Every local-authority-maintained school must publish specific information on its website to comply with the School Information (England) Regulations (2008), as … Every local-authority-maintained school must publish specific information on its website to comply with the School Information (England) Regulations (2008), as amended by The School Information (England) (Amendment) Regulations 2012 and 2016 and other relevant legislation including the Equality Act 2010: advice for schools and the Children and Families Act 2014. If a parent requests a paper copy of the information on your school’s website, you must provide this free of charge. There are four main types of maintained schools. C) state legislation. The Freedom of Information Act requires every public authority to have a publication scheme, approved by the Information Commissioner’s Office (ICO), and to publish information covered by the scheme. For the current academic year, you must include: For the previous academic year, you must include: We understand that evaluating the pupil premium’s impact in the 2019 to 2020 academic year will present difficulties as a result of reduced numbers of pupils having attended between March and July 2020. Links to relevant guidance and resources for governors of local-authority-maintained schools. The policy statement must set out the circumstances in which providers of technical education and apprenticeships will be given access to year 8 to 13 pupils. If your school gets the coronavirus (COVID-19) catch-up premium grant in academic year 2020 to 2021, you should publish details of: Read further information on the coronavirus (COVID-19) catch-up premium. Don’t worry we won’t send you spam or share your email address with anyone. Updated sections on 'Admission arrangements', 'Exams and assessment results', 'Curriculum', 'Pupil premium', 'Year 7 literacy and numeracy catch-up premium', 'PE and sport premium for primary schools', 'Equality objectives', 'Special educational needs and disability (SEND) information', 'Governors' information and duties'. The information that schools maintained by their local authorities must publish on their websites. Schools that are public authorities must act in accordance with the convention. These schools must follow the national curriculum and national teacher pay and conditions. Ravenscroft, Hook Hampshire RG27 9NN. Added requirement about school complaints procedure which came into force on 1 September 2016. We update you on the main changes. If your school operates a sixth form, you must publish the following details from your school’s 16 to 18 performance tables page most recent key stage 5 (16 to 18) performance measures 16 to 18 accountability headline measures guidance as published by the Secretary of State (for most schools, the performance measures published for the 2018 to 2019 academic year): You must include a link to the school and college performance tables and your school’s performance tables page. District and school administrators are responsible for providing instructional leadership and developing, implementing, and evaluating district and school systems and policies. The links and documents below explain the policies that local-authority-maintained schools must follow by law and their funding agreement. Your website should include a statement of your school’s ethos and values. 1.1 Maintained school curriculum requirements All maintained schools in England must offer the statutory curriculum as set out in Section 80 of the The legal authority for operating local school systems is given to local boards of education through A) the federal Department of Education. year 7 literacy and numeracy catch-up premium funding, The Equality Act 2010 and Advice for Schools, Special educational needs and disability code of practice: 0 to 25 years, paragraph 3 of schedule 10 to the Equality Act 2010, careers guidance and access for education and training providers, developing your school’s complaints procedure, governing bodies of maintained schools statutory guidance, What academies, free schools and colleges should publish online, Seven strong claims about successful school leadership, Secondary accountability measures (including Progress 8 and Attainment 8), Local-authority-maintained schools: governance, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases, the name of the member of staff who deals with queries from parents and other members of the public, the name and contact details of your special educational needs co-ordinator (, how you’ll consider applications for each relevant age group at your school, what parents should do if they want to apply for their child to attend your school, your arrangements for selecting the pupils who apply (if you are a selective school), your ‘over-subscription criteria’ (how you offer places if there are more applicants than places), include a deadline for lodging appeals which allows those making an appeal at least 20 school days from the date of notification that their application was unsuccessful to prepare and lodge their written appeal, include reasonable deadlines for those making an appeal to submit additional evidence, for admission authorities to submit their evidence and for the clerk to send appeal papers to the panel and parties, ensure that those making an appeal receive at least 10 school days’ notice of their appeal hearing, ensure that decision letters are sent within 5 school days of the hearing wherever possible, progress scores in reading, writing and maths, percentage of pupils who achieved at least the expected standard in reading, writing and maths, percentage of pupils who achieved at a higher standard in reading, writing and maths, average ‘scaled scores’ in reading and maths, attainment in English and maths - percentage of pupils achieving a grade 5 or above in, the content of your school curriculum in each academic year for every subject, including Religious Education even if it is taught as part of another subject or subjects, or is called something else, the names of any phonics or reading schemes you’re using in key stage 1, a list of the courses available to pupils at key stage 4, including, how parents or other members of the public can find out more about the curriculum your school is following, your school’s pupil premium grant allocation amount, a summary of the main barriers to educational achievement faced by eligible pupils at the school, how you’ll spend the pupil premium to overcome those barriers and the reasons for that approach, how you’ll measure the effect of the pupil premium, the date of the next review of the school’s pupil premium strategy, how you spent the pupil premium allocation, details of how you spent your allocation for that year, how your use of that allocation made a difference to the attainment of the pupils who benefit from the funding, how it is intended that the grant will be spent, how the effect of this expenditure on the educational attainment of those pupils at the school will be assessed, a full breakdown of how it has been spent, the impact the school has seen on pupils’, how the improvements will be sustainable in the future, swim competently, confidently, and proficiently over a distance of at least 25 metres, perform safe self-rescue in different water-based situations, details of how your school complies with the, your school’s equality objectives - you must update this at least once every 4 years, eliminating discrimination (see the Equality Act 2010), advancing equality of opportunity – between people who share a protected characteristic and people who do not share it, consulting and involving those affected by inequality, in the decisions your school or college takes to promote equality and eliminate discrimination (affected people could include parents, pupils, staff and members of the local community), the arrangements for the admission of disabled pupils, the steps you have taken to prevent disabled pupils from being treated less favourably than other pupils, the facilities you provide to help disabled pupils to access the school, increasing the extent to which disabled pupils can participate in the school’s curriculum, improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school, improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled, the name, email address and telephone number of the school’s careers leader, a summary of the careers programme, including details of how pupils, parents, teachers and employers may access information about the careers programme, how the school measures and assesses the impact of the careers programme on pupils, the date of the school’s next review of the information published, details of the structure and responsibilities of the governing body and its committees. 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