In contrast to the UK's VAT on school fees policy, Malta’s Labour government announced in its Budget last October that it would increase tax credits for parents of independent school pupils. The country's Treasury decided to triple income tax deductions for independent sector parents, recognising the savings they provide to the state by not occupying government-funded school places. The move means independent sector parents are now entitled to tax credits that lower their taxable income, with discounts up to €3,500 (£2,894) for each child in nursery, €4,600 (£3,803) for primary school, and €6,500 (£5,374) for secondary school. The Telegraph speaks to staff at St Edward’s College in Malta, where Nollaig Mac an Bhaird says: "Taxing education is a strange situation, it’s an odd idea for us." Having worked in international schools for more than 40 years, the school's headmaster says he is struck by Malta’s approach to education and the cohesion between state and independent schools. By Pieter Snepvangers. 

The Non-Domestic Rates (Multipliers and Private Schools) Bill was debated yesterday in Committee in the House of Lords. The bill would remove charitable rates relief from eligible independent schools, except those with 50 per cent or more pupils funded by an education, health and care plan (EHCP). Approximately 30 amendments were tabled highlighting a wide range of issues – including special educational needs and disabilities (SEND) education, faith schooling, military families, low-cost schools, bursary provision, and specialist arts and drama teaching. 

During the debate, Lord Lexden, president of the Independent Schools Association (ISA), sought an amendment to replace “private school” with “independent school”, explaining that the latter is used more commonly in legislation. Conservative peer Baroness Barran called for an impact assessment on the loss of independent school facilities shared with state schools and an annual report on how many pupils have been forced into the state system due to tax changes. She also highlighted concerns that these policies could harm independent schools and increase pressure on already full state schools in some areas. The debate can be read in full at Hansard.

In a letter to The Times, principal of Stamford School Mark Steed says that while the reduction in the foreign aid budget "may indeed contribute to the demise of the UK’s soft power in the new world order", the UK's education system "continues to provide a ray of hope for the future". Mr Steed points to research from Jisc that shows the UK has educated more world leaders than any other country, and concludes: "The government would do well to bear this in mind when considering funding options for higher education or, indeed, taxing UK boarding schools." The letter appears above halfway.

More young people were not in work, education or training at the end of 2024 than at any point in the past 11 years, according to the latest figures from the Office for National Statistics (ONS). The data shows that between October and December last year, 987,000 16-24-year-olds were not in work, education, or training, which is 13.4 per cent, or almost one out of every seven people in that age range. Young men are more likely than young women to not be in education, employment or training, according to the latest ONS estimates. By Elaine Dunkley and Kate McGough, BBC News. 

New research has revealed that parents overwhelmingly support banning phones in schools, believing it to be the most effective way to improve classroom behaviour. A poll by Public First, shared with The Times, shows that most teachers deal with phone-related disruptions at least five times a week. According to the survey, parents believe that a complete phone ban would improve behaviour more than stricter rules or smaller class sizes, with 80 per cent supporting phone-free schools. The poll also found that 72 per cent of teachers see phone use as a problem in their schools, and 48 per cent say that phone use affects at least a quarter of their classes. By Nicola Woolcock. 

Writing in Independent School Management Plus, Philip Ford explains how START, a new project-based learning scheme, is teaching final-year pupils key life and work skills. On the importance of such initiatives, Mr Ford says: "Many in education recognise the need to teach young people that failure can be positive. But what is needed is a problem-solving process that they can follow where failure is both inevitable and demonstrably necessary to learning." Philip Ford is director of innovation at The High School of Glasgow and founder of START.

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