This week I report on the open letter from the new Education Secretary to the education workforce alongside an invitation to join her for a live online event next week, publication of the headline data from this year’s KS2 SATs and confirmation that Sir Kevan Collins has been appointed as a new non-executive DfE Board member.

Education Secretary addresses the education workforce
The new Education Secretary, Bridget Phillipson, has published a letter addressing the education workforce to introduce herself and highlight that education will be at the heart of change under the new government. The letter also invites people to join her for a live online event on Tuesday 16 July at 4pm where she will share her vision for the sector and take questions from the participants. You can register to attend the online event using this link.

SATs 2023/24 headline facts and figures
The proportion of Y6 pupils reaching the expected standard in all three areas of reading, writing and maths has increased slightly but is still behind pre-Covid levels, according to the latest Government data. Overall, 61% of pupils taking this year’s KS2 SATs tests met the expected standard in all three areas, compared with 60% last year. This is still behind the pre-pandemic 2019 figure of 65%. Last year’s published figure was originally 59% before being revised earlier this year.

This year, the proportion of pupils reaching the expected standard in reading attainment was 74%, a slight increase from 73% last year. The proportion of pupils meeting the expected standard in writing was 72%, also up from 71% last year. the proportion of pupils reaching the expected standard in maths was 73% , which is unchanged from 2023. In grammar, punctuation and spelling (GPS), 72% of pupils met the expected standard, also unchanged since 2023. In science, 81% of pupils met the expected standard, a slight increase from 80% last year.

DfE hires Sir Kevan Collins as schools standards adviser
On Wednesday the DfE announced that Sir Kevan has been appointed as a new non-executive board member on a three-year term to provide scrutiny and advice on the government’s delivery of high and rising standards in schools. Sir Kevan was the former education recovery commissioner appointed under Boris Johnson’s government in 2021 but resigned after his plans for a national recovery effort were not supported financially by ministers.

The DfE also revealed it is restructuring to place special educational needs and disabilities (SEND) and alternative provision (AP) within its schools group in a bid to ensure it can deliver improvements to inclusion in mainstream schools.

This week the only talking point is the election result and what that could mean for the education sector as Sir Keir Starmer has pledged to “repair our public services” under a “mission of national renewal to start to rebuild our country” after Labour won a landslide victory in the general election this morning.

Labour inherits an education system beset with problems, with schools starved of funding and almost as many teachers leaving as joining the profession each year and Councils facing bankruptcy because of ballooning SEND costs.

The party will almost immediately have to make a decision on teacher pay and a decision on how much funding schools will receive from next year will likely come as part of a spending review in the autumn.

Bridget Phillipson is now set to become the next education secretary and Gillian Keegan has lost her seat in Parliament. She had served as the Education Secretary since October 2022, when she was appointed to the role by Prime Minister Rishi Sunak. She was the tenth Conservative to hold the role since 2010, and the sixth since the last election in 2019.

Given that this is the final week before the General Election there is very little to report on in terms of governance, but I have highlighted the publication of an Education Policy Institute report analysing the main parties’ manifestos regarding education.

EPI report analyses manifesto plans for education
The EPI has released a report analysing the main parties’ manifestos regarding education and topics it covers includes early years, school organisation and outcomes, funding, post-16 education and workforce. In each of these areas EPI pinpoints what each party is saying about it and what a new government should do to combat challenges.

The EPI highlights the key issues facing the education sector, with one of the main challenges being SEND support and funding. The EPI warns that “SEND support was the most pressing funding concern” and that “schools, local authorities, and some of our most vulnerable children are at risk if the current situation is not addressed.” Other challenges explored include staff recruitment and retention, support for disadvantaged pupils and under-investment in school estates.

This week I report on the success of Norham High School in this year’s Pearson National Teaching Awards, uncertainty around the September teachers’ pay deal with a potential change in government and DfE research into risks posed by older school buildings

Norham High School celebrates success as a Silver Pearson National Teaching Award winner
Outstanding teachers, support staff and leaders from across the UK’s schools and colleges have been honoured in this year’s Pearson National Teaching Awards. A total of 102 winners scooped silver awards and their names were announced to coincide with national Thank a Teacher day.

Norham High School was a winner in the Making a difference – secondary school of the year category and all the winners in each category will now be shortlisted to win one of 16 gold awards and this will be announced at a ceremony to be held later this year. Congratulations Norham!

Decision on the September teachers’ pay deal
Teaching Unions have signalled that they would give an incoming Labour government time to find its feet before expecting a decision on teachers’ pay for September. With Sir Keir Starmer’s party odds-on to win the 4 July election, teachers’ pay will be one of the first big decisions facing Bridget Phillipson, who is likely to become the Education Secretary.

Whilst the Conservative government received the recommendations of the School Teachers’ Review Body (STRB) in May, it delayed the decision when the election was called. Although inflation has recently fallen to 2%, it stood at around 4% when the STRB made its deliberations in the spring. DfE analysis suggests that schools would be able to afford a rise of 2% from their own budgets, although many leaders would say they cannot afford this.

The new government is likely to face the most pressure from the National Education Union, whose members voted at Easter to wait to hear the teachers’ pay offer for September before moving to a formal strikes ballot.

DfE to research risks posed by older school buildings
Back in May the Times Educational Supplement reported that the DfE would be conducting research to improve their understanding of future building safety risks and condition issues in the education estate, particularly in post-war buildings (constructed between 1945 and 1990).

The research will include desk-based analysis, structural surveys and qualitative research of a representative sample of post-war buildings, reflecting different construction types, material, age, and degrees of maintenance.

It is expected that the research from the project which is estimated to cost £4.8 million will include policy recommendations on mitigating future risks.

This week I report on the delay of the Government’s response to the STRB’s recommendations for teachers’ pay for next academic year and a free webinar from Governors for Schools on the Headteacher appraisal process.

Delay to teachers’ pay offer for 2024/2025
The Education Secretary, Gillian Keegan, recently stated that, due to the pre-election period of sensitivity, the Government will not publish its response to the School Teachers’ Review Body’s recommendations for teachers’ pay in 2024/2025 until after the general election on 4 July.

Governors for Schools free webinar on Headteacher appraisal: 27 June from 8-9am
In conjunction with Better Governor, Governors for Schools is running a free webinar on Thursday 27 June 2024 from 8 to 9am on the Headteacher appraisal process. The session will explore how headteacher appraisals underpin the strategic oversight offered by governors in both maintained schools and academy trusts. Participants will be provided with tools and strategies to support governors’ oversight of school effectiveness and put headteacher appraisal into the context of school improvement. Please use this link to register.

This week I report on the implications of the general election on 4 July for schools, the launch of a consultation on GCSE computer science and updated cyber-security standards for schools.

What does the general election mean for schools?
With the Prime Minister calling a general election for 4 July the Government enters the pre-election “purdah” period on Saturday where public bodies are restricted in making both announcements and decisions that could influence voting decisions.

Even if the Conservatives retain power there is no guarantee a new Tory administration would keep current plans on policy and commercial contracts.

Bodies including government departments, local authorities, quangos such as Oak National Academy, and non-ministerial departments including Ofsted are affected.

Previously, purdah has meant school funding agreements could not be signed by civil servants – impacting new free schools and academy conversions. Ofsted does not publish reports making council-wide judgments and might not release Inadequate reports in cases subject to “significant local political campaigning”.

Any decisions not made by Saturday are likely to be stuck in election limbo.

GCSE computer science consultation launched
The DfE has launched a consultation on updating the subject content for GCSE computer science to reflect advancements in technology since the publication of the current subject content in 2015. The final version of the revised content will be released in early 2025, with first teaching from 2026/2027. The consultation closes on 21 July 2024.

Cyber-security standards for schools updated
The DfE has updated the cyber-security standards in its toolkit for ‘Meeting digital and technology standards in schools and colleges’. The changes address tasks that should be completed by both the SLT and ICT support, with the DfE’s change summary stating: “Cyber security is not something that IT teams can carry out alone, it is a shared responsibility between multiple roles and teams. The new cyber security standards contain the same key information that the previous cyber security standards held, but the format of this has changed to make them more accessible to staff without cyber expertise.”

This week I highlight the publication of draft guidance on RSHE and updated guidance on what schools must or should publish online.

DfE releases draft guidance on Relationships, Sex and Health Education (RSHE)
The DfE is seeking views from parents, school staff and governors on new draft RSHE guidance. The guidance was produced following a review of the RSHE curriculum conducted by independent experts.

It sets out new expectations, including the age at which pupils can be taught sex education which the DfE suggests must be no earlier than Y5. In addition, it has been proposed that there be restrictions on the teaching of gender identity and the use of materials that suggest that gender is a spectrum.

The DfE has opened an eight week consultation to gather views on the proposed changes.

DfE updates guidance on what schools must or should publish online
The DfE has updated its guidance on what maintained schools, academies and FE colleges must or should publish online. The update message states that each of the guidance pages has been reformatted to improve usability. The DfE also states that it has added a new section on ‘Pay gap reporting’, updated the ‘Test, exam and assessment results’ section, and included information about publishing a music development plan in the ‘Curriculum’ section.

This week I report on the removal of deep dives from ungraded inspections from September and a DfE consultation on new national standards for unregistered Alternative Provision.

Changes to ungraded inspections
At last weekend’s NAHT conference Ofsted’s Chief Inspector, Sir Martyn Oliver, announced changes to ungraded inspections. The changes are designed to reduce the burden on school leaders and allow more time and flexibility for inspectors to get to know the school, including its context and priorities.

From September, inspectors will no longer conduct subject deep dives during ungraded inspections, which are designed to check on standards in schools that already carry a good or outstanding grade. Instead, school leaders will have the opportunity to discuss their school’s strengths and areas for development with inspectors.

The lead inspector’s initial phone call will focus on getting to know the school, its context, priorities and progress since the previous inspection. There will then be more space for school leaders to help shape the inspection plan and ensure it is focused on the right things.

The inspection framework will remain unchanged, but in place of the deep dives, inspectors will typically use extended learning walks to consider the impact of the curriculum and pupils’ personal development. Safeguarding arrangements, behaviour and attendance will continue to be evaluated in the same way.

DfE consults on national standards for unregistered Alternative Provision
Today the DfE launched a consultation that proposes measures for alternative provision providers to be subject to new, proportionate quality assurance frameworks, underpinned by national standards. It also sets out proposals to use unregistered alternative provision as an intervention, not a destination, to complement the education provided in school. The proposals build on the findings of the government’s previous call for evidence, which closed in 2022 and the consultation will close on 5 July.

This week I highlight the publication of new DfE guidance on how schools should prepare for and respond to terrorism and other major incidents, new research from the Nuffield Foundation on how Covid could impact on GCSE results into the 2030s and Ofqual’s response to the DfE’s consultation on the approach for the Advanced British Standard.

DfE releases new guidance ‘Protective security and preparedness for education settings’
The DfE has released new non-statutory guidance covering how education settings should prepare for and respond to terrorism and other major incidents. It covers preparatory measures such as security culture and practice drills; immediate actions during an incident such as safe communication and evacuation; and post-incident procedures such as welfare support and evaluation of the response. Alongside the guidance, the DfE has released a ‘Protective security and preparedness self-assessment’ template to helps schools evaluate strengths and weaknesses in provision.

New research shows that coronavirus (COVID-19) could affect GCSEs into 2030s
A new Nuffield Foundation study predicts that successive coronavirus cohorts are on course for the biggest overall decline in basic GCSE achievement for at least two decades.

Ofqual responds to DfE’s consultation on the approach for the Advanced British Standard
Ofqual has released its response to the DfE’s consultation on the approach to the Advanced British Standard, which aims to set a new vision for what students should learn post-16, at what level and with what balance across subjects. The consultation closed on 20 March 2024.