The Governance handbook Section 6: Working out what’s new matters. Part 7

This blog looks at Section 6 of the new Governance handbook. Additions in the new handbook are in red. Black text indicates that the text is from the old version and my comments are in green. The numbering used is that of the new Governance handbook.

Section 6 Section 3 Education
and inspection

6.1 The national curriculum

5. The majority of the new national curriculum was introduced in September 2014; English, mathematics and science came into force for years 2 and 6 in September 2015. The English and mathematics curriculum for key stage 4 were phased in from September 2015, and science for key stage 4 will be phased in from September 2016, alongside the timetable for introducing new GCSEs in these subjects.

6.1.2 3.1.4
Cultural Education

9. It is a legal requirement for both maintained schools and academies to promote the cultural development of their pupils through the spiritual, moral, cultural, mental and physical development education requirements.

The rest is unchanged.

6.1.3 3.1.5
Sex and relationship education

15. Governing bodies of maintained schools (excluding maintained nursery schools) and academies
All boards should reassure themselves that the school has a written statement of the policy they adopt on sex education and make it available to parents. All schools providing sex education at both primary and secondary level, and
including academies through their funding agreements, must have regard to statutory guidance Sex and relationship education guidance’ . Sex education is therefore often known by the broader title ‘sex and relationship education’ (SRE). The guidance document ensures SRE is delivered appropriately to all pupils, and that such education covers a range of topics and issues.

16. The PSHE Association has published the advice
Sex and relationships education (SRE) for the 21st century to supplement statutory guidance.

6.1.4 Physical Education and Sport

17. A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

18. All boards should be aware of the PE and sport premium for primary schools. The premium must be used to fund additional and sustainable improvements to the provision of PE and sport, for the benefit of primary-aged pupils, in the 2015 to 2016 academic year, to encourage the development of healthy, active lifestyles. Guidance on how much PE and sport premium funding primary schools receive and advice on how to spend it has been published.

6.1.5 3.1.2
Religious education

No change

6.1.6
3.1.3
Collective worship

No change

6.1.7
3.1.6 Political bias

No change

6.1.8
3.1.7 Disapplication of the national curriculum

No change

3.1.8 Curriculum policy

There is no longer a duty on governing bodies and headteachers to prepare a policy for the school curriculum. If schools do choose to adopt such a policy, it should be broad; it does not need to be a detailed map of all secular curriculum activities.

6.2 Careers guidance and pupil inspiration

No change

6.3
3.4
The early years foundation stage (EYFS)

32.
The EYFS framework
sets out requirements for both learning and development, and safeguarding and welfare n early years
provision for children from birth to five. It is mandatory for all providers. This includes maintained schools, academies and all providers on the Early Years Register.
The EYFS statutory guidance outlines the framework includes requirements for a number of A range of policies and procedures that may be needed by schools, delivering the EYFS; these are outlined in the statutory guidance. and boards of establishments delivering the EYFS should reassure themselves that where such policies and procedures are required they are in place. Further guidance and supporting materials are available.

6.4 3.5 Children with special educational needs (SEN)

33. Legally, a child or young person is defined as having SEN if he or she has a learning difficulty that calls for special educational provision to be made for him or her. A learning difficulty means that the child or young person has significantly greater difficulty in learning than
most children do or young people of the same age do most of their peers, or Alternatively, it means that the child or young person has
a disability that prevents or hinders him or her from making use of educational facilities of a kind generally provided for children or young people of the same age in schools within the area of the local authority.

6.4.1 3.5.1
Responsibilities of the board with regard to SEN

No change

6.4.2
3.5.2 Admission of pupils with SEN: duties of Admission Authorities (including boards)

No change

6.4.3
3.5.3 Admission of SEN pupils with statements to maintained schools

No change

6.4.4
3.5.4 Admission to special schools for pupils with SEN

No change

6.4.5
3.5.5 Teachers in maintained schools with responsibility for SEN

No change

6.6 3.7 Assessing attainment and achievement

56. Teachers should monitor their pupils’ progress in each subject as a normal part of their teaching.
By law, schools must assess pupils’ attainment at key points in their compulsory education. These key points are when pupils have completed the early years foundation stage and the programmes of study for key stages 1, 2 and 3, usually at the ages of 5, 7, 11 and 14. There is also a statutory check of phonics at the end of year 1 (age 6). This process is known as statutory assessment.

57. While governors boards are not directly involved in these processes, they may find the Standards & Testing Agency provide useful background in the context of their responsibilities to drive up school and pupil level performance.

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