This week I report on the long awaited publication of two new governance guides (one for maintained schools and one for academies) which have replaced the Governance Handbook, the outcome of the Spring budget and Ofsted’s publication of a subject report on the quality of English in primary and secondary schools in England.

New Governance Guides
Yesterday the DfE published two new governance guides (one for maintained schools and one for academies) replacing the Governance Handbook that was last updated in 2020. The documents are an essential reference guide to the roles and duties of governing bodies. There are no new requirements, so you don’t need to do anything right now, except to be aware of, and able to access, the right guide for your school setting.

Spring Budget 2024
On Wednesday the Chancellor delivered the Spring Budget confirming that Education sector is set to receive £81.9 billion in funding by the end of the 2023/24 financial year. For 2024/25 funding is planned to rise to £84.9 billion, an increase of £3 billion.

£105 million in funding will be committed to building 15 new special free schools, creating over 2,000 additional places for children with SEND in England and the location of these schools will be confirmed in May 2024. The Government also confirmed the location of 20 Alternative Provision free schools and that it is introducing two new data pilots to drive high quality AI in education.

Ofsted releases a Subject report series on English
Ofsted has released a subject report on the quality of English in primary and secondary schools in England. This report evaluates the common strengths and weaknesses of English that Ofsted has recognised in schools.

This week I report on the publication of statutory Attendance guidance, guidance for schools ahead of the launch of the wraparound childcare programme, non-statutory guidance on the use of mobile phones and the announcement of the delay of the Reception Baseline Assessment changes.

DfE publishes statutory Attendance guidance
The DfE has published updated ‘Working together to improve school attendance’ guidance this week which will become mandatory from September. Changes include expectations on supporting pupils with mental health or physical ill health, new fine rates, absence thresholds at which penalties must be considered, requirements to share daily data and new absence codes.

DfE Guidance: Responding to requests for wraparound childcare
The DfE has published ‘Responding to requests for wraparound childcare’ guidance for schools ahead of the launch of the wraparound childcare programme. The guidance is designed to support schools to understand how to respond to requests from parents, carers and providers, in relation to the national wraparound childcare programme.

The guidance includes the responsibilities of the Governing body in relation to considering whether to establish wraparound childcare on school sites. It also emphasises that if wraparound childcare is set up using the powers afforded to governors, the Governing body holds responsibility for the provision, even where decision-making is delegated to others.
Governors are encouraged to read the guidance alongside the Wraparound guidance for schools.

New non-statutory mobile phone guidance
The DfE has released new non-statutory guidance that explains ways to develop, implement and maintain a policy that prohibits the use of mobile phones in schools. The Government has stated that this guidance is part of a plan to “minimise disruption and improve behaviour in classrooms”, and that many schools already have mobile phone bans in place.

Reception Baseline Assessment (RBA) changes delayed to 2025
The DfE confirmed yesterday that previously announced changes to the RBA have been delayed by a year, taking effect from September 2025 rather than September 2024. The changes would see children answering questions on touchscreen devices instead of worksheets.

This week I report on the publication of updated non statutory guidance on flexible working, the announcement of a new apprenticeship route into teaching of Maths for non-graduates and publication of an EPI report suggesting the DfE sets Gatsby-style benchmarks for extracurricular activities.

Updated non-statutory guidance on flexible working
A revised version of this non statutory guidance has been published with an updated definition of flexible working and a broader range of arrangements. It will be updated again in April to align with the new flexible working law when it comes into force.

New apprenticeship route into teaching for non-graduates will launch in 2025
The DfE will begin recruiting for a pilot of 150 maths trainees in the autumn, with training beginning next September.

Since the advent of the apprenticeship levy in 2017, schools, trusts and councils have struggled to find ways to spend the money they pay in. Because teachers make up such a large proportion of schools’ workforces, the lack of an undergraduate route leaves leaders with few options. A one-year postgraduate route was created in 2018 but requires an existing degree.

It is hoped this new apprenticeship will provide a route for teaching assistants to become teachers with trainees getting a degree at level 6 and qualified teacher status on completion. Apprentices would spend around 40% of their time studying and the rest of the time in the classroom. It is not yet clear whether they will need to be supervised when teaching classes. The pilot will only include government funding for the training of one cohort and after that schools will have to use levy funding.

EPI suggests Gatsby-style benchmarks for extracurricular activities
The Education Policy Institute (EPI) has published a report this week that suggests the DfE should set non statutory benchmarks for extracurricular activities, similar to those for careers advice, that would set the expected standard for provision that was accessible and appealing to a broad range of students. EPI analysis found pupils who attended clubs had a higher probability of progressing to higher education and being in employment than those who did not.

This week I report on the publication of new non-statutory guidance on wraparound childcare for primary schools, the announcement of a consultative ballot by the NASUWT to secure improved pay and conditions for teachers and a Schools Week report on the NHS’s pledge to provide increased child mental health support that is behind target.

New non-statutory guidance on wraparound childcare published
The Chancellor Jeremy Hunt outlined an “ambition” last year for primary schools to provide wraparound childcare, with £289 million funding to implement the scheme. The DfE has published new non-statutory guidance which explains the role of schools and academy trusts in supporting parents to access wraparound childcare. It provides guidance to help schools offer new or expanded wraparound childcare, with support from the national wraparound childcare programme.

NASUWT announces plans for a consultative ballot
The NASUWT has joined the National Education Union in announcing that it will hold a consultative ballot over the coming weeks as part of its campaign, up to and including industrial action, to secure improved pay and conditions for teachers. The two votes come amid increasing tension between government and unions over next year’s pay deal.

Child mental health support pledge looks in doubt
Today Schools Week reports on a flagship pledge to get more youngsters access to mental health services which is behind schedule and looks set to be missed unless rates are quickly increased.

The NHS’s 2019 long-term plan promised that by March this year, at least an additional 345,000 children and young people up to age 25 could access support through either NHS funded mental health services or new school mental health support teams. However, a presentation by NHS bosses, seen by Schools Week, shows only about 234,000 extra children were getting support in October, a gap of 111,000. The news comes in the same week that analysis found a 50% rise in the number of children being referred to emergency mental healthcare services in just three years. Both issues are heaping more pressure on schools, which are feeling the impact of stretched wider services.

This week I report on the announcement of the new teacher training framework, publication of an Ofsted report calling for reform to alternative provision and the DfE’s decision to continue with the current Ebacc average point score as the headline EBacc attainment measure.

New teacher training framework
The DfE will be replacing the Initial Teacher Training Core Content Framework (CCF) and Early Career Framework (ECF) with a combined initial teacher training and early career framework (ITTECF) from September 2025 in order to reduce unnecessary repetition. This is one of the changes and improvements announced by the DfE following its review of the ECF and CCF.

Other changes include the development of enhanced subject-specific materials by training providers, increased content for trainees on how to support pupils with SEND, and changes to reduce the workload for mentors.

New Ofsted report calls for urgent reform to alternative provision (AP)
A joint report from Ofsted and the Care Quality Commission (CQC), finds that the lack of national standards and clarity around who is responsible for AP commissioning and oversight is leading to inconsistent outcomes for children and young people. A series of recommendations are set out in the report to help children while attending AP and after they leave the education system.

DfE pauses plans to make changes to the headline EBacc attainment measure
In September 2023, the DfE announced its intent to “move to a headline EBacc attainment measure that incentivises full EBacc”, with its approach to be confirmed in early 2024. Yesterday, however, the DfE stated in an update to its ‘Secondary accountability measures’ guidance that it is “pausing this work and the current EBacc Average Point Score will remain the headline EBacc attainment measure”.

This week I report on the publication of the updated Ofsted school and early years inspection handbooks, the announcement of new government support for families with children who have SEND, the publication of a DfE report on the use of generative AI in education as well as new guidance on digital leadership and governance standards in schools together with new digital accessibility standards.

Ofsted publishes a number of changes to its frameworks and handbooks
Ofsted has made a number of changes to its school and early years inspection handbooks, including clarification in both handbooks on a range of topics including:

• Inspector conduct
• Ofsted’s role to inspect schools or settings rather than individual staff members
• Making deferrals

You can access the newly updated School inspection handbook here and the Early years inspection handbook here. A new section was also added to clarify Ofsted’s pausing policy which sets out the processes that should be followed in the event that inspectors pause an inspection or the school/responsible body requests for the inspection to be paused.

DfE announces support for families who have children with SEND
The DfE has announced that families in England who have children with SEND will soon receive further support with more short breaks, supported internship opportunities and better support for those with Down syndrome. The DfE said that this announcement will build on government reforms through the SEND and AP Improvement Plan which outlines plans to reform the SEND system.

New report on the use of generative AI in education published
On Wednesday the DfE published a report on the insights from educators, experts, quantitative data sources and grey literature on the use of generative AI in the sector. The report highlights how generative AI technology has been responded to and adopted, the impact and benefits, barriers, and support the Education sector would like to receive from the government.

New digital accessibility standards introduced
This week the DfE published new guidance on digital leadership and governance standards in schools. This covers all elements of digital technology, from physical IT assets to cyber security and digital licenses and subscriptions. It has also added new digital accessibility standards requiring schools to take steps to ensure everyone is able to access the same information and equipment, regardless of their needs and situation. The standards encourage schools to make sure that communications, hardware and software are accessible to all and to include digital accessibility in relevant strategies and policies.

This week I report on the publication of the DfE’s Workload Reduction Taskforce’s initial recommendations including the removal of performance related pay from next academic year, Ofsted’s publication of its formal response to the Prevention of Future Deaths report following the inquest into Headteacher Ruth Perry’s death and publication of the DfE’s updated digital and technology standards in schools.

Workload reduction taskforce publishes initial recommendations
As part of the Government’s ambition to reduce working hours in the education profession within three years, the DfE has announced new measures including an investment of £1.5million and a series of initial recommendations from the workload reduction taskforce. This has included confirmation that the DfE will be removing performance related pay from September 2024 and replacing it with a “less bureaucratic way” to manage performance.

The taskforce recommendations also included a proposal for the DfE to amend guidance for governors and trustees to reflect that the “core function of strategic leadership includes consideration of staff workload and wellbeing”.

Ofsted publishes formal response to the Prevention of Future Deaths report
Ofsted has published its response to the coroner’s Prevention of Future Deaths report following the inquest into headteacher Ruth Perry’s death. HMCI Sir Martyn Oliver has issued an apology and committed to ensuring inspections uphold staff welfare. Resulting actions span four areas: inspector training, policies/practices, stakeholder feedback, and learning reviews.

Digital and technology standards in schools updated
Earlier this week the DfE updated its guidelines for schools setting up and maintaining their digital infrastructure, as well as planning and using technology. New information has been added on digital leadership and governance standards, and laptop, desktop and tablet standards.

This week I highlight the updated statutory guidance Working Together to Safeguarding Children; confirmation that the new EYFS statutory framework came into effect on 4 January; that Ofsted inspections have been paused until 22 January to enable mental health awareness training to be completed and the launch of the DfE’s new campaign to improve school attendance.

Updated statutory guidance Working Together to Safeguard Children 2023
The Government has now published the revised version of the statutory guidance Working Together to Safeguard Children following consultation. Key points include:

• No statutory roles or functions have been removed
• An increased emphasis on multi-agency working
• Changes to the law have been included, for example, the Domestic Violence Act 2021
• A greater emphasis on extra-familial harms and exploitation
• Setting out what a good assessment (report) might include
• A useful annex of resources

New EYFS statutory framework in effect
As of 4 January, the DfE’s new ‘EYFS statutory framework for group and school-based providers’ came into effect. All early years providers must have regard to this updated framework.

Ofsted inspections paused to allow for inspector training
Routine school inspections are being paused until Monday 22 January to accommodate mental health awareness training for all inspectors. Ofsted’s new Chief Inspector Sir Martyn Oliver also announced the launch of the Big Listen, to begin later this term, to hear directly from parents and professionals about the strengths and weaknesses of Ofsted’s current approach to inspection and regulation.

DfE announces national campaign to improve school attendance
This week the DfE has announced that eighteen new attendance hubs across six regions are to be established, bringing the number of hubs to thirty two which will see nearly 2,000 schools supported. The government is also increasing the direct support offered to pupils and their families by expanding the attendance mentor pilot programme and a national communications campaign aimed at parents on the importance of attendance launched earlier this week.

In my final Update of 2023 I highlight publication of the DfE’s new draft non-statutory guidance on Gender questioning children which has opened for consultation, as well as the publication of subject content, aims and learning objectives for the new BSL GCSE.

Draft Gender Questioning Children non statutory guidance published
This week the DfE published its long awaited draft Gender Questioning Children guidance document for consultation. The non-statutory guidance aims to provide practical advice to schools to help them make decisions regarding children who are questioning their gender. A press release highlights why the guidance is needed and what it means for schools. Reference is made to a number of issues in the guidance including, but not limited to, responding to requests, uniform, use of pronouns, same-sex spaces, PE and the importance of including parents. The consultation closes on 12 March 2024.

New British Sign Language GCSE
The DfE has just published the subject content, aims and learning objectives for the BSL GCSE ahead of the expected approval of exam board syllabuses from September 2025. Pupils who take this GCSE will learn to communicate effectively with other signers in work, social and academic settings and possess valuable life skills.

This week I report on the publication of the updated EYFS Framework coming into force in January, the launch of an open consultation on the proposed Advanced British Standard and publication of the latest unauthorised absence figures.

EYFS statutory framework updated
The DfE has released a new version of the EYFS framework that will come into force from 4 January 2024, this follows the consultation that was held earlier in the year.

Open consultation launched for The Advanced British Standard (ABS)
The DfE has launched an open consultation seeking views on the development and approach for the ABS and how it is delivered. The consultation document sets out the proposals on the way the ABS could work and how the DfE will support the aims of the ABS. The consultation closes on 20 March 2024.

Term-time holidays drive surge in absence fines
The latest DfE data shows that the number of fines issued to parents for unauthorised pupil absence has almost doubled in the space of a year. There were 398,800 penalty notices issued in 2022/23 with 89.3% given to parents for taking pupils out of school for term-time holidays compared to 218,235 notices issued the previous year.

The use of penalty notices varies greatly by local authority, with three local authorities issuing no penalty notices while four local authorities issued more than 10,000 penalty notices each. Earlier this year the Commons Education Select Committee report on persistent absence advised that the DfE should deliver a national framework for the use of fines and prosecution. Another report into attendance published in September warned that the relationship between schools and parents was being strained by school-level attendance systems that felt “increasingly draconian to families” and that the idea of taking pupils on term-time holidays was now entirely socially acceptable across all socioeconomic groups.