31st August 2018

Department for Education

New £1.6million investment in projects in North Yorkshire, 28th August

New projects will support young people and their families living on the North Yorkshire Coast as part of the Opportunity Area programme.

Projects include:

An £800,000 scheme that will offer support such as community workshops with early years experts to help parents support their child’s reading, writing and language development.

The creation of 40 speech and language ‘champions’ to work with nurseries and preschools in the area, helping identify earlier when children might need better support and make sure they arrive at school ready to learn.

Support to more than 20 primary schools to improve pupils’ speech, language and communication skills. Support could include an onsite therapist in more severe cases – an expansion of the Scarborough Pledge, which tackles educational disadvantage.

Alongside this, a second scheme also worth £800,000 will launch in September to improve access to sports, arts and cultural activities for more than 3,500 young people aged five to 18 in Scarborough, Whitby and Filey.

North Yorkshire Coast’s plan, which covers the district of Scarborough, focuses on improving the quality of the early years’ education available, boosting maths teaching in primary and secondary schools, developing children’s literacy skills and creating more good secondary school places.

New unit to tackle exploitation of vulnerable young people, 28th August

Children and Families Minister Nadhim Zahawi has announced the establishment of a new unit, backed by up to £2million investment, which will offer bespoke support to local councils to help stop child sexual exploitation, trafficking, modern slavery and other attempts by criminals to take advantage of vulnerable children and coerce them into crimes like drug trafficking.

Data protection: toolkit for schools, 31st August (republished)

Updated the safeguarding, consent, retention, data protection officer and data breaches sections of the toolkit. Also added new resources in the document.

More support to help schools with costs, 31st August

Practical support and advice is published for schools to help save money on the £10 billion spent each year on non-staffing costs.

The School Resource Management Strategy - Supporting excellent school resource management - addresseshow schools can work collaboratively with other schools to drive down costs on things like stationery, energy and water bills, as well as supporting schools with staff recruitment and retention.

See also Deals for schools

And see Trends in school spending: 2002 to 2016, 31st August

School workforce planning, 31st August.

Republished to include updated information about the teacher vacancy service and supply teacher framework.

National funding formula tables for schools and high needs: 2019 to 2020 - published 24th July 2018

Republished to includetechnical notes and a link to guidance on finding and interpreting the data on COLLECT.

Department for Education- Early Years

Disqualification under the Childcare Act 2006, 31st August (republished)

This revised guidance reflects the changes in the new legislation that came into force on 31 August 2018.

Early years initial teacher training (ITT) providers, updated to remove

Two Mile Ash ITT Partnership' from the provider list in the South East


Ofsted calls for early years experts, 30th August

The Ofsted Early Years Pedagogy and Practice Forum, will meet for the first time this autumn. Ofsted is calling for academics, practitioners and researchers to express their interest in attending the forum, which is an opportunity to help shape Ofsted’s policy and priorities.

The forum will meet to talk about early years teaching theory and practice, and to review the kinds of topics that Ofsted will consider in planning its survey programme.

Interested parties must have a track record of early years leadership, be willing to take part in constructive debate, and be able to present evidence to support their views at the meetings.

Register your interest in attending the Early Years Pedagogy and Practice Forum by 5pm on Friday 28 September (click on the link)

Further education and skills inspection handbook, republished 30th August

Republished with clarifications regarding monitoring visits, re-inspection and Ofsted's privacy policy.


The Good Childhood Report 2018, Children’s Society, 29th August

This is the seventh annual report published by the Children’s Society looking at factors impacting on the well being of children and young people.

Key findings show:

  • Pressure to fit in with society's expectations is making children unhappy

  • Alarming numbers of children are self-harming- girls are twice as likely as boys to self- harm

  • Non-stop comments about appearance are harmful to girls' well-being

  • Outdated gender stereotypes are damaging to boys' and girls' happiness

  • Family relationships are particularly important for girls

  • Children and young people are generally satisfied with school and school work

  • Family relationships make the biggest difference to children's well-being. Fewer arguments and feeling close with parents is particularly important for girls.

  • Time with friends outside of school is important too. Spending time with mates in the afternoon and weekends is really important for boys.

A review of the relationship between parental involvement indicators and academic achievement, Boonk et al., June 2018, vol. 24: Educational Research Review

This paper reviews the research literature on the relationship between parental involvement and students' academic achievement with 75 studies published between 2003 and 2017. Findings showed that parental involvement variables which show promise because of their relationship with academic achievement are:

(a) Reading at home,

(b) Parents that are holding high expectations/aspirations for their children's academic achievement and schooling,

(c) Communication between parents and children regarding school,

(d) Parental encouragement and support for learning.

The teacher labour market in England: shortages, subject expertise and incentives, Siebieta, 30th August: Education Policy Institute

The research considers the latest trends in the teaching profession, and examines the latest figures on how highly-qualified teachers vary across different subjects, areas in the country, and at different levels of school deprivation.

Key findings

Highly-qualified teachers: variations by subject

Levels of teacher quality in secondary schools vary considerably depending on the subject:

  • Maths and most science subjects in particular struggle to attract highly-qualified teachers – with as little as half of teachers holding a relevant degree.

  • Languages also struggle to secure teachers with relevant degrees: 

  • Conversely, subjects that have a greater proportion of highly-qualified teachers include those that have significantly less pressure on recruitment and retention – such as biology (78%) and English teachers (67%).

Highly-qualified teachers: London and the rest of England

There are stark differences in how highly-qualified teachers are represented in the most, and least deprived schools in England (at KS4). The socio-economic gap is much greater outside of London:

  • In areas outside of London, just over a third (37%) of maths teachers and just under half (45%) of chemistry teachers in the poorest schools had a relevant degree. In more affluent schools outside of London, the proportions are far higher for maths (51%) and chemistry (68%).

  • Shortages of highly-qualified teachers in these poorer schools appear to be the most severe in physics. In the worst-off schools outside of London, fewer than 1 in 5 of physics teachers (17%) have a relevant degree. In more affluent schools outside of London, the figure rises significantly to just over half (52%).

In London, differences in how highly-qualified teachers are represented are far smaller:

  • In maths, the proportion of teachers with a degree ranges between 40-50% for all schools, regardless of deprivation level – while in chemistry, it remains above 60%.  

  • There are also a much greater proportion of highly-qualified physics teachers in the capital – with between 40-50% holding a relevant degree, regardless of school deprivation level.

Highly-qualified teachers in local authorities

The research also locates large disparities in teacher quality across local authorities:

  • The proportion of teachers with a relevant degree is high in London and the South East of England, as well as areas such as Bath and North East Somerset, Rochdale and Darlington.

  • The proportion of teachers with a relevant degree is low in South and West Yorkshire, the Welsh Borders, the fringes of Birmingham, East Anglia and the South Coast.

  • Areas such as Portsmouth, Hampshire, Newham, Barnsley and Doncaster have the lowest proportions of teachers with a degree in shortage subjects.

International - Wales

Learning Wales

Professional standards, 31st August

The new professional standards for teaching and leadership were published in September 2017 and NQTs commencing induction from that date are required to work to the new standards. NQTs who commenced their induction before this date will complete their induction using the same standards they started with. All other serving teachers and leaders will move to the new standards by September 2018.

The draft professional standards for assisting teaching in Wales will be available for use from September 2018 and will form the basis of a consultation in the following months. You can explore the new standards at this link



Guidelines for Parents: Foundation phase/ primary/secondary

Each year, the Welsh Government has provided guidance to parents and carers of children who either have access to the Foundation Phase, Primary school (end of year 2) or who are about to start Secondary school (at the end of year 6). 
Research on parent engagement has shown that an increasing number of parents and carers go online to get information to help their children. Here are useful links for each of the guidelines:


National Literacy Trust supports McDonald’s Happy Readers campaign for the fifth year, 29th August

To launch the promotion this year, McDonald's have released new research into parents’ attitudes to reading with their children. The study of parents of primary school age children shows that almost all parents (97%) see the importance of reading. 58% of parents believe that reading is a special time for bonding and 6 in 10 agree reading to their child helps them learn to read.

However, only 29% of parents read stories to their child every day as per our advice, and only 15% have their child read aloud to them every day. More than a third (36%) of parents want to spend more time reading with their children, and 30% feel guilty about not reading with their children more.

The Happy Readers promotion launches on Wednesday 29 August and will run for five weeks, with one book given away per Happy Meal™ until 2 October.

Achievement for All Areas for consideration

A review of the relationship between parental involvement indicators and academic achievement, Boonk et al., June 2018, vol. 24: Educational Research Review

This review found a strong correlation between parental involvement with their children’s learning and better academic outcomes. This was particularly the case when parents practiced the following: 

(a) Reading at home,

(b) Parents that are holding high expectations/aspirations for their children's academic achievement and schooling,

(c) Communication between parents and children regarding school,

(d) Parental encouragement and support for learning.

Achievement for All works with schools taking a structured approach to the development of parent and carer engagement in their children’s learning; this has a strong impact on children’s outcomes.

The Good Childhood Report 2018, Children’s Society, 29th August

Findings show Pressure to fit in with society's expectations is making children unhappy with alarming numbers of children self-harming; girls are twice as likely as boys to self- harm. Achievement for All works with schools through its Well-being programme to help professionals understand what they can do to create a learning environment that supports and nurtures the highest possible levels of emotional wellbeing, and thus progress and achievement.