Ofsted confirmation of changes to short inspections – Friday 8 December 2017

This week Ofsted confirmed changes to short inspections, the Government’s new Careers Strategy was launched, the green paper on children and young people’s mental health provision was published and consultations on eligibility for the free early years entitlement for 2 year olds under Universal Credit and Early Education and Childcare Workforce Level 2 qualifications opened.

Ofsted confirms changes to short inspections following consultation
Ofsted will go ahead with plans to change the way it carries out short inspections of good-rated schools from next month. Under the new plans inspectors will continue to convert short inspections into full inspections, usually within 48 hours, if they have serious concerns about safeguarding, behaviour or the quality of education provided.

However, if there are no “significant issues” with safeguarding or behaviour, but inspectors have concerns about the quality of education, leadership or management, instead of converting the inspection Ofsted will publish a letter outlining areas for improvement.  A full inspection will then take place within one to two years, to give the school time to address weaknesses. In the meantime, Ofsted’s letter will make it clear that the school’s overall rating has not changed.

If inspectors believe a school is moving towards an outstanding judgement, Ofsted will publish a letter confirming the school is still good and setting out how it can improve. A full inspection will then take place in one to two years, but these schools can apply for an early inspection.

Ofsted ran its consultation after receiving feedback that short inspections that immediately convert to full inspections were challenging for schools and inspectors.

New national Careers Strategy
Earlier this week the Skills Minister Anne Milton launched the long-awaited Careers Strategy which sets out how the Government intends to improve careers advice and guidance across the education system. With detailed plans to the end of 2020 the key actions by September next year are as follows:

By January 2018

  • Schools and colleges should use the Gatsby Benchmarks to improve careers provision, as set out in new statutory guidance.
  • Schools must give providers of technical education and apprenticeships the opportunity to talk to all pupils.
  • Ofsted must comment in college inspection reports on the careers guidance provided to young people.

By September 2018

  • The Careers Employment Company (CEC) will launch a new investment fund of £5 million to support the most disadvantaged pupils.
  • Schools and colleges are expected to publish details of their careers programme for young people and their parents.
  • Job specification and standards for Careers Leaders developed and started to be used by schools and colleges.
  • A named Careers Leader should lead the careers programme in every school and college.
  • The CEC will begin to take on a broader role across all the Gatsby Benchmarks.
  • 20 “careers hubs” will be funded by Government and supported by a coordinator from the CEC.
  • Government sponsors two UK Career Development Awards for 2018.

Children and Young People’s Mental Health Provision Green Paper
The Government is asking people for their views on a green paper setting out measures to improve mental health support for children and young people. The proposals include:

  • every school and college encouraged to appoint a designated lead for mental health;
  • creating a new mental health workforce of community-based mental health support teams;
  • a new 4-week waiting time for NHS children and young people’s mental health services to be piloted in some areas.

Consultation on eligibility for the free early years entitlement for two-year-olds under Universal Credit 
On Monday the Government launched a consultation inviting views on its proposed approach to setting eligibility for the free early education entitlement for two-year-olds under Universal Credit.  The consultation seeks views on the level at which to set a net earned income threshold under Universal Credit and explains the general principles the Government has taken into account in considering changes to the eligibility criteria in light of the introduction of Universal Credit and its plans for communicating these changes to parents, early years providers and local authorities, and the steps it will take to support their implementation.

Early education and childcare workforce level 2 qualifications consultation
The Government has also launched a 12 week consultation seeking views on the proposed early years assistant (level 2) criteria and their suitability for qualifications in early education and childcare.

£45m boost for young people with SEND – Friday 1 December 2017

This week I report on additional funding to help embed SEND reforms, a report indicating parental engagement could improve pupil progress and publication of a new Ofsted report suggesting reading should be central to the reception curriculum.

Government pledges £45 million to ‘fully embed’ SEND reforms
The Government has announced an extra £29 million for councils “to continue pressing ahead with implementation of the reforms to the SEND system.” A further £9.7 million will go on setting up “internship forums”, which will aim to create work placements for young people with SEND so they can move into paid work. The funding could also be used to train job coaches, said the Government’s release. Finally, £4.6 million will go towards parent-carer forums, which aim to give parents a voice in the processes involving children with SEND.

However, there was concern from Ofsted and the Care Quality Commission back in October that pupils categorised as needing “SEN support” were getting a worse deal than those with a full Education, Health and Care Plan (EHCP). The summary report on local area inspections concluded that these children are more likely to have their needs overlooked, be excluded, and achieve less well than those with a legally binding EHCP.

Parental engagement ‘improves pupil progress’
A Sutton Trust report has found training staff to aid parents of disadvantaged pupils in getting involved with their education helps improve children’s progress. Results of a trial with 18 schools, where parents were provided with resources, showed a “boost to academic progress” in most schools.

Publication of a new Ofsted early years curriculum report called Bold Beginnings
Yesterday, a new report was published by Ofsted indicating a third of five year olds do not have the essential knowledge and understanding they need following their first year at school.  They say the picture for children from poorer homes is worse, with nearly half failing to gain necessary skills.

It recommends headteachers put reading at the heart of the reception curriculum, focus on developing children’s spoken language and teaching them to read using systematic synthetic phonics.  Ofsted is also recommending that the Department for Education:

  • reviews the Early Years Foundation Stage to make sure that it provides sufficient clarity for the effective teaching of reading, writing and numbers
  • streamlines the EYFSP in order to reduce teachers’ workload
  • raises the profile of early mathematics teaching, and makes a similar investment to that made in teaching phonics

The impact of this week’s budget on the Education sector – Friday 24 November 2017

This week I report on the impact of this week’s budget on the Education sector, the National Schools Commissioner’s view that schools can join academy trusts as Associate members and the new requirement for schools to give education and training providers the opportunity to talk to pupils in Years 8-13 about technical qualifications and apprenticeships.

Impact of the budget 2017 on the Education sector
In this week’s budget the Chancellor, Philip Hammond, announced a series of measures aimed at getting Britain fit for a science and technology-based future. He said that schools would benefit from:

  • an expansion of the Teaching for Mastery Maths programme to a further 3,000 schools;
  • an additional £40 million to train maths teachers across the country, delivered through new Further Education Centres of Excellence;
  • the introduction of a £600 “maths premium” for schools, for every additional pupil who takes A level or core maths. With more than £80 million available initially there is no cap on numbers, according to the Treasury;
  • an invitation of proposals for new maths schools across England, with £350,000 available for each one set up from a fund of £18 million;
  • an £8.5 million pilot that will test innovative approaches to improve GCSE maths resit outcomes;
  • the trial of a £1,000 teacher development premium for teachers working in “areas that have fallen behind”, with £42 million of initial funding to pay for continuing professional development opportunities;
  • a guarantee that every secondary school pupil can study computing, ensured by trebling the number of trained computer science teachers to 12,000 and the setting up of a new National Centre for Computing;
  • £20 million to support the roll out of the new technical vocational training, or T-levels. T-levels will allow 16 to 19-year-olds to study across 15 sectors in subjects like hair and beauty or construction.

‘Associate member’ option in joining trusts
At a training event held by the Church of England on Wednesday, the national Schools Commissioner, Sir David Carter, said that schools can join academy trusts as “associate members”. Such an arrangement means a school can access shared resources and leadership upon joining an academy trust, without legally transferring into it.

In some cases, the school will pay into the trust’s central funds via a “top-slicing” arrangement, where a fee is taken for each pupil in the school. However, in other cases the membership may be free, especially where the school is able to offer training support to others in the trust. In both instances, the school retains the right to leave the academy trust if the arrangement is unsatisfactory.

“The arrangement could last for something like two years, on the basis that once the time is up school and trust leaders will know if it is the right thing for them and are likely to sign up,” Sir David said.

New technical education provider talks requirement
The DfE has announced that from 2 January 2018, all maintained schools and academies will be required to give education and training providers the opportunity to talk to pupils in years 8-13 about approved technical qualifications and apprenticeships.

Schools must publish a policy statement outlining how providers can access the school, the rules for granting and refusing access and what providers can expect once granted access. Schools must also have “clear arrangements in place” to ensure that all pupils have opportunities to hear from providers of post-14, post-16 and post-18 options at, and leading up to, important transition points.

 

50,000 extra pupils eligible for free school meals under new Government proposals – Friday 17 November 2017

This week I report on the Government’s consultation on a new earnings threshold for pupils eligible for free school meals, the announcement of the coasting schools measure for 2017, new health eating guidance for the early years sector and new KS3 and 4 lesson plans on surviving terror attacks.

An ‘extra 50,000 pupils’ eligible for free school meals under new Government proposals
The Government estimates an extra 50,000 pupils will receive free school meals under proposals for a new earnings threshold put out for consultation yesterday.  Under the proposals, developed in response to the roll-out of the new benefits system, pupils from universal credit-claiming households with incomes of up to £24,000 will be eligible for free school meals. This is higher than the £16,200 earnings threshold that currently entitles pupils to free meals.

Universal credit is currently being rolled out in some areas of the country, replacing several different benefits that currently dictate which pupils can claim free school meals. This also affects schools’ pupil premium funding, which is based on free school meals’ claimant numbers.

2017 ‘coasting schools’ threshold announced
The Department for Education (DfE) has announced the 2017 threshold for the ‘coasting schools’ measure, which is the same as it was in 2016. The coasting measure looks at a school’s performance over 3 years, so for schools to be classed as ‘coasting’ they will need to fall below the thresholds for 2017, 2016 and 2015.

Schools defined as coasting by the Government can be targeted for intervention. For local authority maintained schools, this could include forced transfer to an academy sponsor, while coasting academies could face being re-brokered to a new sponsor.

Healthy eating guidance published for the early years sector
The DfE, together with the Department of Health and Public Health England, has published new example menus and recipes to support early years providers with planning healthy meals for children, and to help them meet the EYFS framework welfare requirements.

New lesson plans on surviving terror attacks
Advice for pupils on how to survive terrorist gun and knife attacks is to be made available to schools across the country for the first time. Lesson plans for Key Stage 3 and 4 pupils have been produced by the National Counter Terrorism Security Office (NaCTSO) and the PSHE Association, and are backed by the Department for Education.

The materials are an extension of the government’s Run, Hide, Tell campaign and address the threat of terrorist attacks in crowded places. A separate lesson plan has been devised by St John Ambulance. Called TREAT, it aims to teach pupils life-saving first-aid techniques to use if they need to help someone who has been stabbed or shot.

 

 

Study finds lesson observations made no difference to pupils’ GCSE results – Friday 10 November 2017

This week I report on the results of a study that found a structured lesson observation programme made no difference to pupils’ GCSE Maths and English results, the publication of the STA’s report on cases of maladministration of the SATs in 2016, data from NASEN indicating more children with SEN are being pushed out of mainstream schools into special schools and the launch of KS3 and KS4 resources to support PSHE delivery around health and wellbeing in schools.

New research casts doubt on impact of teacher peer observations
A new study has found that a structured lesson observation programme, aimed at helping teachers learn from each other, made no difference to pupils’ GCSE Maths and English results.

The Education Endowment Foundation (EEF) funded an evaluation of the University of Bristol’s Teacher Observation intervention following a US study which had found that structured lesson observation led to gains in student and teacher performance. The study was conducted in 82 English secondary schools over two years with one group of teachers asked to carry out at least 3 (recommended to carry out 6) observations per year and the other group asked to carry out at least 4 (recommended to carry out 12) observations per year.

The programme, evaluated by the National Foundation for Educational Research, found no impact on English and Maths GCSE scores and also pointed out that many teachers failed to complete the recommended number of observations. In the US where an impact had been seen, lesson observation was linked with professional development, outside observers and annual performance bonuses, none of which were used in the English trial.

Government investigated 524 cases of SAT maladministration in 2016
The Standards and Testing Agency’s latest report into maladministration in the 2016 primary SATs exams confirmed they had investigated 524 cases in total. Investigations into the maladministration of Key Stage 1 tests increased by more than 50% while 65 sets of Key Stage 2 exam results were either annulled or amended.

The term “maladministration” refers to any act that could jeopardise the “integrity, security or confidentiality” of the tests and lead to results that “do not reflect the unaided abilities and achievements of pupils”. This includes incorrectly opening test papers, cheating pupils, or test administrators offering too much help to children. It can also refer to changes made to test scripts by someone other than the pupil, or the inflation or deflation of teacher assessment judgements.

It’s not possible to say how many schools are affected, as one school can have multiple exams annulled or amended. Half of the 524 cases were based on schools reporting themselves to the STA, in 18% of cases the Council reported the problem and 14% were reported anonymously.

New data shows SEND pupils ‘pushed out’ of mainstream schools
Data published by the National Association of Special Educational Needs (NASEN) has revealed that more pupils with statements of special educational needs or education health and care plans (EHCPs) are being “pushed out” of mainstream schools into special schools.

The charity’s analysis of Government statistics also showed that there had been increased pressure on special needs schools to take on more pupils over the past decade. The proportion of pupils with statements or EHCPs in special schools rose from 36% in 2007 to 44% this year. Other pupils in these schools need SEN support but don’t have a formalised statement.

Public Health England launches ‘Rise Above’ lesson plans for support in PSHE
This week Public Health England launched a series of lessons plans which are designed to support PSHE delivery around health and wellbeing in schools in KS3 and KS4. With topics including cyberbullying, exam stress and body image in a digital world there are a range of activities with accompanying films/videos that teachers can use.

 

 

Consultation on ‘Working Together to Safeguard Children’ – Friday 3 November 2017

This week I report on the launch of the consultation on changes to statutory guidance on safeguarding and promoting the welfare of children, new pilot programmes on promoting flexible working for teachers and the opening of the Institute for Teaching which will provide bespoke training programmes for teachers.

Working Together to Safeguarding Children
The DfE has released a consultation on changes to the statutory guidance ‘Working Together to Safeguard Children’ and new related regulations.

The consultation, seeks views on significant revisions to the guidance, which sets out what is expected of organisations, individually and jointly, to safeguard and promote the welfare of children. These revisions are being made largely to reflect the legislative changes introduced through the Children and Social Work Act 2017.

DfE pledges new flexible working support
Earlier this week the Education Secretary brought together leading figures from the education sector and the world of business at the first Flexible Working in Schools Summit. She announced new pilot programmes looking at employing teachers flexibly and coaching schemes for women who work in education.

The Government is also publishing a new ‘myth buster’ to help school leaders with questions on recruiting for positions with flexible hours.

Opening of the Institute for Teaching
Yesterday, the Education Secretary opened the Institute for Teaching which has received Government funding to set up bespoke training programmes for teachers at all stage of their careers.

The Institute will operate mainly in the North and central England, including in the Education Secretary’s Opportunity Areas which have been identified as social mobility ‘cold spots’.  The first eight projects to benefit from the fund have now been announced and include programmes focused on leadership, managing challenging pupil behaviour, improving the quality of teaching and phonics.

EYFS development levels improve nationally – 21 October 2017

This week I report on the 2017 EYFS results, updated guidance on Year 7 literacy and numeracy catch up premium funding, new model private notices and the latest data on pupil absence rates.

Improvement in EYFS development levels
On Thursday the DfE published the 2017 Early Years Foundation Stage (EYFS) profile results. The results show an increase in the percentage of children achieving “a good level of development” and a decreasing gender gap that continues to see girls outperform boys overall, but with boys improving at a faster rate.

70.7% of pupils met the department’s definition of  a good level of development based on achieving expected levels within communication and language, physical development, personal, social and emotional development, literacy and mathematics. While 69% of pupils, an increase of 1.7% when compared to 2016, achieved at least expected in all 17 learning goals, which are the knowledge, skills and understanding pupils are expected to have by the end of the academic year in which they turn five.

Year 7 literacy and numeracy catch-up premium funding and guidance
On Tuesday the DfE updated its guidance on strategies schools can use to spend the Year 7 literacy and numeracy catch-up premium effectively. The funding is provided to support those Year 7 pupils that didn’t achieve the expected standard in reading or maths at the end of Key Stage 2,

The DfE also confirmed that this year schools will receive the same amount of Year 7 catch-up premium funding as they received in 2016-17 (with some variation based on difference in cohort size). Like the pupil premium, Governors should ensure that they receive information on how the funding is spent and that the report is published on the school’s website.

New model privacy notices issued by the DfE
Late last week the DfE released updated model privacy notices for schools and local authorities to issue to staff, parents and pupils about the collection of data. The documents let relevant stakeholders know how schools process data and how personal data about themselves can be accessed.

The model privacy notices were updated to help schools comply with the new General Data Protection Regulations (GDPR) which as you are all aware comes into force on 25 May 2018. Schools need to ensure compliance with the GDPR or risk substantial financial penalties from the Information Commissioners Office (ICO).

Further information is available on the ICO’s website and there is a free webinar on how to implement the GDPR in schools available on the Browne Jacobson website. As you are also aware the LA is offering a new SLA which you can access via the LA’s SLA online portal .

DfE latest data release on pupil absence rates
The DfE has published the latest data on pupil absence rates in England, covering the period Autumn 2016 to Autumn 2017. Key findings from the data are:

  • overall absence rates are relatively stable, increasing by 0.1% between 2015/16 and 2016/17
  • the number of unauthorised absences has risen by 0.2%, partly “due to increased levels of unauthorised family holiday and other unauthorised absence”
  • the number of persistently absent children has risen by 0.1%
  • as in previous years, the most common reason for absence was illness (60.1% of all absences)

 

Provisional 2017 KS4 data published – Friday 13 October 2017

This week I report on the release of the provisional secondary school data for 2017, the publication of the Government’s Race Disparity Audit and what it tells us about education attainment and new non statutory guidance on the storage and disposal of hazardous chemicals in schools.

Provisional Key Stage 4 data and updated information guides
The DfE has released provisional secondary school data for 2017 and published provisional performance tables. It has also updated the accompanying guidance documents outlining how the accountability measures have been calculated in 2017, as well as providing more information about recently announced reforms that will apply to accountability measures in 2018 and 2019.

Publication of Government’s Race Disparity audit
The Prime Minister launched the ‘Ethnicity Facts and Figures’ website on Tuesday and the summary findings from the website were published examining how people of different backgrounds are treated across areas including health, education, employment and the criminal justice system.

In relation to education attainment data shows there are disparities in primary school which increase in secondary school, with Chinese and Asian pupils tending to perform well and White and Black pupils doing less well, particularly those eligible for free school meals.  Alongside publication of the report, the Government launched a programme of work to tackle some of the disparities identified in the audit. The DfE will take forward an external review to improve practice in exclusions. This will share best practice nationwide, and focus on the experiences of those groups who are disproportionately likely to be excluded.

Guidance on storing and disposing of hazardous chemicals in schools
This week the DfE published new non-statutory guidance providing practical advice for teachers, technicians and other members of staff involved in the delivery of practical science, including the purchase, storage and disposal of hazardous chemicals.  It is a useful document for school governing bodies.

 

Education Secretary outlines plans to provide opportunity for all – Friday 6 October 2017

This week I report on the Education Secretary’s plans to provide opportunity for all and ensure the country has the skills needed for a post-Brexit economy, provide a summary of the education highlights from the Conservative and Labour Party conferences and information on a new Mental Health Award for schools.

Measures to provide opportunity for all and build the skills needed for our economy
The Education Secretary Justine Greening has announced a series of measures to “provide opportunity for all and ensure we are building the skills needed to secure the nation’s prosperity”.

  • Additional support for University students – raising the earning threshold for student loan repayments from £21,000 to £25,000 and freezing tuition fees for 2018/19 at their current rate.
  • Getting great teachers in schools that need them the most – piloting a new student loan reimbursement programme for science and Modern Foreign Language (MFL) teachers targeted in the areas of the country that needs them most. Piloting new style bursaries in maths with upfront payments of £20k and early retention payments of £5k in the 3rd and 5th year of a teacher’s career. £30 million investment in tailored support for schools that struggle the most with recruitment and retention. Supporting trainer providers (including Multi Academy Trusts) with Northern Powerhouse funding to expand their reach in to challenging areas in the North that don’t currently have enough provision
  • Tackling inequality and boosting opportunity across the country – tackling the attainment gap between disadvantaged pupils and their peers through a new national network of English hubs across the country with a specific focus on improving early language and literacy.  £6 million further investment to expand Maths Hubs to more challenging areas. The latest round of the £140 million Strategic School Improvement Fund to include a new focus on boosting literacy and numeracy skills in Reception year.  £5 million investment to trial evidence-based home learning environment (HLE) support programmes in the North of England which focus on early language and literacy.
  • Plans to transform alternative provision – working with school leaders, parents and local authorities to ensure it’s fit for purpose and ensures every child has access to good education, regardless of their background or their ability.
  • Building the next generation of skills needed for the economy to thrive in a modern, post-Brexit economy – diversifying the training and quality of qualifications on offer and ensuring the country remains at the forefront of higher education.

Education highlights from the Conservative and Labour Party Conferences 
On Wednesday, the Prime Minister addressing her party conference in Manchester, promised to continue the free schools programme and highlighted her concerns about the north-south divide in education. She reiterated the pledge to build 100 new free schools every year this Parliament.

Last week the Labour Party held their annual conference in Brighton with the Shadow Education Secretary Angela Rayner setting out the principles of a National Education Service – a cradle to the grave system that will set out the education that people can expect throughout their lives. Priorities included free high quality childcare for every 2 to 4-year-old, the implementation of a fairer funding formula, an end to the public sector pay cap, bringing back national standards for Teaching Assistants and support staff and investing £8bn in new school buildings and providing £13bn for existing school estates.

Ms Rayner did not elaborate on Labour’s plans for the free school system, nor did she provide any clarity on where the money would be found to fund the proposals.

New kitemark to show schools taking mental health ‘seriously’
Leeds Beckett University’s Carnegie Centre of Excellence for Mental Health in Schools has launched an award scheme to help schools show they are “taking issues of mental health and wellbeing seriously”.

The award aims to improve pupil and staff self-confidence, resilience and mental health. Improve pupil outcomes.  Create a culture of awareness of mental health, tolerance and acceptance, helping to reduce behavioural problems and promotes positive mental health strategies.

The award takes a whole school approach and covers eight key areas, each with a series of statements that the school will use to self-evaluate their current practice.  The school will work with associates from the centre who will help them to ensure that they meet a set of criteria through the development of a portfolio of evidence. The evidence will be verified against the three levels of bronze, silver and gold.  The cost of the award is £350 and it’s valid for 3 years.

 

Ofsted consultation on short term inspections – Friday 29 September 2017

This week I report on Ofsted’s consultation on short inspections, the publication of its new 5 year corporate strategy and re-examination of the validity of its lesson observations; the publication of KS1 and Phonics Screening Check data and Governors responsibilities under the new General Data Protection Regulation.

Ofsted consults on short term inspections and publishes its new 5 year corporate strategy
Ofsted has launched a second consultation on short inspections which is “aimed at bringing greater clarity” to the process. Currently, during a short inspection, the lead inspector can call for a full inspection where they feel a school may not retain its ‘good’ rating, or where it could improve to ‘outstanding’ – the full inspection is normally conducted within 48 hours.  The proposals set out in the new consultation are that:

  • where short inspections pick up serious concerns, they will continue to convert to full inspections within 48 hours.
  • where, following a short inspection, inspectors are not confident that the school remains ‘good’ but “the standard of education remains acceptable, and there are no concerns about safeguarding or behaviour”, the inspection will not convert. The school will receive a letter setting out the inspection findings and a full inspection will take place within 1 to 2 years. It will remain a ‘good’ school.
  • where, following a short inspection, inspectors believe the school may be ‘outstanding’, the inspection will not convert. As above, the inspection findings will be set out in a letter, the school will remain ‘good’, and a full inspection will take place within 1 to 2 years.

Ofsted is also bringing back its “state-of-the-nation” reports and will inspect more ‘outstanding’ schools, according to a new corporate strategy released today on its 25th anniversary. In its new five year corporate strategy that will run until 2022, the inspectorate says it will publish more “national survey reports and research” that “aggregate the insights from inspections”.

Ofsted is looking to re-examine the validity of its lesson observations and is holding an international seminar at the start of November, bringing together experts in lesson observation from around the world. Ofsted will then look at the different systems being used, and debate which is the most valid, and how it might incorporate these systems into what it does.

Publication of Key Stage 1 and Phonics Screening Check data
Figures published yesterday indicated that 81% of pupils had met the expected standard at the end of Year 1 in 2017 – up from 58% in 2012. Those who did not reach the standard in Year 1 took the Phonics Check again in Year 2, with 92% of seven year olds then reaching the standard.

Alongside the results of the Phonics Screening Check, the DfE also published national data for Key Stage 1 (KS1), showing that the proportion of 7 year olds reaching the expected standard has increased across reading, writing and maths. This year, 76% of pupils reached the KS1 expected standard in reading, 68% of pupils in writing and 75% of pupils in maths.

Impact of the General Data Protection Regulation
From 25 May 2018, the Data Protection Act 1998 (DPA) will be replaced by the new more stringent General Data Protection Regulation (GDPR). All governing bodies need to be aware of their obligations under the new regulation and will be required to show compliance with the GDPR. The key changes introduced by the GDPR include the following:

  • It will be mandatory for schools to appoint a designated Data Protection Officer.
  • Non-compliance will see tough penalties; school will face fines of up to £20 million or 4% of their turnover.
  • It is the school’s responsibility to ensure 3rd parties (i.e. catering services, software providers etc) that process data for them also comply with GDPR.

The GDPR is intended to strengthen and unify the safety and security of all data held by all types of organisations. The Information Commissioner’s Office has published a 12-step checklist to help prepare for the changes. In addition, the Local Authority’s Information Governance Team has introduced a Service Level Agreement that schools can purchase to assist them in implementing GDPR.