of exams ensures that results are provided to pupils on time in August to support them to progress to further and higher education, employment and training.

Responsibility for the administration of GCSE, AS and A level qualifications, including arrangements for exam timetables and special consideration, rests with the independent awarding organisations. The department does, however, continue to work with Ofqual, awarding organisations, schools and colleges to support the safe and effective delivery of exams and to consider lessons learned from recent periods of extreme weather.

The department has published the guidance ‘Hot weather and heatwaves guidance for schools and other education settings’, which is based on UK Health Security Agency advice to support education settings. In most cases, schools remain the safest place for children during hot weather, as staff can monitor pupils, encourage hydration and take steps to keep them comfortable. Schools and colleges are expected to take reasonable steps to provide suitable conditions for students taking exams.

The exam timetable is designed to support the fair and efficient delivery of exams for students across England, and the timing of exams ensures that results are provided to pupils on time in August to support them to progress to further and higher education, employment and training.

Responsibility for the administration of GCSE, AS and A level qualifications, including arrangements for exam timetables and special consideration, rests with the independent awarding organisations. The department does, however, continue to work with Ofqual, awarding organisations, schools and colleges to support the safe and effective delivery of exams and to consider lessons learned from recent periods of extreme weather.

Special consideration is available where a student experiences a temporary illness, injury or other unforeseen event immediately before or during an exam or assessment that significantly affects their performance. It is intended to address disruption at the time of the assessment itself and can only be awarded where a student was fully prepared for the assessment.

Special consideration does not apply to wider disruption to a student’s learning, including disruption caused by teacher absence or strike action. As the independent regulator of exams and assessments, Ofqual’s legal framework is clear that qualifications must reflect what students know, understand and can do at the time of their assessment.

Throughout any strike action, schools and colleges should take the necessary steps to ensure that students are supported and prepared for their exams, this may include prioritising school places for exam year students or offering catch up lessons and additional revision sessions.

Special consideration is available where a student experiences a temporary illness, injury or other unforeseen event immediately before or during an exam or assessment that significantly affects their performance. It is intended to address disruption at the time of the assessment itself and can only be awarded where a student was fully prepared for the assessment.

Special consideration does not apply to wider disruption to a student’s learning, including disruption caused by teacher absence or strike action. As the independent regulator of exams and assessments, Ofqual’s legal framework is clear that qualifications must reflect what students know, understand and can do at the time of their assessment.

Throughout any strike action, schools and colleges should take the necessary steps to ensure that students are supported and prepared for their exams, this may include prioritising school places for exam year students or offering catch up lessons and additional revision sessions.

The government recognises the importance of collaboration on the safe and effective use of artificial intelligence (AI) in education. In January 2026, the UK hosted an international ministerial summit on generative AI in education, bringing together education leaders from across the globe to build the global consensus on safe, effective and human-centred AI for education.

As education is a devolved matter, there are no plans to formalise UK-wide regulation for AI in education, however, the department holds regular meetings with the devolved administrations to share effective practice and policy developments, and to ensure alignment.

The majority of GCSE and A level assessments are exams, taken under close staff supervision, with no access to the internet or AI tools.

Existing rules already prohibit candidates from bringing unauthorised electronic devices, including mobile phones, smart watches and smart glasses, into exam rooms. The Joint Council for Qualifications guidance highlights the regulations that apply in relation to AI use in assessments, and provides guidance to help teachers and assessors in centres. The guidance is available on the website of the Joint Council for Qualifications.

Ofqual, as the independent qualifications regulator, is working with awarding organisations to strengthen arrangements for identifying and preventing technology-enabled malpractice. Ofqual’s policy paper on the use of AI is available at GOV.UK