This document is for:
It provides guidance on free school meal eligibility and the introduction of transitional protection arrangements under Universal Credit for those already receiving free school meals.
This is technical information about submitting data for the school census 2017 to 2018.
Use this if you’re a:
The specification contains:
Software suppliers should use the list of validation rules so that schools can validate the data they submit.
This release comprises:
This publication provides headline experimental statistics on the use of the apprenticeship service. These include apprenticeship service account registrations (ASAs) and numbers of commitments (reported to February 2018), where an apprentice who is expected to go on to start has been recorded in the system.
Additionally, monthly apprenticeship starts information for the first six months of the 2017 to 2018 academic year are also presented (reported to January 2018).
This document sets out policy on how the Department for Education and the Education and Skills Funding Agency (ESFA) will protect learners when a college has financial difficulties.
This guidance includes information on the:
These guidance documents explain the:
The process for submitting qualifications for consideration for inclusion in the 2020 key stage 4 and 16 to 18 performance tables was open until February 2018.
Technical and applied qualifications equip 14- to 19-year-olds with the applied knowledge and practical skills they need to progress into further study or skilled employment.
The significance of effective planning for improvement for initial teacher training (ITT) providers is emphasised in the following documents:
This document only provides non-statutory guidance. It is intended to support in developing effective self-evaluation and improvement plans.
Effective self-evaluation and improvement planning work together to continuously improve initial teacher training and raise outcomes for trainees. There is no preferred format for either process. Providers need to develop their own systems and formats, taking account of the features of effective self-evaluation and improvement planning outlined in this guidance.
Rigorous self-evaluation starts with an analysis of outcomes for trainees. It identifies those factors in provision that are having the most impact on outcomes for trainees. These factors inform the improvement plan for the following year. The outcomes for trainees at the end of that year demonstrate how far the improvement plan has been successful.
Lists of local authorities seeking academy and free school proposers, and of all academies and free schools already set up.
These documents give technical information about submitting data for the 2018 school workforce census. They describe the data items for collection in the census.
These documents are for software suppliers and users of:
Schools can use the summary report to check the accuracy of their census data before sending it to their local authority or to us.
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