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Weekly DfE Publications W/C 03.09.2018

Keeping children safe in education

Statutory guidance

This guidance applies to all schools and is for:

It sets out the legal duties that must be followed to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges.

All school and college staff should read part 1 of this guidance. Part 1 of the guidance is also available as a standalone document.

Employer engagement and support for T Level industry placements

Research and analysis

The information in this report has been gathered through 120 interviews with employers across different occupations and industries.

It explores:

Findings will be used to inform how best to engage employers and promote industry placements.

Parental responsibility: guide for schools and local authorities

Guidance

This guide is for:

It applies to:

It explains what to do when there are disputes between a number of adults, each claiming to have parental responsibility for a particular child.

Free schools: successful applications

Transparency data

Details of all schools in the pre-opening stage of the free school programme including:

It includes local authorities running a competition to open new special free schools (one school in each local authority).

‘Free schools’ includes university technical colleges (UTCs), studio schools and free school presumption schools.

Ready reckoners and transition matrices for key stage 2: 2018

Guidance

These ready reckoners and transition matrices apply to 2018 key stage 2 provisional data, and 2017 key stage 2 revised data.

Ready reckoners

The pupil progress ready reckoner calculates progress scores in reading, writing and maths for an individual pupil.

The school progress ready reckoner shows how your school’s progress scores are calculated from individual pupil progress scores in each subject.

Transition matrices

Transition matrices explore national distributions of key stage 2 outcomes in English reading, writing and mathematics for pupils sharing the same key stage 1 prior attainment.

Performance table headline measures - pupils who achieved the expected standard or expected standard or higher - are also included.

Basic need allocations

Guidance

Basic need funding is the money given to local authorities each year to help them fulfil their duty to make sure there are enough school places for children in their local area.

The allocations announced in 2018 will allow local authorities to create the new school places they need by September 2021.

‘Capital funding for school places by 2021: explanatory note on methodology’ explains how the funding for each local authority was calculated, using data from the school capacity survey.

‘Basic need allocations for 2021: quality assurance note’ explains the quality assurance processes followed to calculate basic need allocations, and shows how these processes meet the guidelines in the Aqua Book guidance on quality assurance of government models.

This funding has been allocated alongside a £50m fund for a targeted scheme to support the capital costs of building whole new secondary schools through the presumption free school route.

All local authorities have also been allocated additional capital funding to invest in provision for children and young people with special educational needs and disabilities through the Special Provision Capital Fund.

National curriculum assessments: key stage 2, 2018 (provisional)

National Statistics

This publication provides additional information to the national curriculum assessments at key stage 2 in England, 2018 (interim) publication published on 10 July 2018.

Primary school accountability

Guidance

The technical guide is for all primary schools. It sets out how primary school accountability measures will be calculated for the school performance tables.

There’s also:

The guidance on similar schools explains the data and calculations used to create a group of ‘similar schools’ in the school performance tables.

Improving engagement and attainment in maths and English courses

Research and analysis

The report looks at intervention projects based in further education colleges, workplaces and the community.

Annex A provides an overview of research that has been conducted in the areas of adult literacy and numeracy (ALN) and behavioural sciences.

Annex B uses behavioural science to examine the reasons why employers and their employees do not invest in basic skills training.

The research is accompanied by a practical guide to implementing the insights. It is available on the Behavioural Insights Team website.

Staffing and employment: advice for schools

Guidance

This guidance applies to maintained schools and academies in England.

It is for:

It will help with managing staffing and employment issues, and making decisions. It replaces the statutory guidance from 2009, ‘Guidance on managing staff in schools’.

Parental responsibility measures attendance cens018: guide

Guidance

Information for local authorities completing the 2018 parental responsibility measures attendance census.

Newly qualified teacher (NQT) and provider-level response rates: exploratory research

Research and analysis

The annual NQT survey monitors NQTs’ experiences of training.

To date the survey has been run as an online census but, due to falling response rates, the survey has changed to a sample survey. This means that provider-level analysis is no longer available.

This research:

Newly qualified teachers (NQTs): annual survey 2017

Research and analysis

From August to October 2017, DfE surveyed a sample of NQTs who had successfully completed their initial teacher training (ITT) in England during the 2015 to 2016 academic year.

The NQTs were invited to complete an online or postal questionnaire. The survey asked them to:

The research is based on a sample survey so provider-level data is not available this year.

School workforce census 2018: guides

Guidance

These guides will help schools and local authorities:

The guide for school-employed staff is for:

The guide for centrally employed staff explains how local authorities who employ school staff centrally can submit school workforce census data.

Centrally employed staff includes:

Deals for schools

Guidance

New deals for schools are added regularly. Revisit this page to find newly-added deals.

Pupils and their parents or carers: omnibus survey

Research and analysis

DfE gathered data from:

Questions in the survey were submitted by policy teams from DfE.

All waves cover responses from pupils in years 7 to 11, except wave 4, which includes paired responses from students in further education (FE) or sixth-form college.

Topics covered in the survey include:

 

Early years business sustainability: supplier list and guides

Guidance

See also:

School preference data collections 2019: technical specification

Guidance

This business and technical specification explains:

Take-up of free early education entitlements

Research and analysis

The report explains the findings of the research, which was carried out in 2018. It includes a rapid evidence assessment, regression analysis and qualitative interviews.

The aims of the research were to investigate:

Early education and outcomes to age 4

Research and analysis

The report addresses 3 main objectives:

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