Department for Education
This statutory guidance contains information for assessing and reporting the reception baseline assessment in the 2021 to 2022 academic year.
All the assessment resources should have been delivered to schools at the beginning of June.
Schools and colleges to benefit from boost in expert mental health support – Press Release – 10th May
Gavin Williamson has announced that more than £17 million is to be used to improve mental health and wellbeing support in schools and colleges as part of Government’s commitment to build back better for every young person.
Up to 7,800 schools and colleges in England will be offered funding worth £9.5 million to train a senior mental health lead from their staff in the next academic year, part of the Government’s commitment to offering this training to all state schools and colleges by 2025.
Funding also includes a new £7 million Wellbeing for Education Recovery programme, which provides free expert training, support and resources for staff dealing with children and young people experiencing additional pressures from the last year. The programme builds on the success of the Department for Education’s Wellbeing for Education Return, used by more than 90% of councils since its launch last summer.
The education staff wellbeing charter is a declaration of support for, and set of commitments to, the wellbeing and mental health of everyone working in education.
All state funded schools and colleges are invited to familiarise themselves with the charter, and to sign up when it is available in the autumn, as a shared commitment to protect, promote and enhance the wellbeing of their staff. It is voluntary and there is no deadline to sign up.
The DfE have published the latest Education, Health and Care Plan statistics based on the January 2021 data collection.
The total number of EHC plans has continued to increase
There were 430,700 children and young people with Education, Health and Care (EHC) plans as at January 2021 (390,100 Jan 20)
The number of new EHC plans made in the calendar year has also continued to increase
There were 60,100 new EHC plans made during 2020 (53,900 in previous year)
The proportion of new plans issued within 20 weeks has decreased
In 2020, 58.0% of new EHC plans were issued within 20 weeks, down from 60.4% in 2019
Slight increase in the number of children with EHCP being educated in mainstream setting
This document sets out how the Behaviour Hubs programme will enable schools with exemplary behaviour to work with other schools to improve their behaviour culture. It has been updated to clarify the aims of the programme and new guidance has been added on what support is available and a list of current lead schools and hubs.
Every state school with a Reception class in England can now apply for training and resources through an early – years catch-up programme funded by the Government, to support thousands more pupils with vital communication skills.
Registration for 2021-2022 can be found here. You have until 30th July to apply.
This newly published guidance informs you of the grant funding and training that schools and colleges can get to help develop a whole school or college approach to mental health and wellbeing.
This training is not compulsory. Having a senior mental health lead who can attend this training is encouraged to help you develop your setting’s holistic approach to promoting and supporting the mental wellbeing of pupils, students and staff, and make best use of existing resources.
This guidance enables you to find out what help you can get to develop a whole school or college approach to mental health and wellbeing. This updated version contains a list of mental health and wellbeing resources for teachers, school staff and school leaders.
This guidance on practical materials for primary and secondary schools to use to train staff about teaching mental wellbeing has been updated with guidance to support relationships, sex and health education curriculum planning, as part of education recovery.
The DfE have announced that they will be allocating £320 million PE and Sport Premium to primary schools to help schools prioritise physical activity with education, as schools build back better from the pandemic.
The DfE have published the latest SEND statistics taken from the 2021 January census.
Number of pupils identified as SEND SEN Support – 1,083,083 (12.2%) – Education, Health and Care Plan – 325,618 (3.7%)
The percentage of pupils with an EHC plan who are in mainstream schools has increased from 48.7% to 50.4% in 2021, while the percentage in state-funded special schools has dropped from 42.6% to 40.6%.
The most common type of need for those with an EHC plan is Autistic Spectrum Disorders and for those with SEN support, Speech, Language and Communication needs.
38% of pupils with an EHC plan and 34.3% of pupils with SEN support are eligible for free school meals
The Government is asking teachers and school leaders for views on managing good behaviour, including on the use of mobile phones in the school day.
The consultation closes on 10th August
Standards and Testing Agency
The Reception Baseline Assessment (RBA) becomes statutory from September 2021 – a number of documents have been produced by the Standards and Testing Agency (STA) to help to implement this.
This guidance is for schools administering the phonics screening check to year 2 pupils during the second half of the 2021 autumn term.
This is guidance for schools on writing statutory end of year reports for parents.
Research review series: science – 29th April
Research review series: religious education – 12th May
Research review series: mathematics – 25th May
Curriculum research review series: languages – 7th June
Research review series: geography – 17th June
This study was developed to explore how the needs of children and young people are met in mainstream schools and how approaches vary between providers. It has to be emphasised that this research was conducted using a very small sample of schools and pupils.
Schools often took a pupil-centred approach when identifying needs and planning provision, but staff did not always know the pupils well enough to do this
Pupils with SEND regularly spent time out of class working with teaching assistants (TAs), but there were some concerns about social exclusion and over-reliance on a single adult
Occasionally, schools were teaching a curriculum to pupils that was not properly sequenced or well matched to their needs
Collaboration between practitioners and families supported schools in meeting pupils’ needs more effectively
Mechanisms for co-production with parents and carers were often in place but implementation was not always meaningful. This is likely to impact how far schools can tailor provision to children’s needs
School SENCos were essential for mediating provision but experienced a range of challenges in carrying out their role
Schools employed a range of tailored strategies to meet pupils’ needs, sometimes supported by multi-agency services
Local authorities had strong ambitions for multi-agency collaboration, but this did not always translate into improved practice and positive experiences for schools and families
Some pupils received support from external services, but not always to the extent they need
This research raises questions about what ‘success’ looks like in terms of supporting children with SEND in mainstream schools