This week is the last chance for primary and infant schools and academies to voluntarily implement the forthcoming reforms to the Early Years Foundation Stage a year early in the academic year 2020 to 2021. If you wish to become an ‘early adopter’, you need to complete a short survey by Friday 14 February 2020.
Findings from research with schools on capital spending and potential interactions with revenue spending have been published.
The 2018 survey on British public attitudes to education and children’s services, which forms part of NatCen’s British Social Attitudes (BSA) survey, is now available.
Findings from a mixed method evaluation of peer support for mental health pilots have been published.
A closing date of 28 February 2020 has now been applied to the funding for teachers of maths or physics. Details can be found here.
16 to 19 school and academy sixth form 2020 to 2021 allocation calculation toolkits (ACT) for most institutions have been uploaded to the ESFA Information Exchange. You will find your ACT file in the Document Exchange ‘Revenue Funding’ folder, under ‘AY 2020-21 (2020/21)’. There is guidance to help you understand the information in your ACT file. Once you have reviewed your 16 to 19 revenue funding allocation statement you can submit a business case if necessary and must do so by Thursday 30 April 2020.
Benchmarking report cards were distributed to local authority maintained schools on 24 January 2020. The cards use spending data updated for the 2018 to 2019 financial year. These individual report cards contain highlights of a school’s spending compared with statistically similar schools in terms of levels of deprivation and special educational needs. The cards were sent to the school contact email address recorded on Get information about schools (GIAS). If schools have any queries about these report cards, they should email; School.RESOURCEMANAGEMENT@education.gov.uk.
Guidance for trusts who applied for the 2019 to 2020 Trust Capacity Fund and information about the forthcoming 2020 to 2021 fund is now available.
Guidance about teaching personal, social, health and economic (PSHE) education in England has been updated.
The following guidance and advice may be of assistance should you, your staff and/or pupils be seeking any support in the aftermath of Sunday’s terrorist attack in Streatham, London. The Home Office’s Victims of Terrorism Unit website, includes access to support services, including mental health and other medical services. Students may have concerns over news coverage and online footage. The following online resources may be of specific assistance to educators (safeguarding leads and teachers) with discussions about terrorist attacks:
•The PSHE Association Frameworks: primary and secondary resources
•Educate Against Hate
Working Futures labour market and skills projections for the period 2017 to 2027 have now been published.
Change have been made to the Teacher subject specialism training (TSST): programme details. The course directory has been replaced with an accessible HTML version, available on a separate webpage and eligibility details have been reformatted to make it clearer about who can apply. The course directory can be used to find and apply for free teacher subject specialism training in England, available in secondary mathematics, core maths, physics and modern foreign languages.
Advice on buying goods and services for schools has been updated to include a new section on multi-functional devices (MFD) and printing.
The list of financial advisers for schools that need to buy external financial advice and what to think about before choosing a supplier has been updated.
To help reflect advances in technology in the way music is created, recorded and produced, and to reassess the music education young people benefit from at school, the Department for Education is inviting views from musicians, specialist teachers, young people and their parents about their experience and what they want to see in the National Plan for Music Education. The plan will help level up opportunities for children from all backgrounds to take part in musical education, including the chance to learn how to play an instrument, perform in a choir or band, and develop a lifelong love of music. The consultation closes on 13 March 2020.
Statistics on the performance at key stage 4 (KS4) of state-funded mainstream schools in multi-academy trusts in England have been published.
The secondary accountability measures (including Progress 8 and Attainment 8) have been updated with more information about announced policies that apply to accountability measures in 2019 and 2020. ‘Progress scores for key stage 4: school and college performance tables’ have also been updated to include 2019 figures.
Secondary school performance tables in England: 2018 to 2019 (revised) have been published.
Revised statistics on the achievements of pupils at the end of key stage 4 in schools, including pupil characteristics have been published for 2019.
Revised guidance on key stage 4 and 16 to 18 destination measures: 2019 data has been issued.
A technical note explaining how to use school performance tables to see how a school is performing at key stage 4 compared to a school with a similar intake of pupils is now available.
Statistics on key stage 4 results, including GCSEs, have been updated with ‘Multi-academy trust performance measures at KS4: 2018 to 2019’, ‘Key stage 4 performance 2019 (revised)’ and ‘Secondary school performance tables in England: 2018 to 2019 (revised)’.
Ready reckoners to calculate progress scores for pupils and schools, and transition matrices of GCSE subject grades by prior attainment have been with the revised 2019 data.