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The two biggest changes in the new safeguarding guidance revolve around sourcing high quality governor and trustee training and the new requirement to carry out online searches for shortlisted candidates. This article focuses on how and when to carry out online searches. In the coming week we will follow up with everything you need to consider when sourcing high quality governor or trustee training.
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The long-awaited publication of the Research Excellence Framework (REF) 2021 provides universities with opportunities to generate additional income and build upon the quality of their research output.
Following its publication of the White Paper at the end of March, the Department for Education (DfE) has shared an implementation framework focusing on its plans for “a stronger and fairer school system”.
A question we often get asked by schools is “can I be forced to become an academy?” The answer to that question to date has centred around whether a school is eligible for intervention and, primarily, its Ofsted’s grade.
Part 5 of the Schools Bill broadens the regulatory scope of the Teaching Regulation Agency to investigate and prohibit individuals from working as teachers.
Part 4 of the Schools Bill introduces provisions relating to independent educational institutions.
Whilst mainly an attempt to put the rules governing academies into an Act (rather than in piecemeal funding agreements and Articles of Association that vary from academy to academy), some provisions within Part 1 of the new Bill will be of interest to Catholic academies.
Part 1 of the Schools Bill 2022 proposes a new set of “Academy Trust Standards”, representing the introduction of a “common rule book” for academy trusts.
Part 3 of the Bill deals with school attendance. It includes a new duty on local authorities to use their powers to promote regular school attendance and to reduce absences.
Part 1 of the Schools Bill introduces statutory rights designed to ensure that the Secretary of State has efficient oversight and is equipped to address “instances of failure” in academy trusts.
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