Developing strong local partnerships is critical if the Department of Education is to achieve its objectives

As the NAO director responsible for value-for-money work on education, I've repeatedly seen how critical it is for government to get its relationship with local bodies right. Delivering better outcomes for children depends not just on national policy, but how effectively those on the front-line can translate it into practice.The Department for Education (DfE) relies on local authorities, schools, early years providers and social care services to deliver services to millions of children. It needs strong and effective partnerships to secure value for money, which requires balancing local decision making alongside assurance to Parliament.We have often commented on the nature of relationships, for example how DfE has supported local bodies to manage children's residential care, roll out increased early years provision, and plan for changes in demand for school places. Our latest report, Strengthening relations with local delivery bodies, brings together insights from many reports my team has published. While it challenges DfE to improve how it works with local partners, insights also have implications for local authorities, setting out what they should expect from central government and how they can help make these relations work to improve outcomes for the children and young people they support.A central theme is the need for a genuinely whole-system approach. This relies on collaboration, shared understanding of responsibilities and objectives, and clear roles aligned with the ability to act. Our work on special educational needs and disabilities, for example, found that parts of the system lacked the necessary levers to work effectively. Local authorities were unable to compel academies to admit children, while schools sometimes struggled to access essential healthcare support.The success of current reforms will rely on education, health and social care services—alongside schools—working in close partnership. While DfE has a role clarifying roles and priorities, collaboration depends on all partners investing in relationships and shared goals – in this case supporting children and young people. The challenge is achieving a delicate balance: government must avoid overburdening local authorities with excessive reporting requirements but should emphasise the importance of data for insight into solving front-line issues. For local authorities, this creates an opportunity: by strengthening how they evaluate their own services—understanding cost drivers, measuring impact, and generating usable insights—they can play a more influential role in shaping national policy discussions.For local authorities, this means actively engaging in these relationships and helping to shape them. Strong partnerships are not passive—they require leadership, transparency and a willingness to share and challenge.Another persistent issue is data quality and evidence. Widespread weaknesses in data on costs, outcomes and what works limit well-informed decision-making. Both national and local leaders risk operating in the dark—unable to judge whether resources are used effectively or how to improve outcomes.The challenge is achieving a delicate balance: government must avoid overburdening local authorities with excessive reporting requirements but should emphasise the importance of data for insight into solving front-line issues. For local authorities, this creates an opportunity: by strengthening how they evaluate their own services—understanding cost drivers, measuring impact, and generating usable insights—they can play a more influential role in shaping national policy discussions.Government's targeting of support and guidance for local organisations is another area of focus. As steward of the education and care systems, DfE must ensure that local bodies are equipped to make informed decisions, but support must be proportionate and focused on where risks are highest.For instance, as schools are given greater flexibility, they need access to robust evidence about what works, but we have found gaps in DfE's evidence on areas such as teacher workload and how to approach inclusive mainstream education. While it has now set out plans to help schools identify evidence-based approaches for inclusive teaching practices and cultures, its evidence base in areas such as teacher workload and wellbeing remains limited, despite these being key factors in teacher retention.Local authorities can make the most of guidance by identifying gaps in their own skills and capabilities, and by seeking greater clarity where needed. Equally, they can contribute to the wider evidence base by sharing insights from their own experience.Ultimately, improving relationships between central and local government is fundamental to delivering consistent, high-quality services. Open and honest conversations, about what works and how partnerships can be strengthened, will be essential.If these relationships are right, central and local government can create the conditions for better decisions, more effective use of resources, and, most importantly, improved outcomes for the millions of children who rely on these services. Emma Willson, NAO director

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CHILDREN AND YOUNG PEOPLE

Developing strong local partnerships is critical if the Department of Education is to achieve its objectives

By Emma Willson | 08 June 2026

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